Alfie Kohn - Encouraging Collaboration rather than Competition
Education Next is a free online conference that brought together a range of leaders in thinking and pedagogy. Below are key notes from Alfie Kohn's presentation around the concept of collaboration and schooling.
- Reflective Rebels
- Creating their own questions as educators, rather than imposed curriculum
- Powerful, responsive and thinking learning vs passive learning
- Starting with questions, problems and projects vs facts, skills and separate disciplines
- Students involved in curriculum
- Empowering kids to look at institutional changes and looking at changing structures, rather than acquiring skills and fitting in to norm
- Fixing the kids to fit the system e.g. skills to fit the system and navigate it
- Challenging and changing
- Asking questions about the system itself, the system and what changes need to be made
- Navigating away from a 'fact based' curriculum
- Responsive to needs vs planned pathways and 'canned' ways of 'managing'
- Punish/reward = control
- Who are your networks/colleagues/relationships that will support rebellious thought and reflect on research/concepts/thinking to make shifts in practice that are student central
Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts
Monday, August 15, 2016
Wednesday, July 29, 2015
Key Competencies for the Future
Key Competencies for the Future was release mid 2014 and explores the history, idealogy and understandings of New Zealand's Key Competencies. The authors; Rosemary Hipkins, Rachel Bolstad, Sally Boyd and Sue McDowall look at the Key Competencies from many angles and examine the important place that they have within our curriculum.
Right from the start of this book there were key elements and statements that stood out to me that really highlighted the importance of the Competencies for teachers. Particularly of interest was the concept of how even though the Competencies stand alone, they have to stand together. You cannot also look at them in isolation and piecing the picture together of how they fit and work together in the wider world is key to us as educators supporting our students with them.
"Key Competencies are actually cross-cutting of each other. We pull them apart to understand their individual character, but it's also important to stitch them back together when we put them to work in real contexts" - KCFTF (Key Competencies for the Future) Pg 16
I've really enjoyed following the VLN thread and webinar that happened as part of the Connected Educator Month - you can watch the webinar with 3 of the authors here. It's worth the watch and listen, even if you aren't currently reading the book.
There are such a wide range of concepts that stood out to me personally and for my practice and I particularly enjoyed the thinking around 'wicked problems'.
Wicked Problems: the idea of students being involved in real future focused problems that have relevancy and impact for their world. Concepts such as food security, sustainability, pollution and more. These are large scale problems that are difficult or impossible for people to solve due to a number of reasons, such as perspectives, scale etc. Read more on Wicked Problems here. Through this I was questioning how really future focussed our practice and selection of negotiated learning avenues have really been? Are they big enough with far reaching consequences that surpass the students' time in school. At uLearn I have had the opportunity to attend workshops run by Tom Barrett of NoTosh - in these workshops I have begun to explore Design Thinking further. Many comments and conversations with my colleagues during this workshop filtered back to themes and ideas from the Key Competencies for the Future book. Particularly around Wicked Problems, provocations and the design thinking journey.
Right from the start of this book there were key elements and statements that stood out to me that really highlighted the importance of the Competencies for teachers. Particularly of interest was the concept of how even though the Competencies stand alone, they have to stand together. You cannot also look at them in isolation and piecing the picture together of how they fit and work together in the wider world is key to us as educators supporting our students with them.
"Key Competencies are actually cross-cutting of each other. We pull them apart to understand their individual character, but it's also important to stitch them back together when we put them to work in real contexts" - KCFTF (Key Competencies for the Future) Pg 16
I've really enjoyed following the VLN thread and webinar that happened as part of the Connected Educator Month - you can watch the webinar with 3 of the authors here. It's worth the watch and listen, even if you aren't currently reading the book.
There are such a wide range of concepts that stood out to me personally and for my practice and I particularly enjoyed the thinking around 'wicked problems'.
Wicked Problems: the idea of students being involved in real future focused problems that have relevancy and impact for their world. Concepts such as food security, sustainability, pollution and more. These are large scale problems that are difficult or impossible for people to solve due to a number of reasons, such as perspectives, scale etc. Read more on Wicked Problems here. Through this I was questioning how really future focussed our practice and selection of negotiated learning avenues have really been? Are they big enough with far reaching consequences that surpass the students' time in school. At uLearn I have had the opportunity to attend workshops run by Tom Barrett of NoTosh - in these workshops I have begun to explore Design Thinking further. Many comments and conversations with my colleagues during this workshop filtered back to themes and ideas from the Key Competencies for the Future book. Particularly around Wicked Problems, provocations and the design thinking journey.
Friday, September 6, 2013
Journeys and Reflections
A few weeks ago I had the privilege to head away with my team of talented teachers on a road trip to explore 3 schools in Pahoia and Papamoa. This is the 2nd such day our team has taken on by utilising out CRT days together and heading off to view amazing educators in action. Our last day was out visiting schools in Auckland.
Before our visits we sat down on several occasions to talk as a team about what we wanted to see, hear and discuss by visiting schools. These conversations helped us to structure our guiding questions that were the base of how we selected schools. From here we spoke with educators we knew to locate schools that would help us focus on our guiding questions. Our key emphasis this visit was on open learning spaces, negotiated learning, student ownership and the practice of reflection within the learning. Big ideas to look at and we were more than excited about the day of visits.
The schools we visited allowed us to see a range of different understandings, directions and thinking. It was a great opportunity to talk about the things that mattered to different schools and communities and why those things were important. It allowed us to see some of the big picture of what small decisions in classrooms can mean or do school wide.
The 2 key themes coming from all the schools we visited were the importance of 'relationships' and 'systems' to team teaching/open learning spaces. We were really excited about discussing these key themes with the schools, but then again afterwards amongst ourselves as we reflected on our own journey.
Relationships:
A key element of a successful teaching team is the relationship between the teachers involved. A high level of trust, integrity, support, friendship and willingness is required to work in such a close space. You are consistently a reflective buddy, support person and general day to day go to person for each other. A shared understanding about what path the classroom is on is required to make sure that a clear path is created for the students working within the space. What are your shared beliefs, understandings and ideas that underpin what is happening in your classroom space? How well do you work together to make the things you want to happen in your class move from visions to happenings? Just some of the important questions that teachers spoke of considering and thinking about.
Many principals spoke about the fact that these relationship often need to come from the teachers rather than be selected by the management team. The driving force behind these relationships need to come intrinsically from the teachers. This is where a lot of management have seen the most effective classrooms, as the teachers have established that the strong relationship is there.
Systems:
What clear systems are in place to allow teachers and students to work within the shared space? Do all people in that shared space have the same understanding about the little things as well as the big things in the class - where do the kids put their book bags in the morning? To the bigger decisions - how will we group our students for ... subject? The systems in place need to be steadfast and supported by all individuals. In one class in particular we saw extremely clear and effective systems in place in all avenues of the classroom practice that supported both students and teachers to work in the space. From planning, classroom space, organisation etc - the small systems in place guided all parties to use the space for effective learning.
There are also a lot of people who need to navigate day to day classroom systems - are these systems clear to you, the students and the parents? Some of the schools we visited spoke about 'Guardian Teachers' in the open plan environment. This system gave each parent an opportunity to feel like they had 1 parent to talk to in regards to issues/concerns and general day to day business. This didn't mean that the student and teacher belonged specifically together, but it was a system that allowed parents to have a means of communication with one of the teachers. A simple but effective system had been established for students, teachers, parents and management. What was also great was being able to speak to most people along that chain and hear the same systems communicated from each party - one sign of effective systems being in place.
Moving Forward...
We took the time after each school to share our understandings, ideas, reflections and new thinking with each other. This time was extremely valuable. I feel privileged to work in the team that I do. We have both relationships and systems happening currently that support and develop a range of powerful teaching and learning. Our ability to work as a team and reflect on what we are doing and why it is working well is one of our strengths. I felt that the themes the schools shared with us were a key element of a successful open plan teaching environment. Yes, there are other factors but with great systems and amazing relationships some real magic can happen for the students and teachers.
Our team has used the opportunity to walk away and think about what is really important for each of us within our classroom environments. It was great to affirm some of the things we have already placed such as shared assessment documents across our pod that is allowing us to cater for our student's needs across our pod and teachers - not just within our own classrooms.
My 2 colleagues have spent time analysing what they do and why it is important to them and then coming together to share with each other what these elements are as they continue on the journey of working in an open plan space. There is so much more that they are doing - but that is their journey to share! I am just privileged to be along for the journey with them as they make amazing steps in their own practice and their student's learning.
For myself, there has been a lot of assessing and balancing thoughts and ideas of my own. It is helping to cement for me the importance of the open plan environment and what can be offered by working in a space with multiple students and teachers. It has helped me to reflect on the opportunities I have had over the last few years to work with some amazingly talented people. There is a lot to move forward with, for myself and my team.
We were extremely grateful to the principals, team leaders, teachers and students who gave up their time to share their learning, thought processes and journey that they are on in order for us to follow our own. We are also grateful to our own school that allows us the opportunity to use our CRT days in this way and support us with our ongoing classroom journeys. It's amazing what supportive and wonderful people we have in our NZ schools.
Before our visits we sat down on several occasions to talk as a team about what we wanted to see, hear and discuss by visiting schools. These conversations helped us to structure our guiding questions that were the base of how we selected schools. From here we spoke with educators we knew to locate schools that would help us focus on our guiding questions. Our key emphasis this visit was on open learning spaces, negotiated learning, student ownership and the practice of reflection within the learning. Big ideas to look at and we were more than excited about the day of visits.
The schools we visited allowed us to see a range of different understandings, directions and thinking. It was a great opportunity to talk about the things that mattered to different schools and communities and why those things were important. It allowed us to see some of the big picture of what small decisions in classrooms can mean or do school wide.
The 2 key themes coming from all the schools we visited were the importance of 'relationships' and 'systems' to team teaching/open learning spaces. We were really excited about discussing these key themes with the schools, but then again afterwards amongst ourselves as we reflected on our own journey.
Relationships:
A key element of a successful teaching team is the relationship between the teachers involved. A high level of trust, integrity, support, friendship and willingness is required to work in such a close space. You are consistently a reflective buddy, support person and general day to day go to person for each other. A shared understanding about what path the classroom is on is required to make sure that a clear path is created for the students working within the space. What are your shared beliefs, understandings and ideas that underpin what is happening in your classroom space? How well do you work together to make the things you want to happen in your class move from visions to happenings? Just some of the important questions that teachers spoke of considering and thinking about.
Many principals spoke about the fact that these relationship often need to come from the teachers rather than be selected by the management team. The driving force behind these relationships need to come intrinsically from the teachers. This is where a lot of management have seen the most effective classrooms, as the teachers have established that the strong relationship is there.
Systems:
What clear systems are in place to allow teachers and students to work within the shared space? Do all people in that shared space have the same understanding about the little things as well as the big things in the class - where do the kids put their book bags in the morning? To the bigger decisions - how will we group our students for ... subject? The systems in place need to be steadfast and supported by all individuals. In one class in particular we saw extremely clear and effective systems in place in all avenues of the classroom practice that supported both students and teachers to work in the space. From planning, classroom space, organisation etc - the small systems in place guided all parties to use the space for effective learning.
There are also a lot of people who need to navigate day to day classroom systems - are these systems clear to you, the students and the parents? Some of the schools we visited spoke about 'Guardian Teachers' in the open plan environment. This system gave each parent an opportunity to feel like they had 1 parent to talk to in regards to issues/concerns and general day to day business. This didn't mean that the student and teacher belonged specifically together, but it was a system that allowed parents to have a means of communication with one of the teachers. A simple but effective system had been established for students, teachers, parents and management. What was also great was being able to speak to most people along that chain and hear the same systems communicated from each party - one sign of effective systems being in place.
Moving Forward...
We took the time after each school to share our understandings, ideas, reflections and new thinking with each other. This time was extremely valuable. I feel privileged to work in the team that I do. We have both relationships and systems happening currently that support and develop a range of powerful teaching and learning. Our ability to work as a team and reflect on what we are doing and why it is working well is one of our strengths. I felt that the themes the schools shared with us were a key element of a successful open plan teaching environment. Yes, there are other factors but with great systems and amazing relationships some real magic can happen for the students and teachers.
Our team has used the opportunity to walk away and think about what is really important for each of us within our classroom environments. It was great to affirm some of the things we have already placed such as shared assessment documents across our pod that is allowing us to cater for our student's needs across our pod and teachers - not just within our own classrooms.
My 2 colleagues have spent time analysing what they do and why it is important to them and then coming together to share with each other what these elements are as they continue on the journey of working in an open plan space. There is so much more that they are doing - but that is their journey to share! I am just privileged to be along for the journey with them as they make amazing steps in their own practice and their student's learning.
For myself, there has been a lot of assessing and balancing thoughts and ideas of my own. It is helping to cement for me the importance of the open plan environment and what can be offered by working in a space with multiple students and teachers. It has helped me to reflect on the opportunities I have had over the last few years to work with some amazingly talented people. There is a lot to move forward with, for myself and my team.
We were extremely grateful to the principals, team leaders, teachers and students who gave up their time to share their learning, thought processes and journey that they are on in order for us to follow our own. We are also grateful to our own school that allows us the opportunity to use our CRT days in this way and support us with our ongoing classroom journeys. It's amazing what supportive and wonderful people we have in our NZ schools.
Taking a risk...
Wednesday, October 17, 2012
GAFE Summit 2012
During the holidays I had the opportunity to attend the Google Education Summit at Albany High School. It was the first GAFE held in New Zealand and it was an awesome day of sharing and learning. Albany High is an impressive school - that boasts amazing open learning spaces.
First session up I attended a session with Lenva Shearing looking at Teacher Dashboard created by Hapara. It's an add on for Google Apps that allows you to manage your Google Apps environment easily. Through the system it allows you to see work that students have completed and when. It also allows for ease of accessing documents as the teacher rather than students having to share items or move things around. There are some great features that help with the use of google docs such as the roll over feature - where you roll your mouse over an item to see a quick thumbnail of the document. Simple by effective tools that help streamline the management of multiple documents in the classroom.
As part of the process Hapara help with set up - organising folders and more how you want them ready for your roll out. The process allows for this to happen for one class or a whole school. To find out more check out their website here.
Session 2 was the presentation of Helen King, an amazing teacher from Pt England School who uses movie making among other tools as strong hooks for her learners. You can see examples of students work through their class blog PESKings. It was awesome to see her passion for teaching and her students as she talked about her students and what they did in their class on a daily basis. I was interested in hearing about the philosophy and ideas around their CyberSmart programme and the different elements that are contained inside this. I always love the chance to explore other teachers classrooms and hear or talk to them about the things happening inside them. It was an awesome opportunity to hear about daily life in Helen's class.
In session 3 we geared up with Google to look at training opportunities that Google presents to teachers and educators around the world. We had a chance to talk to Wendy Gorton about resources, the Google Teacher Academy and more. A highlight was finding out more about the Google Apps Training Centre where you can go through a series of online modules to become a Google whizz - would definitely help develop key knowledge around Google Apps and it's potential. Another highlight was the Google Search Curriculum which provides opportunities for educators and students to learn more tips and tricks to become better researchers on the web.
The final session of the day was with Chris Bell looking at 25+ ways to use Google for blended and online learning. A couple of my takeaways from this session was the snapshot button in Google Docs which allows you to insert images straight from your webcam. Also the youtube editor which allows you to be able to record straight to youtube and then use the online editor to edit the video to be finished all online. Also the youtube Schools site that is underway. A great tool that I'm keen have a go with the students - easily created, remixed and published online for sharing.
The day was also filled with lots of other great moments. Presentations, Google Smackdown and the conversations with the amazing people that were at the day. The general consensus was that it should definitely return on a yearly basis.
Saturday, January 7, 2012
Educating Boys
Around 6 months ago a friend recommended a book called 'Educating Boys' by Michael Irwin to me. I started it and then, like most books in term time, it got put to the side. Even thought I've been desperate to read it! These holidays have meant that I have picked it up again and continued to read it. It's a worthwhile read for anyone who are working with boys in education or who have boys at home. Not a lot of the ideas and concepts are all that new to me e.g. boys need more movement, action learning and hands on approaches. But so far it has reinforced a lot of key teaching and learning concepts and approaches as well as ones that I have changed or don't use as much as I have previously.
A concept I linked into with learning is the idea of 'Play' as a basis for learning. A place to hook old learning into new learning and to make discoveries. Last year as part of our Daily5 reading work the students did 'Work with Words' which is basically spelling/grammar work. As part of this I gave my year 4 students purple sand to draw words into and wikki stix to make letters with, amongst other tasks. Initially I thought perhaps they wouldn't use them as they might deem them as 'babyish'. Interestingly enough these were the items that were first taken by the students working in this area over and over again. There was also a student developed system for letting people know you wanted to use them next. Both of these were play items and I will use them with my Year 5/6 students this year again! I also really liked the idea of having 'explorer' areas where there are things for the students (not just the boys!) to create or dismantle. But also it's made me think about how I can create more areas for play in curriculum areas to diversify the teaching and learning process.
Exercise and Physical Education as a catalyst for more focussed work. I know this and do a lot of this already as I see a huge difference in the students when there is more activity in the day. But it's made me interested to look at starting each day or the breaking the middle block with a burst of focussed physical activity. I've done this previously with 'Brain Breaks' and it's made a huge difference but it was something this year that I didn't use.
Also how I'm teaching Physical Education and the importance of making time for it. Our school is well set up with our syndicates taking part in syndicate wide sports each term for at least 1 hour and also whole school Jump Jam each week. This is a great base for our students and I know that my boys are always the first ones to be asking what sports they will be undertaking during this time and the first to complain if the weather is bad on sports afternoons!
It was interesting to read about the students who are coming into schools and the importance of teaching them to read and write from the first day and as early as 5. Irwin talks about the fact that a lot of the teaching and learning for literacy has moved away from play based, making and creating into more 'talk and write' examples. He stresses the importance of linking back to the play concepts and developmental play in the early years. There has been a lot of talk about the Finish education system lately and how they excel with teaching and learning in worldwide comparisons. Irwin interestingly points out the fact that students don't start school in Finland until they are 7 giving students more time to be involved in play. Such a focus on literacy which in turn pushes out areas such as The Arts, Physical Education and Science out of the daily curriculum. All areas that boys tend to excel in but don't get the opportunity to be as involved in.
So, I will continue to read, reflect and make links to my teaching practice and challenge ideas I have or have had and why I may not do them anymore. I think it is a worthwhile read and while the focus is on educating boys, I do believe many of the concepts and ideas can equally be forwarded to girls and their learning needs.
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