Professional Conversations
Part of the movement towards having closer professional learning relationships here at Waihi College has seen some new innovations to our systems. A new approach that we're going to bring in here is the practice of 'mini-visits'. Here is a link to my recent post on this idea (click here).
Here is the presentation that I made at staff meeting on Monday...
The plan is to cover your classes (unless non-contacts work for you) for ten mins to allow you to be able to visit another teacher's classroom. Obviously good to plan these in advance (a heads up for admin). Please jump onto these asap rather than letting them linger on.
This post relates to RTC # 1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga - i. engage in ethical, respectful, positive and collaborative professional relationships with: teaching colleagues."
Sunday, May 10, 2015
Tuesday, May 5, 2015
Book Review
David & Goliath : Underdogs, Misfits and the Art of Battling Giants. By Malcolm Gladwell.
This is the latest in the line of excellent books by Malcolm Gladwell (Outliers and Blink I would highly recommend). David & Goliath is one of the rare books where an international bestseller writes so clearly on educational ideas.
Gladwell's style is very good - he takes complex notions and illustrates them well in real life narrative. He takes you as a reader to Paris in the Impressionist art movement, to the ancient biblical setting of Judea, back into modern settings. Each new story bringing out his ideas of overcoming adversity.
As an educator I was most impressed by chapter four where Gladwell works through an explanation of the science of dyslexia. This complex medical term has grown and grown in educational circles - but remains to most teachers something of a mystery. The beginning pages of this chapter was a concise/clear summary of what is happening inside the head of a young person with dyslexia.
Another great chapter for teachers to read is chapter two where the majority of the material is focused on the best class size (a controversial and political subject). Gladwell takes a scientific approach to calculating what is the best size class for learning. He works well through the balance of work loads, class engagement, teacher one on one time and classroom management. FYI Gladwell concludes that too smaller classes (which are major selling points for private schooling) are not the best. Rather he settles on 24 or 18 as these can be assigned into groups easily. It is interesting to see he's constantly looking at the underdogs so considers greatly those introverted/shy students in classes.
I related well to the sections devoted to the 'size of the pond'. Here Gladwell contrasts the effects of being the big fish - small pond vs being a big fish - great big pond. For us here at Waihi College (with cohorts around 100 students) has many tangible positives.
I would definitely recommend this book. Teachers that would get additional benefit from reading David & Goliath are career counselors, teachers with dyslexic students, teachers from the STEM (science, technology, engineering and maths classes), and those interested in the big picture around education.
Finally here is a quick YouTube clip of Gladwell discussing his latest book...
This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment."
Gladwell's style is very good - he takes complex notions and illustrates them well in real life narrative. He takes you as a reader to Paris in the Impressionist art movement, to the ancient biblical setting of Judea, back into modern settings. Each new story bringing out his ideas of overcoming adversity.
 |
| Malcolm Gladwell |
Another great chapter for teachers to read is chapter two where the majority of the material is focused on the best class size (a controversial and political subject). Gladwell takes a scientific approach to calculating what is the best size class for learning. He works well through the balance of work loads, class engagement, teacher one on one time and classroom management. FYI Gladwell concludes that too smaller classes (which are major selling points for private schooling) are not the best. Rather he settles on 24 or 18 as these can be assigned into groups easily. It is interesting to see he's constantly looking at the underdogs so considers greatly those introverted/shy students in classes.
I related well to the sections devoted to the 'size of the pond'. Here Gladwell contrasts the effects of being the big fish - small pond vs being a big fish - great big pond. For us here at Waihi College (with cohorts around 100 students) has many tangible positives. I would definitely recommend this book. Teachers that would get additional benefit from reading David & Goliath are career counselors, teachers with dyslexic students, teachers from the STEM (science, technology, engineering and maths classes), and those interested in the big picture around education.
Finally here is a quick YouTube clip of Gladwell discussing his latest book...
This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment."
Monday, May 4, 2015
Self Reporting Grades Part ii)
Empowering Student's Learning
One of the most exciting presentations from the Visible Learning Summit from term one this year was the presentation by the Selwyn College leadership team.
Please take some time to have a look at the following video of Selwyn College. It is a summary of their journey over the last six year (new Principal in 2008) with some dramatic improvements in their outcomes. One of the things that was presented at the conference was the benefits of explicitly presenting the language of learning - as you watch take note of the ways visually that Selwyn College has deliberately presented this.
They have formulated a shared level of learning 'advertising' that is the standard across the school. Students are re-enforced this values and methods in all their class. Selwyn College is deliberately teaching meta-cognitive strategies to students with the goal of making them better learners.
Selwyn College was a finalist in the annual Prime Minister's Education Excellence Awards in: Excellence in Leading - Atakura Award in 2014. Their NCEA results progressed from pass rates below 50% of students to consistently in the 90%.
One of the major changes that Selwyn College went through was to try to empower their students to chart their own way through their learning. The way that they did this was to supply the students a detailed (in student language) descriptor of what each level of the learning was. That is they'd take the NZ Curriculum's Achievement Objectives (click here) and drill down to what that would mean in the classroom - with exemplar illustrations. That way the student is empowered to know exactly where they are in their learning and what the next steps in their learning would/should be.
Here is John Hattie briefly presenting a summary of his meta study (about five mins)...
This leads us to consider the norms of practice here at Waihi College. How is it that we're focussing our collective efforts to making learning more visible? What habits and systems do we share as teachers here at school that empower our students to progress in their learning?
This post relates to RTC #6 "Conceptualise, plan and implement an appropriate learning programme." And RTC #8. "Demonstrate in practice their knowledge and understanding of how ākonga learn- i) enable ākonga to make connections between their prior experiences and learning and their current learning activities & iii) encourage ākonga to take responsibility for their own learning and behaviour."
One of the most exciting presentations from the Visible Learning Summit from term one this year was the presentation by the Selwyn College leadership team.
 |
| Selwise |
They have formulated a shared level of learning 'advertising' that is the standard across the school. Students are re-enforced this values and methods in all their class. Selwyn College is deliberately teaching meta-cognitive strategies to students with the goal of making them better learners.
Selwyn College was a finalist in the annual Prime Minister's Education Excellence Awards in: Excellence in Leading - Atakura Award in 2014. Their NCEA results progressed from pass rates below 50% of students to consistently in the 90%.
One of the major changes that Selwyn College went through was to try to empower their students to chart their own way through their learning. The way that they did this was to supply the students a detailed (in student language) descriptor of what each level of the learning was. That is they'd take the NZ Curriculum's Achievement Objectives (click here) and drill down to what that would mean in the classroom - with exemplar illustrations. That way the student is empowered to know exactly where they are in their learning and what the next steps in their learning would/should be.
The idea here being that the student would be able to understand what it is that they know (where they are in the curriculum) and that they'd be able to see the next steps in their learning to move themselves forward. This relates very well to John Hatties most influential (biggest effect size) factor in student achievement - 'Self Reported Grades' (click here for evidence).
This was identified by ERO here at Waihi College when they highlighted a next step in our journey being "Quality Assurance... monitoring student's progress with agreed parameters."
Here is John Hattie briefly presenting a summary of his meta study (about five mins)...
This leads us to consider the norms of practice here at Waihi College. How is it that we're focussing our collective efforts to making learning more visible? What habits and systems do we share as teachers here at school that empower our students to progress in their learning?
This post relates to RTC #6 "Conceptualise, plan and implement an appropriate learning programme." And RTC #8. "Demonstrate in practice their knowledge and understanding of how ākonga learn- i) enable ākonga to make connections between their prior experiences and learning and their current learning activities & iii) encourage ākonga to take responsibility for their own learning and behaviour."
Mini Visits
Classroom Visits
I can remember way back to when I was first training as a teacher. I had three practicums, with three associate teachers. I remember them fondly and appreciated at the time the step learning curve I was on. There was however one associate who stood out - his strategy was to farm me out. Each day he would point me off to another teacher "go see Jones teach - she's great with year 10's" or "go see Smithy teach - he's super organised". So there I was training to be a Mathematics teacher with an associate putting me in Art and PE and Science etc. But actually this was the most beneficial time in my training - you see each new class, each new teacher I picked up one more strategy or one more approach or one more management style.
Last year when I had the opportunity to come along and see many of you teach reminded me of that experience. I could see that Waihi College has very high standards of teaching across the board with pockets of excellence. Again I found myself thinking "I like that method" or "that's a great resource" and thinking about how this could be adapted to my practice.
This term one of the things that we (myself and the Learning Leaders) will endeavour to do is to provide all the staff with an opportunity for you to get around to your colleagues classes. That is to come to your classes and free you up for 10 - 15 mins to go see your colleagues and students.
Who could you visit?
The hope here is that you'll be able to pick up some ideas, skills and new habits from your colleagues. That the conversations you have about your teaching with your colleagues will be more meaningful as you can specifically talk about the dynamic in the classrooms.
So from here we'd like for you to consider talking with your colleagues, those staff you respect (or have heard good things about) and gauge their availability to a visit. If you have not class (non contact) you can use that time - or alternatively if you want cover please let me know. I'm very happy to free you up to get this happening. I'm hoping that in this year you will be able to visit at least three different teachers.
This post is in relationship to RTC # 1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga - i. engage in ethical, respectful, positive and collaborative professional relationships with: teaching colleagues."
I can remember way back to when I was first training as a teacher. I had three practicums, with three associate teachers. I remember them fondly and appreciated at the time the step learning curve I was on. There was however one associate who stood out - his strategy was to farm me out. Each day he would point me off to another teacher "go see Jones teach - she's great with year 10's" or "go see Smithy teach - he's super organised". So there I was training to be a Mathematics teacher with an associate putting me in Art and PE and Science etc. But actually this was the most beneficial time in my training - you see each new class, each new teacher I picked up one more strategy or one more approach or one more management style.
Last year when I had the opportunity to come along and see many of you teach reminded me of that experience. I could see that Waihi College has very high standards of teaching across the board with pockets of excellence. Again I found myself thinking "I like that method" or "that's a great resource" and thinking about how this could be adapted to my practice.
ERO in there 2014 visit pointed to one of the College's 'Quality Assurance's Next Steps' "is to ensure good/effective practice is far more consistent across the school".
This term one of the things that we (myself and the Learning Leaders) will endeavour to do is to provide all the staff with an opportunity for you to get around to your colleagues classes. That is to come to your classes and free you up for 10 - 15 mins to go see your colleagues and students.
Who could you visit?
- Colleagues from your curriculum area - picking up tips within your subject.
- Colleagues that share a class - seeing how teachers operate with the same students you teach.
- Colleagues from elsewhere - don't underestimate the quality that exists in other areas.
The hope here is that you'll be able to pick up some ideas, skills and new habits from your colleagues. That the conversations you have about your teaching with your colleagues will be more meaningful as you can specifically talk about the dynamic in the classrooms.
So from here we'd like for you to consider talking with your colleagues, those staff you respect (or have heard good things about) and gauge their availability to a visit. If you have not class (non contact) you can use that time - or alternatively if you want cover please let me know. I'm very happy to free you up to get this happening. I'm hoping that in this year you will be able to visit at least three different teachers.
This post is in relationship to RTC # 1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga - i. engage in ethical, respectful, positive and collaborative professional relationships with: teaching colleagues."
Secondary Teacher Study Awards
The Annual Study Awards
One of the key parts to the 'Vision' of the New Zealand Curriculum document is that our young people are "Lifelong learners" that they'll be "active seekers, users, and creators of knowledge". This same challenge sits will us as teachers.
I have always thought that one of the very positive parts of working in the education sector is the opportunities we have in furthering our learning. Every year the Ministry of Education (TeachNZ) offers three different types of study awards. From now until the 8th of June applications are invited from teachers at NZ schools to consider taking on some individual study.
The three study awards are...
One of the key parts to the 'Vision' of the New Zealand Curriculum document is that our young people are "Lifelong learners" that they'll be "active seekers, users, and creators of knowledge". This same challenge sits will us as teachers.
I have always thought that one of the very positive parts of working in the education sector is the opportunities we have in furthering our learning. Every year the Ministry of Education (TeachNZ) offers three different types of study awards. From now until the 8th of June applications are invited from teachers at NZ schools to consider taking on some individual study.
The three study awards are...
- 75 Secondary Teachers' Study Award - this is study leave opportunity to study a qualification, undertake research, or obtain practical knowledge in an area related to your subject.
- 40 Sabbaticals - 10 weeks of full paid leave. To be eligible you need to have 20 years teaching experience in NZ (including the last seven years), and intend on returning to teaching.
- 100 Study Support Grants - these are for one year and provide cover for one class (0.16 FTTE) to study an area related to education/subject. There is also $500 contribution to course costs.
If you are considering applying for one of these three study awards you can find more information at the following web address (click here).
Karen Bryant was able to access one of these study grants to complete her recent study. Speaking with Karen she is very grateful for that opportunity and would recommend this to those considering the option.
Karen Bryant was able to access one of these study grants to complete her recent study. Speaking with Karen she is very grateful for that opportunity and would recommend this to those considering the option.
This post relates to RTC #4. demonstrate commitment to ongoing professional learning and development of personal professional practice - iii. initiate learning opportunities to advance personal professional knowledge and skills.
Subscribe to:
Posts (Atom)