Over the weekend I caught up on the TED talks that were waiting on my iPad. The following three talks struck a chord with me. The first is Bill Gates. He talks about teaching and feedback. I’m lucky to live in a country where appraisal is mandatory. Gates’ talk makes me thankful that I get feedback through other teachers’ observations and through student surveys. I think feedback and reflection are two of the most important tools we, as teachers, can employ to better our craft.
Rita Pierson’s talk Every Kid Needs a Champion really supported the professional development I had just been on. The idea that every child deserves us to be on their side and support them. It reinforces that we must pose their feedback in a positive fashion, not insult them, or make them feel inadequate. Pierson is a vibrant speaker and passionate educator.
Dan Ariely's talk on What Makes Us Feel Good About Our Work whilst focusing on a working environment can also equally be applied to student work and outcomes. It begs the question: Do students only care about their grades?
Clearly this is not what we want – so what can we do to change the motivation?
Ariely talks about examples including that of a student who worked for more than two weeks on a PowerPoint presentation. When he delivered this to his boss, he was told that it was great, but no longer needed. This made the student deeply unhappy, knowing that no one would ever see the PowerPoint.
Ariely goes on to say that the completion of a task with no recognition of its completion does not encourage workers or students to strive for greatness.
In addition, he says that asking students or workers to do the same task over and over demotivates entirely. For example, having a prisoner dig a hole which is filled in so that they can dig it again.
There must always be meaning to a task, otherwise it is meaningless to the person completing it. This seems like common sense, but it is so easily forgotten. We have tasks that must be completed, but what is their meaning. When writing assessments for students the meaning must be evident.
Getting students excited about their work is dependent on showing that you value their efforts and showing them that their work has meaning. You must recognise their work, or they will stop making the effort. When anything is completed for homework, it must be checked, otherwise homework will not be completed in the future. Even giving it a quick scan and a sticker makes a student feel that their work has been recognised and is valued. If you don’t check, students will test you and they will cheat to see if you notice.
The IKEA effect: The harder a task is, the more rewarding it is.
If a task is too easy, student’s won’t take ownership of it and make it their own. Nor will they perform at their best. By getting people to work harder they enjoy what they’re doing and their more.
Meaning is important.
PechaKucha or Pecha Kucha (Japanese: ペチャクチャ, IPA: [petɕa ku͍̥tɕa], chit-chat) is a presentation style in which 20 slides are shown for 20 seconds each (six minutes and 40 seconds in total). The format, which keeps presentations concise and fast-paced, powers multiple-speaker events called PechaKucha Nights. (Source: Wikipedia)
An idea for teaching speaking skills. This year, Year 8 students present short stories as their speeches in a story telling unit.
I could use a Pecha Kucha format to telling a story. 20 slides would cover each student in the class and they would speak for 20 seconds each. It would foster listening and collaboration skills, as they would have to pay attention to what preceded them and then continue to story on.
Next task – finding 20 interesting images for the slides!
We will see how it goes.
Today I taught myself to use Survey Monkey in order to garner some information from my students. One of my goals this year is to improve our intranet site, this is where we store all of our class documents and teaching documents.
I have updated the sites, but am looking for feedback from students in order to understand what they would like on their site, or how they would like the sites to look. This will inform my next steps and allow me to develop an effective and usable site that students enjoy.
Survey Monkey is a simple surveying website. It is straightforward and easy to use. The basic package is free, but you can pay to upgrade should you need to. For my purposes the free package has everything I need to send out an electronic survey. Survey Monkey has ranking functions, multiple choice functions and paragraph answer functions, all you need to do is input your questions and how you would like them answered. There is also a question bank should you be looking for something more generic.
The deputy Principal of Junior and Middle School invited myself and a colleague to join her in attending this professional development on Friday. After reading the overview, I jumped at the chance. It looked like a fantastic opportunity to rekindle my passion for teaching, which can at times get worn down, and I wasn’t wrong.
The day started off with a presentation by Dr. Jenny Poskitt, a Senior Lecturer in the Institute of Education at Massey University. You can find out more about her here:
Poskitt has published many papers and been involved extensively in research in education. An incredibly inspiring woman, with great ideas, and I look forward to reading more of her papers.
Poskitt presented on Middle years schooling: exciting opportunities for learning. She discussed what the middle years are, what the characteristics are of learners at this age. How we as educators can excite students about learning and engage them in what really matters.
Poskitt first discussed the difficulties for middle school students in education. They have difficulty finding value in what they are doing, managing their feelings, finding their sense of identity, learning strategies for dealing and finding values and meaning in life. Her focus for the presentation, therefore, were the priorities for these learners.
Middle school learners:
Want to be liked/valued
Want to belong – feel a sense of connectedness
Want to learn
Wanting to be liked/valued:
Middle school learners want to be liked and belong, but they also want to be different. It is important to ensure them that they are normal. That mistakes are normal. For middle school learners failure seems final, and unless we reassure students that their failure is not final, or that there is success in their failure they can forever believe that they are unable to do that task.
Middle school learners also need to feel a sense of connectedness, a sense of belonging, a sense of connection with those around them and this includes their teachers. Teachers need to connect with students, they need to know the name of the family dog, what sports each student plays and how they have performed in these. They need to not only know the student as a learner in their class, but as an individual. It is this connectedness that helps students to feel liked and valued and they will better perform.
Middle school learners are insecure in their relationships. They often have an ongoing anxiety that can lead to depression. Therefore it is important to keep interactions positive – always find the positive in the situation. Doing so, and building strong, positive relationships helps to build resilience.
Wanting to belong:
Middle school learners want to feel accepted in the school environment. To do this they need to feel connected to the school environment, by taking responsibility for it. Think: Service Learning Projects – what does the school need? How can the school be changed for the better? What do you think? Involve students in decision-making and they feel a sense of connection to the project. Improved responsibility leads to a connectedness with the school.
Wanting to learn:
Student engagement is behavioural, emotional and cognitive.
Focusing only on performance and not on mastery can lead to disengagement. 10/15 minute tasks mean that students are actively engaged, longer than this and students lose focus. Students enjoy variety, they like to have choice. But they also like to be told what to do sometimes too.
Suggestions to improve discussion skills:
Fishbowl: Encourages listening. Two circles, inner and outer. Select the inner circle to begin – perhaps those students who do not always actively engage in discussion. Give out prompt cards to the inner circle. Only the inner circle can talk. Outer circle has to critique, give compliments. Initially, positive – what worked really well. Then later, points for improvement. Prompt cards could be thinking about the task in different ways: inferring, recalling, predicting etc. The inner circle has the power and can swap with the outer circle. When the activity is over, the teacher can comment on the discussion and the social skills(listening, reflecting, turn-taking, building on ideas) that have been used – perhaps here also, LPAs or Approaches to Learning?
A better explanation and variations on the fishbowl can be found here:
Ticket to talk: Students write down three ideas that they have learnt in the lesson and one question that they have. Teacher can then reflect on and adjust the lesson for the next day. Students diss the questions the next day, invite students who understand the questions to explain.
Students get given individual research tasks which they feedback to the class on. Find out about…
These activities help with group skills, peer tutoring, problem-based learning, co-operative learning and team work skills.
When you have had a discussion as a class reflect:
What worked well in our discussion?
This leads to teaching the skills of discussion/co-operation/team work etc explicitly.
Think about the way that you teach and include a variety. This will help stimulate the students, think about demonstrations, scenarios, role plays.
Students want fun, they want variety, they want activities where they learn. They want different ways of learning, group based and individual. Try the smorgasboard approach where students choose stations to attend – set up 7 stations and students can pick to attend 5?
We also need to start teaching self-regulation. Student ownership. Self regulation in terms of organisation, reflection and next steps – all student driven.
Overall Poskitt’s main message is that the only way that we can teach effectively in the Middle School is through building trusting relationships. Teachers need to know their students well. They need to care about them. They need to treat them fairly. This provides a connectedness for students.
Use humour, talk to students quietly, do not humiliate. Try to view your teaching from the student’s perspective. Encourage risk taking in learning by being a risk taker yourself in your teaching. Try new things, get it wrong. Make students comfortable to take risks in your classroom. Make sure you are connecting your teaching in the classroom to their lives in the outside world. Key factor, Student relationships.
Student Engagement in the Middle Years of Schooling, Poskitt and Gibbs.
Ruth Sutton: The Muddle in the Middle
The second speaker of the day was Angela White, an Executive Officer Middle Years of Schooling Association, Australia. More information on White and MYSA can be found here:
White reiterated much of what Poskitt had spoken about. However, her presentation was focused more on the brain and was based in Nagel’s research. White’s presentation was titled: The Adolescent Brain: what it means for learning with girls and boys.
White brought up The Rite Journey, which is something I would like to look into further.
She discussed teaching explicitly the difference between .com/.org/.govt in research, something I had not considered before – but is so straight forward.
She emphasised the fact the middle school learners enjoy humanitarian causes. They also appreciate hearing the words “me too” – it normalizes.
Dr. Michael Nagel: Understanding the Brain
Brene Brown: Vulnerability and Shame
The third speaker of the day was Margaret van Meeuwen, the Deputy Principal of Diocesan School for Girls in Auckland. van Meeuwen spoke about: Middle Years Curriculum Design
It was interesting hearing about another comprehensive girls’ school and the design of their curriculum. Listening allowed me to pick up on and possibly adopt some ideas for our middle school. van Meeuwen talked about having speakers come in and discuss ethical practices with the students. I wondered if this was something that we could do in regards to plagiarism. Especially given that so many students cut and paste from the internet. She also discussed timetable collapses and the pitfalls.
I also picked up on some ideas regarding deaning and a possible idea for next years EOTC. van Meeuwen discussed a task that they did with their Year 12 students, they built bicycles in groups – in order to strengthen teamwork – and then gave these bicycles away to needy families. I wondered if this was possibly something that I could do with the Year 8 students. Organise with a local bicycle company a donation of bicycles that we in turn can pass on to the City Mission as part of our Community Service.
Youth 12 survey http://www.fmhs.auckland.ac.nz/faculty/ahrg/publications.aspx
The fourth speaker, after lunch, was Dr Brian Hincho, Principal Consultant at Cognition Education. His presentation was entitled: Listening to student voices: the power of the emerging adolescent
Hincho’s presentation centered around the idea of giving students ownership of their school. Allowing students to participate in a democratic school environment allows them to feel ownership and responsibility, a pride in their environment.
Hincho provided PowerPoint notes and two interesting YouTube clips (http://www.youtube.com/watch?v=dSxElvdd0R4) I cannot find the other video, but it’s on “Building Capacity for Leadership”
Rachel MacNae, University of Waikato.
The fifth presentation was by Adam Heath, the Principal of the Middle School at Kristin School in Auckland. We had the privilege of Heath presenting to us at school in September last year. He is a riveting presenter, humourous and informative. He is a passionate educator with great ideas.
Unfortunately for Heath a 6.6 magnitude earthquake struck at the beginning of his presentation. This caused much distraction and whilst, after having evacuated and then been told it was okay to return to the building, Heath continued with his presentation, it was difficult to concentrate given the after shocks.
Heath reiterated many of the points made and discussed the connection with students, and also allowing them to make decisions. He based his presentation on Kristin and the MYP, so this was beneficial and hit home for me.
Overall, despite the earthquake, the professional development run by the Independent Schools of New Zealand was incredibly beneficial and gave me multitudes of ideas going into this next week at school. I want to trial the fishbowl idea and work more on student led discussion. I want to trial students taking responsibility for their form class. I will continue to consider these talks and how I can implement these ideas. Watch this space to see how these trials go.
Imagine a world, far in the future, where there are two distinct societies, separated by a wall. On one side of the wall live the rich, the privileged, the well-off, and on the other, the poor, downtrodden. But is this perception or reality?
The Enclave demand a quota of babies from those outside the wall each month. This is done under the guise of giving these children a “better life”, but is it? Or do those outside the wall actually lead a freer, more wealthy existence?
Birthmarked is the story of Gaia Stone, a young girl from outside the wall. She is an only child as her two older brothers have been “advanced”. At 16 she is starting her career as a midwife, having studied under her mother’s tutelage.
One day Gaia’s mother and father are taken for questioning by the Enclave.
What follows is Gaia’s struggle to find her parents and uncover the truth about the quota and the Enclave. The first in the trilogy, this book is certainly a page turner. There was just one thing that let it down, poor editing. I can’t stand it when there are errors!
I would recommend this book for ages 12 and up. It has a bit of violence, and some tricky themes.
John Boyne is probably most famous for his book The Boy in Striped Pyjamas. The Terrible Thing that Happened to Barnaby Brocket is nothing like The Boy is Striped Pyjamas. The Terrible Thing that Happened to Barnaby Brocket is a truly fictional book that has no basis in history, whatsoever.
The Brockets are a normal family, who do normal things. In fact Mr and Mrs Brocket pride themselves on being the most normal family out. That is, until Barnaby Brocket is born. Because Barnaby Brocket is not normal at all.
When Barnaby is born, an unusual thing happens. Barnaby floats up to the ceiling, and no amount of coaxing will bring him back down. And this is the abnormal thing about Barnaby, it doesn’t matter what they do, he floats.
The Brockets live with Barnaby’s deformity for a time, but when he makes a spectacle of himself and makes it into the local news, they can stand his shenanigans no longer.
Mr and Mrs Brocket decide that enough is enough and when Mrs Brocket takes Barnaby for one of his walks, on which he must either wear a lead, like a balloon, or a bag of sand on his back to weight him to the ground, she lets him go. Barnaby floats into the atmosphere and so begins his amazing adventure.
Whilst the thing that happened to Barnaby is considered “terrible” by those around him, Barnaby ultimately decides that the “terrible thing” is actually what makes him, him. He doesn’t want to be normal.
I thoroughly enjoyed this book, it was light relief. I would recommend this book for ages 10 and up.
The Loblolly Boy is the story of a young boy who perceives the grass to be greener on the other side. It is the story of “Red”, and orphan growing up in the ironically named Cherry Orchard orphanage. He is bullied by the bigger boys, and all-in-all has a very disheartening life trapped within the high walls of the orphanage. That is, until he meets the Loblolly Boy. No one else, it seems, can see the Loblolly Boy, just Red. The Loblolly Boy tells Red that he can teach him to fly, just like him. Day after day Red tries to fly, jumping and hoping that he will just take off.
Then, one night, whilst Red and the Loblolly Boy are practising, the guards are alerted. The dogs are chasing them down, Red is trying to fly and suddenly, he is. He soars above the walls and looks down to see himself below, but he is not himself. He and the Loblolly Boy have changed bodies.
What follows is the tale of Red. Finding his family, and realising that life is not always better when you’re walking in another’s shoes.
It is a magical tale, with twists and turns that leave you wondering, what will happen next.
I think this is suitable for 10+ it has no swearing, no tricky relationship issues, nor drug and alcohol referencing.