Friday August 17
Spent the day participating in a workshop run by Will Richardson and Bruce Dixon from Modern Learners. This was very exciting for me because I have followed these guys for a couple of years now.
The day focussed on aligning our assessment practices with our beliefs about learning. We began by unpacking our beliefs about learning. Then we listed our current assessment practices and discussed how well they did/didn't fit with our beliefs. It turns out that most school assessment practices are linked to the need to collect data for school reporting purposes.
Thankfully, we don't spend a lot of time on standardised assessment practices at Haeata. I question the value of those that we do use and am thinking now that we might need to move completely to using teacher observations and OTJs which are based on ākonga self-assessment, rubrics and work samples. Even using a small part of the Junior Assessment of Maths (JAM) seems a bit pointless to me now.
I really like our focus on individual conferences as a means of collecting information from ākonga about their learning. How empowering is it for ākonga to be listened to, believed and supported to make their next steps?
I like what Pasi Sahlberg has to say about data collection:-
Learning analytics, algorithms and big data are knocking on the doors of
many schools promising fast improvements and new solutions to wicked
problems facing schools today. In the midst of datafication educators need
to remember the power of small data: tiny clues through personal
observations, collective human judgment, and raw instinct that can lead to
big change in schools. Leading with small data requires collaboration,
trust and professionalism as key features of educational change.
If the decisions we make about program delivery are based on what the ākonga themselves share with us, we will be headed in the right direction for sure.
The last part of our day was spent unpacking what kind of ākonga, kaiako and whanau we need who will implement and support useful assessment practices. It would be interesting to discuss what kind of leadership, BOT and MoE we need in order to change some of the commonly held beliefs about assessment in NZ schools.
Tuesday, August 21, 2018
Mindset Quote
"Our results show that the academic benefits of these interventions have been largely overstated." (Michigan State University, 2018)
Michigan State University. (2018, May 22). Study finds popular 'growth mindset' educational interventions aren't very effective. ScienceDaily. Retrieved August 21, 2018 from www.sciencedaily.com/releases/2018/05/180522114523.htm
Michigan State University. (2018, May 22). Study finds popular 'growth mindset' educational interventions aren't very effective. ScienceDaily. Retrieved August 21, 2018 from www.sciencedaily.com/releases/2018/05/180522114523.htm
The Poetry of Programming
The Poetry of Programming
https://www.youtube.com/watch?v=-jRREn6ifEQ
Should we/could we ‘teach kids to code’? Why or why not? What is the relationship between Computational Thinking and coding? What is the role of storytelling in teaching coding?
Lots of food for thought for me here. Firstly, Liukas makes the point that it is the parents who are scared of technology. Children are curious about technology and expect to be successful with it. I feel like I'm getting on now, and while I have an interest in how technology can enhance learning, I don't know if I have the confidence to use it well - one of the reasons for my attendance at this Mindlab course.
New learning for me was the realisation of how closely connected patterning and code are. This gives me lots of ideas for encouraging ākonga to develop patterning skills. I think we should offer ākonga the opportunity to learn to code because it will probably be quite easy for many, and could lead to them being able to use technology creatively.
Other new learning was around the idea that we can use technology to realise dreams. I really liked Liukas' example of the bike lamp being turned into a movie projector. This caught my imagination and made me start thinking about possibilities for ICT use in our hapori.
Telling stories sequentially is another skill we can use to develop coding skills. This links strongly to my interest in visual language. It might be an activity I could develop with ākonga.
https://www.youtube.com/watch?v=-jRREn6ifEQ
Should we/could we ‘teach kids to code’? Why or why not? What is the relationship between Computational Thinking and coding? What is the role of storytelling in teaching coding?
Lots of food for thought for me here. Firstly, Liukas makes the point that it is the parents who are scared of technology. Children are curious about technology and expect to be successful with it. I feel like I'm getting on now, and while I have an interest in how technology can enhance learning, I don't know if I have the confidence to use it well - one of the reasons for my attendance at this Mindlab course.
New learning for me was the realisation of how closely connected patterning and code are. This gives me lots of ideas for encouraging ākonga to develop patterning skills. I think we should offer ākonga the opportunity to learn to code because it will probably be quite easy for many, and could lead to them being able to use technology creatively.
Other new learning was around the idea that we can use technology to realise dreams. I really liked Liukas' example of the bike lamp being turned into a movie projector. This caught my imagination and made me start thinking about possibilities for ICT use in our hapori.
Telling stories sequentially is another skill we can use to develop coding skills. This links strongly to my interest in visual language. It might be an activity I could develop with ākonga.
Tuesday, August 14, 2018
Constructionism and Constructivism
https://docs.google.com/presentation/d/1IJTVi4j9TPzSIzHCnQoKjQ2gMrqDIOOQIOTOodsQrZ0/edit#slide=id.p
Link to slide.
"Top Ten Learning Theories for Digital and Collaborative Learning
It reminded me what I support Learning through Play and made me wonder which theories apply to us. Both Constructivism and Constructionism certainly. So does the Community of Learning theory.
This would be a great slide show to share with our kaiako.
I'm not clear on the difference between constructivism and constructionism.
Link to slide.
"Top Ten Learning Theories for Digital and Collaborative Learning
It reminded me what I support Learning through Play and made me wonder which theories apply to us. Both Constructivism and Constructionism certainly. So does the Community of Learning theory.
This would be a great slide show to share with our kaiako.
I'm not clear on the difference between constructivism and constructionism.
Learning-focused culture
Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
Research Informed Teaching of Adults
Research Informed Teaching of Adults: A worthy alternative to old habits and hearsay? John Benseman
Teachers teach the way they were taught. "If it worked for me it must be ok."
Argues the case for research informed teaching.
"Research informed teaching is based on teachers' systematic use of the inquiry cycle to improve their teaching".
The article discusses how teachers who follow an inquiry cycle can 'shape and reshape' their teaching.
I think this is a process which many teachers follow naturally. Most teachers I know are reflective in their practice and then try new strategies based on their reflections. I think it might be more effective to sometimes follow a formal documented process.
Studies have found that there is often a difference between the pedagogy that a teacher supports, and there actual practice. Typically, teachers themselves succeeded as students in teacher dominated learning environments, and these tend to be the environments that they emulate.
There are many generic teaching practices which are common to most settings, regardless of the subject matter.
The article wonders how to collect information about effective teachers. One strategy is to observe teachers, but this poses problems about success criteria. Another strategy is to use 'learner driven' studies where students offer feedback about teachers. Learner driven studies show us what students value about teachers.
Teachers teach the way they were taught. "If it worked for me it must be ok."
Argues the case for research informed teaching.
"Research informed teaching is based on teachers' systematic use of the inquiry cycle to improve their teaching".
The article discusses how teachers who follow an inquiry cycle can 'shape and reshape' their teaching.
I think this is a process which many teachers follow naturally. Most teachers I know are reflective in their practice and then try new strategies based on their reflections. I think it might be more effective to sometimes follow a formal documented process.
Studies have found that there is often a difference between the pedagogy that a teacher supports, and there actual practice. Typically, teachers themselves succeeded as students in teacher dominated learning environments, and these tend to be the environments that they emulate.
There are many generic teaching practices which are common to most settings, regardless of the subject matter.
The article wonders how to collect information about effective teachers. One strategy is to observe teachers, but this poses problems about success criteria. Another strategy is to use 'learner driven' studies where students offer feedback about teachers. Learner driven studies show us what students value about teachers.
Sunday, August 5, 2018
Conditions for Classroom Technology Innovations
https://app.themindlab.com/media/15232/view
2002
Three conditions required: Innovator, innovation, context
Context refers to the conditions which support successful innovation. These include:-
Technical infrastructure:- a functional school system managed by experts. When the system is functional, we don't notice it; malfunctions bring it to our attention. As far as I am aware, Haeata has a capable technical support team who manage all our hardware, app installation, wifi, security etc etc
Human infrastructure:- the technical people who are available to support the teacher with their innovation; and the technology advisors who know how to use the technology well.
2002
Three conditions required: Innovator, innovation, context
Context refers to the conditions which support successful innovation. These include:-
Technical infrastructure:- a functional school system managed by experts. When the system is functional, we don't notice it; malfunctions bring it to our attention. As far as I am aware, Haeata has a capable technical support team who manage all our hardware, app installation, wifi, security etc etc
Human infrastructure:- the technical people who are available to support the teacher with their innovation; and the technology advisors who know how to use the technology well.
Peer support - other people who are interested in what you are doing and who are motivated to join you. These people and their positive interest will help to keep the innovator motivated to continue with the project.
Professional Learning
Engage in professional learning and adaptively apply this learning in practice.
Engage in professional learning and adaptively apply this learning in practice.
Wednesday, August 1, 2018
Problems, Challenges and Frustrations
Problems, Challenges, Frustrations
Using ICT tools in a creative and connected way with ākonga.
Having all kaiako use ICT in creative and connected ways with ākonga.
Sharing information about the daily programme with ākonga in a way that they can understand and use to plan their day. This needs to be in a visual format to cater for all the non-readers in this age group - 5/6 year old tamariki.
Using ICT tools in a creative and connected way with ākonga.
Having all kaiako use ICT in creative and connected ways with ākonga.
Sharing information about the daily programme with ākonga in a way that they can understand and use to plan their day. This needs to be in a visual format to cater for all the non-readers in this age group - 5/6 year old tamariki.