The BeLT team met again today with our adviser Mike, two and half hours later we were done! These meetings seem to go forever, with a lot of chatter and talk around things only semi related, but it is still good learning and nice to have that time to just sit, uninterrupted and talk.
The purpose of today's meeting was to finalise the plan of where we are heading and why, what we realised in doing this was that our school vision needed a bit of a re-boot. So the next task is to improve/create/collate the school vision and then present it to the staff for them to critique and hopefully contribute. From here we hope to have everyone on the same page about what it is we are doing and why we are doing it here at Waiopehu.
The idea was still chucked around about potentially running a Year 9 digital class next year, but the logistics of that still need to be worked out. Do we get students to bring their own device? Do we provide them with a device? Noel Leeming Levin is running an evening for parents and students to attend to promote devices. We just need to make sure our students all come with the same thing. How we do that, we are not sure just yet.
We proposed the idea of inviting all the schools in the area to an e-learning teacher only day at the beginning of 2015 similar to the day we ran for our own staff. This would allow us to connect and collaborate with the teachers of Horowhenua and form some solid professional relationships. There is so much to learn from each other.
Our next meeting is Wednesday after school to which we should have a draft school vision.
Friday 24 October 2014
Sunday 14 September 2014
BeLT meeting - Where to now
The BeLT team met on Friday after school to discuss 'Where to now'. The feedback from the staff from the teacher only day was really positive and most of the staff want to learn more about how to use IT in the classroom and for their own professional learning.
The BeLT team discussed the idea of perhaps running a digital class next year with a Year 9 class. We thought that this could be something that parents and their student decide to be a part of, that way, it is still a choice and not a compulsory part of Waiopehu. We have teachers on board who are more than keen and capable of running a digital class (where the majority of the learning will happen on a device). The device of choice may be a Chromebook, but as yet, no major decisions have been made.
I am wondering if there are any parents out there who are reading this, who might have children joining Waiopehu next year, the BeLT team would love to hear your thoughts and opinions around doing this with a Year 9 class. These are all just thoughts for now and nothing is set in concrete. Please comment below so we can hear what you think.
There are potentially a number of options for gaining the use of a device, the first being that the parents buy them and own them out right, with the option to pay it off on a weekly payment scheme. The other option is that the school buys them, but then they belong to the school, not the student and the student would be unable to take them home at night and in the weekends.
The BeLT team also expressed a need to be upskilled on the use of Google Sites, something that we want to use for next year in our classes, regardless of being a digital class or not. We are on the hunt for an expert who may be able to help us with this.
Sarah and Katie are heading to ULearn14 in Rotorua in the holidays, which is a conference based around learning with IT. We should have some great learnings to share with you after that.
Until then, please share your thoughts with us regarding the digital class.
The BeLT team discussed the idea of perhaps running a digital class next year with a Year 9 class. We thought that this could be something that parents and their student decide to be a part of, that way, it is still a choice and not a compulsory part of Waiopehu. We have teachers on board who are more than keen and capable of running a digital class (where the majority of the learning will happen on a device). The device of choice may be a Chromebook, but as yet, no major decisions have been made.
I am wondering if there are any parents out there who are reading this, who might have children joining Waiopehu next year, the BeLT team would love to hear your thoughts and opinions around doing this with a Year 9 class. These are all just thoughts for now and nothing is set in concrete. Please comment below so we can hear what you think.
There are potentially a number of options for gaining the use of a device, the first being that the parents buy them and own them out right, with the option to pay it off on a weekly payment scheme. The other option is that the school buys them, but then they belong to the school, not the student and the student would be unable to take them home at night and in the weekends.
The BeLT team also expressed a need to be upskilled on the use of Google Sites, something that we want to use for next year in our classes, regardless of being a digital class or not. We are on the hunt for an expert who may be able to help us with this.
Sarah and Katie are heading to ULearn14 in Rotorua in the holidays, which is a conference based around learning with IT. We should have some great learnings to share with you after that.
Until then, please share your thoughts with us regarding the digital class.
Friday 22 August 2014
Teacher Only Day - e-Learning
Today was AMAZING! I am so full of inspiration and motivation that I just don't know what to do with it all. All 65 staff members were involved in today's teacher only day and from what I understand, everybody has taken something useful away from today.
Each staff member had to opt into 4 sessions for the day and each session was run by a member of the BeLT team.
To begin the day, we shared a video of how to use Google Presentation, by the end of the day, each staff member had to share their Google Presentation with Guy. Everyone managed to do this, that in itself is awesome.
In the QR Code session, a small group learnt to scan the codes and then learn't how to create the codes. Below is a picture of a QR Code (for those that don't know) and these ones are actually edible and placed on top of a cupcake....super exciting! This QR code took them to a cupcake website. The staff also learn't about Google Drive, Google Forms, Padlet, Doctopus, Goobric, Twitter and much more. We have since shared a Google Form to all the staff to gain some formal feedback on how they thought the day has gone. We look forward to reading this and planning our next actions.
In the QR Code session, a small group learnt to scan the codes and then learn't how to create the codes. Below is a picture of a QR Code (for those that don't know) and these ones are actually edible and placed on top of a cupcake....super exciting! This QR code took them to a cupcake website. The staff also learn't about Google Drive, Google Forms, Padlet, Doctopus, Goobric, Twitter and much more. We have since shared a Google Form to all the staff to gain some formal feedback on how they thought the day has gone. We look forward to reading this and planning our next actions.
Its been a truly great day, really thankful to be part of making such a positive change at Waiopehu.
Monday 18 August 2014
Visit to Otaki College
On Friday, the BeLT team was fortunate enough to visit Otaki College to see the amazing work they are doing in their digital classrooms.
Three very awesome Yr 8 students spoke to us and showed us the work they were doing on their Chromebooks, what they showed us was truly inspiring, their entire days learning happened on their Chromebook.
Students each have their own Chromebook, the families were offered an option in regards to purchasing their child a Chromebook on a hire purchase or outright scheme. The take up rate was hard to keep up with despite it not being compulsory at Otaki College. It is becoming compulsory for Yr 7-10 from next year. The school will be purchasing a few spares for when students forget theirs/breakages. Hire/purchase options available at 1,2 or 3 years, no matter what option each person pays the same.
Students who had a Chromebook agreed to the below 'Kawa of Care':
Each classroom teacher ran a Google Site for their class, this outlined exactly what the students were covering each week/day with links to the Google Docs they would need to use to complete their work. This was a great way for the teacher to share their planning and even of the student was away sick, they could log in and see what learning was taking place in their classroom and participate if well enough.
What was clearly evident from visiting Otaki College is the importance of collaboration between the schools in the area. Otaki would also like to be able to offer wireless internet to their entire community eventually so that the entire community can be engaged. What was also evident is the importance of providing relevant professional development for the staff so everyone feels comfortable and able to work devices.
Overall, a hugely productive day at Otaki. The BeLT team is now firmly focused on the Teacher Only Day professional development day for staff on Friday. Until then........
Three very awesome Yr 8 students spoke to us and showed us the work they were doing on their Chromebooks, what they showed us was truly inspiring, their entire days learning happened on their Chromebook.
Students each have their own Chromebook, the families were offered an option in regards to purchasing their child a Chromebook on a hire purchase or outright scheme. The take up rate was hard to keep up with despite it not being compulsory at Otaki College. It is becoming compulsory for Yr 7-10 from next year. The school will be purchasing a few spares for when students forget theirs/breakages. Hire/purchase options available at 1,2 or 3 years, no matter what option each person pays the same.
Students who had a Chromebook agreed to the below 'Kawa of Care':
Kawa of Care
No food and drinks around it
Two hands on it if carrying it
You can’t hold two at once.
Can’t take home until parents have come to a meeting. Parents get asked at the meeting whether they want them to take them home in weekends for extended work.Each classroom teacher ran a Google Site for their class, this outlined exactly what the students were covering each week/day with links to the Google Docs they would need to use to complete their work. This was a great way for the teacher to share their planning and even of the student was away sick, they could log in and see what learning was taking place in their classroom and participate if well enough.
What was clearly evident from visiting Otaki College is the importance of collaboration between the schools in the area. Otaki would also like to be able to offer wireless internet to their entire community eventually so that the entire community can be engaged. What was also evident is the importance of providing relevant professional development for the staff so everyone feels comfortable and able to work devices.
Overall, a hugely productive day at Otaki. The BeLT team is now firmly focused on the Teacher Only Day professional development day for staff on Friday. Until then........
Thursday 14 August 2014
Today's visit to Rangitikei College
Today the BeLT team visited Rangitikei College to get an understanding of what they are doing around e-Learning there. Students are able to bring any device to school that they wish, otherwise, there were computer labs as well as two sets of Chromebooks that were transportable.
We visited five classes in action, all of which were working on some form of device with the Chromebook being the students first choice as this meant the students could choose where and how they did their work. Below is a picture of one of the students Google Drive, which shows folders for each subject taken at school. This student did all her work on Google, to her, this meant that she didn't loose any work and could access it from anywhere.
All the teachers had access to 'Teacher Dashboard' which allows the teacher to see what each student is doing on their device, and if need be, remind the students what they 'should' be doing. Teacher Dashboard is something that the school needs to pay for, but something that is hugely beneficial to the teacher and allows easy sharing of documents and monitoring between teacher and student. Google has also now rolled out Google Classroom which is another way for teachers to manage the learning happening online, whether at school or at home. This is something that Waiopehu will be investigating, as it appears we cannot access it at this time.
There was a high level of autonomy within each class, with students working on their own individual plans and tasks.
We discussed with the DP the pros and cons of such devices, funding options and 'where to from here'. For us here at Waiopehu, funding is a huge part of the decision making process. We are heading to Otaki College tomorrow and hope to gain some insights from them in regards to this.
Overall, a really positive day at Rangitikei and further inspiration to continue our blended e-Learning process. My personal learning from day however, I started a Google Doc at Rangitikei College (because I am a nerd and like to take notes) but because I didn't have access to the internet, it didn't save. So all my notes are gone :( Never mind. Lesson learnt, and given we are all life long learners, thats ok!
Until tomorrow.....
We visited five classes in action, all of which were working on some form of device with the Chromebook being the students first choice as this meant the students could choose where and how they did their work. Below is a picture of one of the students Google Drive, which shows folders for each subject taken at school. This student did all her work on Google, to her, this meant that she didn't loose any work and could access it from anywhere.
All the teachers had access to 'Teacher Dashboard' which allows the teacher to see what each student is doing on their device, and if need be, remind the students what they 'should' be doing. Teacher Dashboard is something that the school needs to pay for, but something that is hugely beneficial to the teacher and allows easy sharing of documents and monitoring between teacher and student. Google has also now rolled out Google Classroom which is another way for teachers to manage the learning happening online, whether at school or at home. This is something that Waiopehu will be investigating, as it appears we cannot access it at this time.
There was a high level of autonomy within each class, with students working on their own individual plans and tasks.
We discussed with the DP the pros and cons of such devices, funding options and 'where to from here'. For us here at Waiopehu, funding is a huge part of the decision making process. We are heading to Otaki College tomorrow and hope to gain some insights from them in regards to this.
Overall, a really positive day at Rangitikei and further inspiration to continue our blended e-Learning process. My personal learning from day however, I started a Google Doc at Rangitikei College (because I am a nerd and like to take notes) but because I didn't have access to the internet, it didn't save. So all my notes are gone :( Never mind. Lesson learnt, and given we are all life long learners, thats ok!
Until tomorrow.....
Sunday 10 August 2014
#edchatNZ Conference Day 2
So, it is Sunday. #edchatNZ conference ended at 3pm yesterday afternoon. I arrived back in Palmerston at 8pm last night. After a plane ride that seemed to take mere minutes, not a hour, my brain could not switch off. Donna and I talked non-stop on the plane home about what we had learned over the course of the last three days, and about our plans and direction for the future. It took a while to switch off, only to wake again this morning with my last three days on my mind already.
Day #2 of conference was a lot more epic than the previous day - in fact, I ended up with 10 pages of notes on my Google Doc yesterday (as I was documenting on a Google Doc as I went - technology in action) in comparison to the 3 the day before.
Before I re-cap yesterday's learnings, I forgot to mention in the previous blog post that HPSS is a Moodle school - or as they have named it 'Hobsonline'. They find it incredibly useful for providing links and workshop forums for students (although as I learned in my final workshop on Day #2 Google Sites, if used effectively, could do the same).
Yesterday, I was fortunate to attend 4 great workshops and ended with the final Key Note speaker. Not all workshops were DT (digital technology focused), but all were looking at bringing education into the 21st century and helping us move the learner into the centre focus when designing curricula, programmes, and learning.
Workshop 1 was about Project-based learning (PBL) and was run by Sarah Wakeford (@hpssprojects). PBL is about making learning relevant for students, and using a 'Project' to guide their learning. 'Projects' begin by posing (or asking the students to pose) BIG questions, a hook to get interest.
PBL is about giving students a voice, and it puts student inquiry at the centre to make learning happen in meaningful ways, and the technology helps them connect to the wider world. As Sarah suggested, "the best learning happens when we keep it real."
HPSS is lucky, in the fact that they have a community developing around them. The local construction companies have been great, getting on board with PBL at HPSS. HPSS is able to go to the construction companies and ask how the students can help them. Students are able to opt into projects that interest them, and a core concept of PBL is that everyone finds a role that they can contribute through for the project.
The process that HPSS go through for their PBL is: hook, plan, action, and show time. They even have worksheets for the students to work through, to help guide them through this process. Students also use Google Sites to document their process, and every week they are required to add to their website.
As teachers attending this workshop, we were challenged to put statements next to the part of the process that we thought it belonged to. Interesting activity - and we all wanted to know if we were 'right' afterwards.
They use a SOLO rubric to 'mark' the Projects, but also get four different 'agencies' to comment for reports - the teacher, the construction company (or other outside agency that is involved in the Big Project), other students, and parents (on the Show Time night).
HPSS have periods dedicated to PBL, which is a luxury not everyone has. However, as Sarah suggested, there is no reason why, like other schools, there can't be a 'Project Week', or even looking at integrating it into curriculum subjects. An example she used was from Social Studies. Instead of studying 'Nazi Germany', why not pose the question 'What can we do to make sure Nazi Germany does not happen again?', and then their project is built around that.
They see PBL in the senior school, once they reach that stage, to be run more like the Impact Project at Albany senior.
With PBL, Sarah ended by outlining four things that must happen:
1) it has to make a difference
2) it has to be authentic - try to work with an authentic partner in the community
3) it has to have a whole lot of different opportunities for students to learn
4) it has to be big enough for everyone to get involved (a place for everyone)
The following are two good texts to look at, to learn more about PBL, and the website bie.com is extremely useful.
Andrea Hensen (@AndreaHensen_nz) ran the second workshop, on Personalising learning through using SOLO in Secondary school.
She outlined for us that using SOLO helps students take ownership of their own learning, while also guiding them through their learning. Students can use it to ask themselves: 'What am I learning?', 'How am I going?' (which self assesses), and most importantly 'What do I need to do next?'
SOLO has been integrated right throughout HPSS, and is used in every curriculum area, for every task/inquiry/project/unit.
SOLO essentially is looking at students' levels of thinking, and can quite nicely align with NCEA. For example, ‘Discuss’ - automatically means relational and extended abstract thinking, ‘Explain’ - relational, and ‘Justify’ - extended abstract. Going through this with students can help them with NCEA, and in how they answer questions/assessments, particularly in exams.
Once students have self-assessed using SOLO, teachers can guide them into what activities they should be completing.
The following is an example SOLO rubric, created for a Venn Diagram task.
Pam Hook is the guru for SOLO taxonomy, and some valuable information and resources can be found on the HookED website: http://pamhook.com/solo-taxonomy/
'Harnessing the Beast' was Workshop 3, run by Megan Peterson (@mrsmeganpete), and was an eye-opening workshop about using NCEA and how we should, or could, be personalising learning.
With NCEA exams moving towards an 'On Demand - anywhere, anytime' model within the next ten years, where exams will be able to be completed when a student is ready, via a computer, there is an increasing need to look at assessing students internally when they are ready.
Megan has worked in various roles, including HOD, contract work for NZQA, as a Principal's Nominee, and is now (as well as being a teacher) a moderator for NZQA.
Megan started her workshop by challenging us; she challenged our thinking. When she was referring to NCEA as a 'beast', she said that it is a "beast that we have created. And by we, I mean teachers." We often hear, "I really want to do things differently, but I can't because of NCEA." The "I can't because of NCEA" has become one of our greatest excuses. It is our perceptions, and perhaps lack of understanding, that had lead to what NCEA is in schools, or most schools, now. The fact is that NCEA and our curriculum actually allow for GREAT personalisation of learning for our students. Megan is actually having her Master's research being published in 'Assessment Matters' in a few weeks, which looks at NCEA and assessment - something to look out for.
She then dispelled a great myth of NCEA: it actually has few rules. Of course, it has rules around further assessment opportunities and resubmissions, and around authenticity, but what commonly happens in schools is we make extra 'rules'. We have decided what the rules are. So, we cannot actually be using NCEA as an excuse for not making assessment, and courses, work for students. It is up to schools to decide how NCEA works and what it looks like in their schools. The fact is, assessment does not have to be at the same time for every student!
Currently, students play a passive role in their education, in NCEA, around their courses, assessments, learning, and even feedback. We need to be re-thinking the roles of teacher and student. If we are able to move from teacher centred (because in all fairness a lot of what we do it make things more workable for us as teachers, not students) to more student focused, then everyone wins. Consider the following model.
We need to move from this more traditional approach
Here, we could consider "What if, in my classroom, I taught first, and they learnt first, and then we assess?" We could start to move from do assessments to students, where we say, 'Here is your course outline. This is what you are going to do.'
We need to start thinking creatively, and conceptually, about our curriculum. Then we can align it to NCEA (because we are still accountable, and we do still need to offer credits). We should ask the questions: why do students come to this subject? What is it we want them to learn? The NZC (New Zealand Curriculum) is extremely valuable here.
We need to think critically about our teaching and learning time. The step up from Year 10 to 11, from 11 to 12, and 12 to 13 is HUGE. We need to be designing courses that allow students the time to breathe and develop the skills that are needed at each new level. Give them the time to master the skills and knowledge.
There is no rule that says all students must be assessed at the same time, and no real 'time' rules. We need to assess when they are ready, not when the calendar says so. So, we need to look for "where the clicks and sparks are"; what are the students interested in - and then let them pursue this. This is about empowering students through assessment. Putting them at the centre, and co-constructing with them, not for them.
We need to be designing assessments, and courses, based on student voice. The pressure on students is IMMENSE, and we, as teachers, need to do what we can to find ways to manage that. Think about cutting down the amount of credits on offer, for the pay-off of deeper learning.
We need to be re-thinking internal assessments. In doing so, we have to let go of some of the locus of control in our classrooms.This can be incredibly daunting for some teachers. But if we are ever to move towards student centred education, which benefits all, then this needs to happen. We need to provide them with the tools to talk about their thinking and learning. Look at creating a 'generic' assessment activity, which can then be personalised for each student.
There needs to be a shared understanding, between teacher and student, about what the success criteria are. There MUST be a shared understanding. Look at what the learning is, what the curriculum says, as well as what the NCEA achievement standard says. Examine the explanatory notes, and look at exemplars - not just the NCEA exemplars, but from a wider context. Look for 'real world' examples, ones from 'outside' of school.
As teachers we are commonly asked: "Is this worth credits?" To be honest, we have bred that culture. But, Megan tells her students at the start of the year that EVERYTHING is for credits. Everything they will do over the year will contribute to their learning, and consequently be for the credits that they end up achieving. Where we can we should be opting to Portfolio student work, where they can build up their work, and work on their skills, over a period of time, until they are ready to be assessed. After a while, credits become rewards. And, if we are assessing when students are ready, then there are higher chances of success. Of course, we need to constantly know where the students are at, and make sure that we are in fact collecting on-going evidence. AND we must be giving extensive feedback, so that there are no 'shocks' come the time when they are assessed.
One thing that Megan did to HELP her students was not put a grade on anything until the end of term three, beginning of term four. She would give extensive feedback to students, using vocabulary from the standard and based around qualitative steps using SOLO. Peers would also be involved in the feedback process, to help each other. This peer feedback is INCREDIBLY valuable. Yes, teaching needs to happen around how to give effective feedback, so that they don't give "Cute. Lol." Moodle's Workshop forum can be great for peer feedback. But the idea is that the learning is NEVER FINISHED. She even looked at two peers 'grading' work, where they had to justify where evidence was of what they were saying was present in the assessment - this meant that the teacher then took on the role of verifier. Way less work.
Megan then put out the challenge: do not put a mark on anything until the end of term 3/beginning of term 4. Bring it on!
As she suggested, "the biggest thing we can do in the classroom is try." As a leader, give your teachers some power. Guide them along the way. Ask them 'why'. Support them to try.
Not many notes from Workshop 4, by Amy McCauley (@AmyMMcCauley), which was about Google Sites, as it was more practical.
However, before you begin getting in to creating a Google Site, it is important to question. First, you need to define why (the purpose and audience), then how (including thinking about the authors), then what (what you want to include).
Day #2 of conference was a lot more epic than the previous day - in fact, I ended up with 10 pages of notes on my Google Doc yesterday (as I was documenting on a Google Doc as I went - technology in action) in comparison to the 3 the day before.
Before I re-cap yesterday's learnings, I forgot to mention in the previous blog post that HPSS is a Moodle school - or as they have named it 'Hobsonline'. They find it incredibly useful for providing links and workshop forums for students (although as I learned in my final workshop on Day #2 Google Sites, if used effectively, could do the same).
Yesterday, I was fortunate to attend 4 great workshops and ended with the final Key Note speaker. Not all workshops were DT (digital technology focused), but all were looking at bringing education into the 21st century and helping us move the learner into the centre focus when designing curricula, programmes, and learning.
Workshop 1 was about Project-based learning (PBL) and was run by Sarah Wakeford (@hpssprojects). PBL is about making learning relevant for students, and using a 'Project' to guide their learning. 'Projects' begin by posing (or asking the students to pose) BIG questions, a hook to get interest.
PBL is about giving students a voice, and it puts student inquiry at the centre to make learning happen in meaningful ways, and the technology helps them connect to the wider world. As Sarah suggested, "the best learning happens when we keep it real."
HPSS is lucky, in the fact that they have a community developing around them. The local construction companies have been great, getting on board with PBL at HPSS. HPSS is able to go to the construction companies and ask how the students can help them. Students are able to opt into projects that interest them, and a core concept of PBL is that everyone finds a role that they can contribute through for the project.
The process that HPSS go through for their PBL is: hook, plan, action, and show time. They even have worksheets for the students to work through, to help guide them through this process. Students also use Google Sites to document their process, and every week they are required to add to their website.
As teachers attending this workshop, we were challenged to put statements next to the part of the process that we thought it belonged to. Interesting activity - and we all wanted to know if we were 'right' afterwards.
They use a SOLO rubric to 'mark' the Projects, but also get four different 'agencies' to comment for reports - the teacher, the construction company (or other outside agency that is involved in the Big Project), other students, and parents (on the Show Time night).
HPSS have periods dedicated to PBL, which is a luxury not everyone has. However, as Sarah suggested, there is no reason why, like other schools, there can't be a 'Project Week', or even looking at integrating it into curriculum subjects. An example she used was from Social Studies. Instead of studying 'Nazi Germany', why not pose the question 'What can we do to make sure Nazi Germany does not happen again?', and then their project is built around that.
They see PBL in the senior school, once they reach that stage, to be run more like the Impact Project at Albany senior.
With PBL, Sarah ended by outlining four things that must happen:
1) it has to make a difference
2) it has to be authentic - try to work with an authentic partner in the community
3) it has to have a whole lot of different opportunities for students to learn
4) it has to be big enough for everyone to get involved (a place for everyone)
The following are two good texts to look at, to learn more about PBL, and the website bie.com is extremely useful.
Andrea Hensen (@AndreaHensen_nz) ran the second workshop, on Personalising learning through using SOLO in Secondary school.
She outlined for us that using SOLO helps students take ownership of their own learning, while also guiding them through their learning. Students can use it to ask themselves: 'What am I learning?', 'How am I going?' (which self assesses), and most importantly 'What do I need to do next?'
SOLO has been integrated right throughout HPSS, and is used in every curriculum area, for every task/inquiry/project/unit.
SOLO essentially is looking at students' levels of thinking, and can quite nicely align with NCEA. For example, ‘Discuss’ - automatically means relational and extended abstract thinking, ‘Explain’ - relational, and ‘Justify’ - extended abstract. Going through this with students can help them with NCEA, and in how they answer questions/assessments, particularly in exams.
Once students have self-assessed using SOLO, teachers can guide them into what activities they should be completing.
The following is an example SOLO rubric, created for a Venn Diagram task.
Pam Hook is the guru for SOLO taxonomy, and some valuable information and resources can be found on the HookED website: http://pamhook.com/solo-taxonomy/
'Harnessing the Beast' was Workshop 3, run by Megan Peterson (@mrsmeganpete), and was an eye-opening workshop about using NCEA and how we should, or could, be personalising learning.
With NCEA exams moving towards an 'On Demand - anywhere, anytime' model within the next ten years, where exams will be able to be completed when a student is ready, via a computer, there is an increasing need to look at assessing students internally when they are ready.
Megan has worked in various roles, including HOD, contract work for NZQA, as a Principal's Nominee, and is now (as well as being a teacher) a moderator for NZQA.
Megan started her workshop by challenging us; she challenged our thinking. When she was referring to NCEA as a 'beast', she said that it is a "beast that we have created. And by we, I mean teachers." We often hear, "I really want to do things differently, but I can't because of NCEA." The "I can't because of NCEA" has become one of our greatest excuses. It is our perceptions, and perhaps lack of understanding, that had lead to what NCEA is in schools, or most schools, now. The fact is that NCEA and our curriculum actually allow for GREAT personalisation of learning for our students. Megan is actually having her Master's research being published in 'Assessment Matters' in a few weeks, which looks at NCEA and assessment - something to look out for.
She then dispelled a great myth of NCEA: it actually has few rules. Of course, it has rules around further assessment opportunities and resubmissions, and around authenticity, but what commonly happens in schools is we make extra 'rules'. We have decided what the rules are. So, we cannot actually be using NCEA as an excuse for not making assessment, and courses, work for students. It is up to schools to decide how NCEA works and what it looks like in their schools. The fact is, assessment does not have to be at the same time for every student!
Currently, students play a passive role in their education, in NCEA, around their courses, assessments, learning, and even feedback. We need to be re-thinking the roles of teacher and student. If we are able to move from teacher centred (because in all fairness a lot of what we do it make things more workable for us as teachers, not students) to more student focused, then everyone wins. Consider the following model.
We need to move from this more traditional approach
to this more student centred model
We need to start thinking creatively, and conceptually, about our curriculum. Then we can align it to NCEA (because we are still accountable, and we do still need to offer credits). We should ask the questions: why do students come to this subject? What is it we want them to learn? The NZC (New Zealand Curriculum) is extremely valuable here.
We need to think critically about our teaching and learning time. The step up from Year 10 to 11, from 11 to 12, and 12 to 13 is HUGE. We need to be designing courses that allow students the time to breathe and develop the skills that are needed at each new level. Give them the time to master the skills and knowledge.
There is no rule that says all students must be assessed at the same time, and no real 'time' rules. We need to assess when they are ready, not when the calendar says so. So, we need to look for "where the clicks and sparks are"; what are the students interested in - and then let them pursue this. This is about empowering students through assessment. Putting them at the centre, and co-constructing with them, not for them.
We need to be designing assessments, and courses, based on student voice. The pressure on students is IMMENSE, and we, as teachers, need to do what we can to find ways to manage that. Think about cutting down the amount of credits on offer, for the pay-off of deeper learning.
We need to be re-thinking internal assessments. In doing so, we have to let go of some of the locus of control in our classrooms.This can be incredibly daunting for some teachers. But if we are ever to move towards student centred education, which benefits all, then this needs to happen. We need to provide them with the tools to talk about their thinking and learning. Look at creating a 'generic' assessment activity, which can then be personalised for each student.
There needs to be a shared understanding, between teacher and student, about what the success criteria are. There MUST be a shared understanding. Look at what the learning is, what the curriculum says, as well as what the NCEA achievement standard says. Examine the explanatory notes, and look at exemplars - not just the NCEA exemplars, but from a wider context. Look for 'real world' examples, ones from 'outside' of school.
As teachers we are commonly asked: "Is this worth credits?" To be honest, we have bred that culture. But, Megan tells her students at the start of the year that EVERYTHING is for credits. Everything they will do over the year will contribute to their learning, and consequently be for the credits that they end up achieving. Where we can we should be opting to Portfolio student work, where they can build up their work, and work on their skills, over a period of time, until they are ready to be assessed. After a while, credits become rewards. And, if we are assessing when students are ready, then there are higher chances of success. Of course, we need to constantly know where the students are at, and make sure that we are in fact collecting on-going evidence. AND we must be giving extensive feedback, so that there are no 'shocks' come the time when they are assessed.
One thing that Megan did to HELP her students was not put a grade on anything until the end of term three, beginning of term four. She would give extensive feedback to students, using vocabulary from the standard and based around qualitative steps using SOLO. Peers would also be involved in the feedback process, to help each other. This peer feedback is INCREDIBLY valuable. Yes, teaching needs to happen around how to give effective feedback, so that they don't give "Cute. Lol." Moodle's Workshop forum can be great for peer feedback. But the idea is that the learning is NEVER FINISHED. She even looked at two peers 'grading' work, where they had to justify where evidence was of what they were saying was present in the assessment - this meant that the teacher then took on the role of verifier. Way less work.
Megan then put out the challenge: do not put a mark on anything until the end of term 3/beginning of term 4. Bring it on!
As she suggested, "the biggest thing we can do in the classroom is try." As a leader, give your teachers some power. Guide them along the way. Ask them 'why'. Support them to try.
Not many notes from Workshop 4, by Amy McCauley (@AmyMMcCauley), which was about Google Sites, as it was more practical.
However, before you begin getting in to creating a Google Site, it is important to question. First, you need to define why (the purpose and audience), then how (including thinking about the authors), then what (what you want to include).
An important thing to note about Google Sites is that you can set Page Level permissions. You can keep some pages only for certain people to view, and others that the public can view.
Our final Key Note speaker was Karen, from Core Education (@virtuallykaren). She was a fabulous person to wrap up the two days of intense mind buzzing. She reminded us that “Monday brings a whole new opportunity to make change”.
As Karen pointed out, our worlds are becoming increasingly blended with the online world. And while there are apps for almost everything, there is no moral compass app. We need to prepare students to be 'purpose ready'; encourage students to ask the big questions, and then act on them. The pop celebrity culture is one of the most dominating online. But this is not necessarily what will lead to students leading a better life. We need to help students come to understand that the information we get from the Internet is not always real. For an example, try looking up the 'Pacific Northwest Tree Octopus.'
Schools are now the only place where students can really learn how to become citizens. We need to help and guide them through this. We need to help them find their place in their learning. We need to take a deep dive, and plan around the students who we traditionally find it hard to plan for - everyone else will be scooped up. We need to ensure we have student led choice around technology that is purposeful.
"The future is here, it is just not evenly distributed yet."
We need to remember that Monday is going to be a vast sea of chaos, but we need to find a tiny ship of order and do something with the what we have learned over the last two days.
Danielle (@MissDtheteacher), founder of #edchatNZ - the little hashtag that could, ended the day by reminding us to "Be a nut even if you can't see the people dancing, because you are not dancing alone!" Don't be afraid to lead change.
Friday 8 August 2014
#edchatNZ Conference Day 1
Today was the first day of the #edchatNZ inaugural conference. We started the day with keynote speakers - first, a talk from Danielle (aka Miss D the teacher) who is the founder of #edchatNZ, followed by Maurie Abraham - principal of HPSS (Hobsonville Point Secondary School).
One of the things that Maurie said that stood out to me (and there was a lot) was that we often are looking at what we can do to help students become 21st century learners. But the thing is they come through our doors already 21st century learners. What we need to be looking at as how we can become 21st century teachers, and how we can provide 21st century schools and education.
Also, coming out loud and strong, both yesterday and today, is the 'coaching'/mentoring model, and how this helps place relationships at the centre. And yesterday it was not just about mentoring and guiding students, but teachers as well.
Workshop #1 reinforced that we need to put the learner at the centre and design everything around them, and their needs and interests. Di, who lead the workshop, also struck a chord when she said that as educators, if we don't become innovative we are going to die.
The second workshop I went to looked at personalising learning in action. It was actually primary school based, but a lot of relevance. Again, relationships were enforced as key. They also suggested that we expect students to be risk takers, so teachers have to be risk takers too. We expect students to learn collaboratively, so we, as teachers, need to model learning through collaboration.
The third workshop I was privileged to see a 'class', or learning module, as it was being taught - Movers and Shakers. It was a collaboration of Science and English, with the Science and English teacher working together - collaboratively - for this module. (There are a range of modules that run on Fridays, and students opt into the one they want.) This particular module was inquiring into philosophers, poets and scientists, and today the students were delving into their own inquiry - looking at who (out of their scientist, philosopher and poet) had made the most influence on our lives today. Once we had begun the lesson looking at the SOLO taxonomy marking guide, both students and visitors, students went off on their way - going to a device to begin their inquiry. The teachers had created an inquiry template on a Google Doc, which each student then made a copy of into their own Google Drive. They shared their document with the two teachers and ONE other student.
Now, devices. I sat down and talked to one lovely young lady, about devices. The students are encouraged to bring their own device to school - ANY device. However, this one girl I was talking with did not have one that she was able to bring to school - there was only one at home, and it needed to stay at home. However, here she was, working on a device. There is the facility at the school to go to the library and 'rent' a device for the day. They sign them out with their student ID card. The devices available at the library include Chromebooks, IPads, and Samsung tablets. And she said there are quite a few who are not able to bring their device and hire them out.
They were all busy on their inquiry for the lesson, 90 minutes, and were working through the template and doing research. (The template went through scaffolded levels of the SOLO taxonomy.) At one stage through the lesson the teacher instructed students to stop their work and open the document that had been shared with them by another in the class. They were to read through it, look at where they thought the student was on the SOLO taxonomy guide, and give the student feedback - AWESOME.
One of the things that Maurie said that stood out to me (and there was a lot) was that we often are looking at what we can do to help students become 21st century learners. But the thing is they come through our doors already 21st century learners. What we need to be looking at as how we can become 21st century teachers, and how we can provide 21st century schools and education.
Also, coming out loud and strong, both yesterday and today, is the 'coaching'/mentoring model, and how this helps place relationships at the centre. And yesterday it was not just about mentoring and guiding students, but teachers as well.
Workshop #1 reinforced that we need to put the learner at the centre and design everything around them, and their needs and interests. Di, who lead the workshop, also struck a chord when she said that as educators, if we don't become innovative we are going to die.
The second workshop I went to looked at personalising learning in action. It was actually primary school based, but a lot of relevance. Again, relationships were enforced as key. They also suggested that we expect students to be risk takers, so teachers have to be risk takers too. We expect students to learn collaboratively, so we, as teachers, need to model learning through collaboration.
The third workshop I was privileged to see a 'class', or learning module, as it was being taught - Movers and Shakers. It was a collaboration of Science and English, with the Science and English teacher working together - collaboratively - for this module. (There are a range of modules that run on Fridays, and students opt into the one they want.) This particular module was inquiring into philosophers, poets and scientists, and today the students were delving into their own inquiry - looking at who (out of their scientist, philosopher and poet) had made the most influence on our lives today. Once we had begun the lesson looking at the SOLO taxonomy marking guide, both students and visitors, students went off on their way - going to a device to begin their inquiry. The teachers had created an inquiry template on a Google Doc, which each student then made a copy of into their own Google Drive. They shared their document with the two teachers and ONE other student.
Now, devices. I sat down and talked to one lovely young lady, about devices. The students are encouraged to bring their own device to school - ANY device. However, this one girl I was talking with did not have one that she was able to bring to school - there was only one at home, and it needed to stay at home. However, here she was, working on a device. There is the facility at the school to go to the library and 'rent' a device for the day. They sign them out with their student ID card. The devices available at the library include Chromebooks, IPads, and Samsung tablets. And she said there are quite a few who are not able to bring their device and hire them out.
They were all busy on their inquiry for the lesson, 90 minutes, and were working through the template and doing research. (The template went through scaffolded levels of the SOLO taxonomy.) At one stage through the lesson the teacher instructed students to stop their work and open the document that had been shared with them by another in the class. They were to read through it, look at where they thought the student was on the SOLO taxonomy guide, and give the student feedback - AWESOME.
The final workshop I went to today was about flipping your classroom through using an app called 'Explain Everything' and then uploading to YouTube. 'Flipping' a classroom is a term used when a teacher creates a video (or the like) for students to watch at home, and then when a student comes to class it is about delving in to deep conversations and facilitating learning. For example, in English a teacher might create a video about how to write a persuasive essay, which the students would watch at home, before class. When they come to class the discussions can then focus on the content - getting into what they are interested in investigating or writing about, and guiding them through the context process. They would then always have the video resources to refer back to as they write, but the 'thinking' conversations and discussions get to then become the focus in the classroom. (There is also an awesome app called 'Videoscribe', which creates animated videos for to go alongside a teacher's commentary.)
Networking
I was able to speak with a teacher from Lynfield College today. We sparked up a conversation as we were watching how the students were engaged. At Lynfield they are going BYOD, and are just in the beginning stages, but a bit further along than we are. They are getting in Chromebooks. She said that the senior students LOVE the Chromebooks - this is interesting, with our upcoming investigation into the Chromebooks and use at schools. They had trialled IPads, but she said that the Chromebooks are more useful - especially with the usability of Google Drive. They can print now (a few hiccups at the start) and are all connected to the school network. The only thing is that if students have work on a USB, they first have to go on to a 'normal' computer and put the document or the like into their drive, as the Chromebook is not able to open up work from USBs. But that seems minor, really.
Overall it has been another thought provoking day. Another action packed day in store for tomorrow.
Until then.
Katie.
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