VLN Astronomy!

Just finished my third session in the Virtual Learning environment of the VLN.  Things are so hectic in there I have not taken any screens my self yet - but my co-ordinator did!

This was from the second session where we dipped our toes into the galaxy just to see what that was like... the numbers out there are RIDICULOUS!

The start of today's session involved a triad of multi-tasking. Not just two things but three for a minute or two. That gets the blood pumping and the synapses firing!!

I have been creating and expanding the potential for more interaction (something I perceive as vital to engage students in a format that has the potential to slip into a mundane fact filled lecture) - however that system is not entirely in my control as it involves students actually remembering to do the small tasks such as going outside and spotting for the moon - so that they DO have something to contribute in the next session.

If today's session had not been taken up with ten minutes of techie issues it may well have scored low on my expectations for interaction because no one did go outside and look at the moon this week 

(and it was a blue one too. Figuratively, not literally...).

Have sent a follow up email to the principals of the schools with students in the class to try and gain some support for those issues. I am quite uncomfortable with just lecturing at them as I know that is potentially a wretched yawnfest!

Another strategy is to come up with more mindsparking deep thinking questions that are opinion based but time is a bit of a limit there as well, perhaps. 

We discussed our nearest star today - I had asked them 'how long it would take to get there and who would go' as their between class thinking last week - however not everyone did that so the deeper thinking part (who would go) did not actually spark for some of them until they heard in today's show that it was 78 000 years.

So then we talked about the Battlestar Galactica concept - a community of people travelling through space to a destination that they themselves would never reach but many many generations in the future would.

Then I blew that all away by saying that then it would be too late because in 33 000 years time that wouldn't even be our closest star anymore, MUWUHAHAHAHAH!

P.S. Yes, I realise there is a danger that my sense of humour is really only funny to me.

Growth Mindset vs Fixed Mindset

Looking for ways to turn around fixed mindset pre-teens right now.
Below is an outline of Growth and Fixed mindsets.


Basically fixed mindset means you think you are as smart as you're ever going to get - this is reinforced by parent/teacher comments about how smart you are, if you won, how high was your score...
 It is likely that if you have a student who rolls their eyes at new tasks, blames others, has anger outbursts when it's time for assessment, hides their mistakes and declares they "suck at this" has a fixed mindset. They belief that effort is a BAD THING and if you have ability you should not have to apply effort. They believe that making an effort means you are not smart.
Fixed mindsets sap learner motivation!

Growth mindset is when you know that with effort and practise you can improve performance - reinforced by comments about how hard you worked and your process - did all your hard work pay off, what new things did you learn...
People with a growth mindset understand that mistakes are a part of learning. They embrace effort and challenge.

I have been noticing the difference in myself and others with the use of "yet" at the end of some of my critical statements.  Most recently I used this with some of the young folk in my loom band workshop at IDEC (International Democratic Education Conference).
The video below is where I got the idea to start with.



Learner: "I'm not good at maths"
Teacher: "...yet..."



BEWARE LAVISH PRAISE!
Praising intelligence actually turns people off to learning.
Praising process encourages a growth mindset.

Conversation for Professional Learning

Part of a question sheet our Principal asked to be filled in this week and part of a bigger conversation on Pedogogy I have been having with myself this year - especially in this latter half where I have been part of some astounding progress that has occurred outside of the traditional school environment/timeframe with some of the most at risk young people I am directly responsible for this year. 

While writing it I was constantly drawn (guilted?) into viewing my response through the 'academic' lens I mention at the start - "Doesn't this sound like I am making excuses for a lack of academic achievement in my students?"

 But actually there is progress, of course, and pressuring myself and my students to conform to the ideas of where they should be created by a government with a traditional view of education as something that produces a rich elite chained to a routine of gaining vast amounts of material possessions and mass producing minions to cater to the needs and whims of that elite.... wait.. I am monologuing (not to mention in danger of digressing!)... you probably get my point.

I am not dodging the question of progress. There is progress (and in many cases big progress and undoubtedly unacknowledged progress) PLUS I truly believe in my heart that the following is the greatest asset to pass on to my fellow learners...

1. Consider the overall progress in learning so far this year. How do you think things are going? 

Learning is a holistic dynamic and learning success, therefore, cannot be fully appreciated through a purely “academic” lens.

 I can see that all Nile Room students’ readiness for learning has increased; they have an ever-increasing awareness of their needs and the importance of being open to learning and putting in effort/work to attain goals.

Their ability to access the curriculum has improved as well as their awareness of themselves and relationship to others. They have a vastly different set of needs (from each other) and have such a tolerance for where each other are at with their own goals.

 All have made important progress in their greatest areas of need. For some this is purely academic and for others it is in learning to overcome (and better understand) their own academic progress barriers and actually allow themselves to progress and enjoy having academic success. 

In the forefront of my mind is preparing them to be happy and successful in the world after school. Writing legibly, reading fluently, knowing three different mental strategies to problem solve and understanding the concept of fair testing are important and certainly things worth knowing – however, I believe, the skill that will inevitably prove most useful to them (and keep them connected to the positive world of learning those important things and striving in their lives) is the ability to manage themselves through adversity, whatever life will throw up, with confidence and self assurance. 

The life experience that forms the foundation for this needs to start here... and now.

Hoping to work on a more expanded form for this blog this weekend (although, like most of my blog posts lately {and hence professional learning} it falls at the end of the never-ending list of squeaky wheel tasks linked directly to National Standards and reporting...).

And just for my own benefit, so that I don't forget later (which probably quite often happens but I forget so obviously don't notice it much...), another key component in my line of thought here is the  lack of resilience/persistence that students are teaching themselves by repeatedly copping out or taking the easy path. Ironic really because if they knew that they actually were employing the very skill they need to make academic progress to actively not make academic progress, they would create the very  life experience they need for their foundation of confidence and self assurance.

Hmm, I need to create a name for that little cycle of irony and start a lecture circuit!

What 3 to 7 Year Olds Need to Learn?

Nathan Mikaere-Wallis is always handy for a complex and important message that is easily assessable to all!
What 3 to 7 Year Olds Need to Learn?

A clip from Radio New Zealand about children forming concepts as a learner, letting children be children and the value of enjoying listening to your children tell you what they "know" about their world.

He spends some time responding to some common questions from listeners.


The big message: play, Play.... PLAY!  (YAH!)

Behind....

I have such a huge backlog of professional readings to blog about from last year - change team and Maths PD in particular.

This is not helped by the large amount of internet bookmarked articles I have that I have ye tot return to!

I need to make a set time to blog and make sure it is respected!

Save Someone's Love of Learning...

How to Save Someone's Love of Learning

If you give children complete control over SOME PART of their learning, they will not only rise to the occasion and attack their interests with gusto, but they will turn around and approach all of their required learning with a newfound sense of self-confidence and self-determination. They will look for a way to learn that fits their new sense of themselves as people with interests, abilities, and important ideas.

Do you want your children or students to love learning? Don’t say “Here, we know what’s best for you — sit down, be quiet, and listen.” But also don’t just say “Go, do whatever you want.” Do better than that. Support their interests and their self-chosen work fully — with your attention, your time, your space, and your cold hard cash. Invest in their interests. Invest in their talents. Instead of letting them ride in the back seat while you take them on a wonderful adventure, show them how to drive the car. Mentor them to be self-directed learners.

 I am following these ideas closely this year - Term 1 with disengaged learners is tough but I won't give up! Bonding with them is key and with children who have trust issues time is my friend.

Working on a network of resources/support. Finding suitable people to work with students when I have more than a handful is tough.

Inactive Brains...

A number of studies have shown that exercise can remodel the brain by prompting the creation of new brain cells and inducing other changes. Now it appears that inactivity, too, can remodel the brain, according to a notable new report.

The study, which was conducted in rats but likely has implications for people too, the researchers say, found that being sedentary changes the shape of certain neurons in ways that significantly affect not just the brain but the heart as well. The findings may help to explain, in part, why a sedentary lifestyle is so bad for us.

Inactivity and the Brain...

Supporting my preference (and as yet unfilled desire) to have some standing tables in our classrooms.

Lots of boys in our learning environment - also lots of people who like to sit about and yet  are fidgety.

We do have a variety of learning spaces but they all encourage various forms of sitting.

Love this bit..

But in the years since, neurological studies have established that the brain retains plasticity, or the capacity to be reshaped, throughout our lifetimes. Exercise appears to be particularly adept at remodeling the brain, studies showed.

There is yet hope for brains for adults who have been trapped in the cycle of a sedentary work environment for most of their life!

Mixed Ability Grouping

Thousands of UK primary schools are locking their pupils into a cycle of disadvantage by separating them into ability groups, a major international study has warned.

theguardian.com/education

Common practice in NZ too!
Thanks to some timely Maths PD this year, I have been doing more work across the curriculum in mixed ability groups (not just maths).

The idea behind this is that if students are ability grouped their exposure to a range efficient strategies, wider vocal, models of effective learning are limited and therefore their outcomes are limited.

In reading we mix practising our own strategies and utilising whanau support to decode words in groups that include a diverse range of skills - often we open instructional groups to all reading level learners (and increasingly we are seeing that lower level readers join these groups and even are motivated to do the independent activities as well!)
In maths we spin a partner wheel for pair sharing and spend a lot of time explaining and listening to our partners in small teaching groups to increase exposure to successful (and even just different) strategies. Students are encouraged to try out these other strategies and reflect on their effectiveness.

Peers are a valuable tool for learning and this whole strategy has an endless array of bonus outcomes for example -  increased student talk (explanation, justification, empathy),

Teachers should not be the source of all info nor should they do the majority of the talking.

Science Wizardy, Teeth and Mess

Found this blog with some fun (and messy) science activities....


Also this tooth thing is a great idea!

What are 21st Century Skills?

Very powerful and 21st Century style creative motivator!
Rethinking is imperative but also misunderstood  - perhaps a lot like they did in this clip, things need to be simplified - rethought back to the initial intention  - although for our current NZ system that would take us back to the British colonial system of clones imperialist followers to rule abroad for Mother England - not what we need these days!
So rethinking and co-creating a simple intention and moving on from there.

Although this is a complex issue, and seems very scary to people -  I think it is a lot simpler to progress than it appears and requires people to do it or step out of the way (or delegate) so others can do it!

Quality Free Education for everyone...

Offering a top quality education to everyone around the world for free - this is an actuality thanks to the growing availability of internet access worldwide.
What will happen when;

• education is accepted as a fundamental human right
• life long learning for everyone at any point in their life

It is exciting to think of anyone anywhere in the world being able to make a better life for themselves, their families and their communities - at any point in their life, not just when they are at school, high school or university.

What amazing innovations will come more often from places currently deemed unlikely...


I was especially drawn to the concepts of mass peer assessment - a creative, power sharing and (thanks to the studies sited) valid way to deal with 100, 000 students all submitting paper for the same course deadline.
This also links to my love of the value of crowd sourcing (and my deeper spiritual belief in the power of the Universal Unconscious; as a group we know everything - not to mention the educational mantra T.E.A.M - Together Everyone Achieves More...)

What should a 4 year old know?

These things?
How to write their name
Numbers to 100
The planets

or these things...

1. She should know that she is loved wholly and unconditionally, all of the time.
2. He should know that he is safe and he should know how to keep himself safe in public, with others, and in varied situations. He should know that he can trust his instincts about people and that he never has to do something that doesn’t feel right, no matter who is asking. He should know his personal rights and that his family will back them up.
3. She should know how to laugh, act silly, be goofy and use her imagination. She should know that it is always okay to paint the sky orange and give cats 6 legs.
4. He should know his own interests and be encouraged to follow them. If he couldn’t care less about learning his numbers, his parents should realize he’ll learn them accidentally soon enough and let him immerse himself instead in rocket ships, drawing, dinosaurs or playing in the mud.
5. She should know that the world is magical and that so is she. She should know that she’s wonderful, brilliant, creative, compassionate and marvelous. She should know that it’s just as worthy to spend the day outside making daisy chains, mud pies and fairy houses as it is to practice phonics. Scratch that– way more worthy.

from What should a 4 year old know? by Alicia at MagicalChildhood

The blog post at the link has a bunch of things that parents should know as well... well worth checking out!

My job would be a WHOLE lot easier, less stressful and more successful if learners turned up with all these already well underway...