Education Readings December 19th

By Allan Alach

This will be last list of readings for this year. I’ll be taking a break until the end of January, but then will return, fully refreshed, to the fray.

I wish you all a Merry Christmas and a Happy New Year. Forget about education, schooling, GERM, etc and focus on what really matters – on yourself and those near and dear to you.

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

What’s Lost as Handwriting Fades

A couple of week’s back I posted a link to an article about Finland’s intention to downplay the teaching of handwriting. Here’s another perspective.

“But psychologists and neuroscientists say it is far too soon to declare handwriting a relic of the past. New evidence suggests that the links between handwriting and broader educational development run deep.”

http://nyti.ms/1wLMLpR

This week’s contributions from Bruce Hammonds:

Dan Pink: How Teachers Can Sell Love of Learning to Students

Bruce’s comment: An interesting look at education from Daniel Pink. Selling the love of learning. Since learning is the inborn default mode you have to wonder where it went!

“In his new book To Sell is Human, author Daniel Pink reports that education is one of the fastest growing job categories in the country. And with this growth comes the opportunity to change the way educators envision their roles and their classrooms. Guided by findings in educational research and neuroscience, the emphasis on cognitive skills like computation and memorization is evolving to include less tangible, non-cognitive skills, like collaboration and improvisation.”

http://bit.ly/1AyOOuG

Igniting Student Writer Voice With Writing Process Strategies

Bruce’s comment: Help students discover the power of writing.

Learning how to write can be further challenging when a student lacks confidence in his or her skills as a writer. How we mediate student perception of writing is as important as teaching the skills. Using diverse strategies via the writing process, any teacher can ensure that when a student struggles to write, a different approach is readily available.”

http://bit.ly/1DAwK9a

7 Ways to Use Technology With Purpose

Bruce’s comment: Using technology with purpose – is technology still oversold and underused?

“In order to make sure you are using technology the right way, you must first “start with why”. If your students understand the “why” behind your technology use, then the class will have a purpose and technological glitches and issues can be worked through. If they don’t understand the “why” then any small issue could turn into a major problem.”

http://bit.ly/13t3QYZ

Outlook on instruction: Class around the clock

Bruce’s comment: An interesting overview of educational trends for 2015. Worth reading to see how things might unfold in the US.

“Some exciting advancements are on the horizon for classrooms in 2015. While they sound technical, the biggest changes aren’t going to be driven by an app, a computer program or a new kind of tablet—they will come from new theories about how to engage both students and teachers in the classroom.”

http://bit.ly/1GKL9vM

Provocations for Early Childhood Education

Bruce’s comment: Just read a few of the postings on this blog to remind us of the kind of childhood we used to have and what the young need today – an exploratory childhood  based on play – that some characterise as ‘benign neglect’.

 “Just today I really started to piece more things together, to see the connections to who I was as a child and who I am now as an early childhood education practitioner.  My passion for envisioning, creating and enhancing spaces for children is most definitely genetic first, then fueled by my studies and work with children, and set ablaze by 16+ years of exploring/applying lessons from the Reggio Approach – that whole nature versus nurture thing.”

http://bit.ly/1syHkJk

Declaring your incompetence

Bruce’s comment: Some good advice if you really want to be a learner.

“What I find time and time again in my work with people is that the hardest part of the learning journey or of making changes is the admission of the inability to do something or of the struggle. Once that step has been taken the process is usually simple, if not easy. Surrendering to the learning journey by declaring one’s incompetence is the doorway to beginning to change.”

http://bit.ly/1J1fiuU

Tinkering Is Serious Play

Bruce’s comment: Making things is very serious play – back to the real basics of learning.

“The maker movement celebrates creativity, innovation, and entrepreneurship through the design and construction of physical objects. Maker activities may come across as playful, even slightly wacky, explosions of inventiveness. But in education contexts like schools, museums, libraries, and after-school programs, research shows that if the invitation to creativity is accompanied by intentional structure and guidance, maker activities can be channeled to support deep student learning.”

http://bit.ly/1BXevsY

Passion-based learning in the 21st century: An interview with Sheryl Nussbaum-Beach

Bruce’s comment: This article/interview with Sheryl Nussbaum- Beach really resonates with me.  Really good advice for teachers who want to equip their students for the future.

“In this interview, Sheryl describes the “shift” she believes must take place in teaching and learning practices if elementary and secondary schools expect to remain relevant in an era when information and communication technologies will continue to expand exponentially.”

http://bit.ly/1Gs5vvH

To Advance Education, We Must First Reimagine Society

Contributed by Bruce’s colleague Wayne Morris.

Because disaffection with the education system reflects a much deeper societal malaise, it’s imperative that we first figure out what kind of world we really want: a world populated by responsible adults who thrive on interdependence and community, or a world of “customers” who feel dependent on products, services, and authority figures, and don’t take full responsibility for their actions?”

http://bit.ly/1BXfM3b

Practices to Engage All Learners

Bruce’s comment: How to engage learners – a more important issue than  current obsession testing and a narrow orientated accountability.

“Teaching students who are at risk requires energy, dedication, talent, and commitment. These exemplary educators consistently and continuously remain connected and engaged with their students. By keeping their students’ needs, interests, talents, and learning styles in the forefront, these teachers successfully reach and educate the students who need them most.”

http://bit.ly/1qZaJvj

From Bruce’s ‘oldies but goodies’ file:

Environmental awareness for pre-schoolers – from ‘On Looking’ by Alexandra Horowitz

Bruce’s comment: The above article made me think of this excellent book about exploring your environment through a range of perspectives.

In this interview, Sheryl describes the “shift” she believes must take place in teaching and learning practices if elementary and secondary schools expect to remain relevant in an era when information and communication technologies will continue to expand exponentially.

“For many of us our experience walking is un-remembered because we  fail to pay attention and we miss the possibility of seeing what is in plain sight of us.”

http://bit.ly/1xo3Ndi

Learning from outdoor play

Following on, Bruce draws attention to this ‘oldy but goody’ blog about creating in early education an environment for the young to learn through play.

“Young children are programmed by evolution to learn from their experiences. By the time they arrive at school they have already developed the ability to walk, talk, draw, ask questions and develop theories about everything.Teachers need to build on such achievements and do nothing to blunt the amazing curiosity young children bring with them. Classroom environments, at all levels, should celebrate students’ interests, questions, and their theories.”

http://bit.ly/1uSlCeI

We have lost so much over the past 50 years. We need to return leadership back to creative teachers.

“In recent years the myth of the principal as the key to school transformation became persuasive and as result the principal’s status has gone up commensurably. Crowther questions this myth, believing that the reality has not lived up to the rhetoric. The so called ‘heroic leader’ may effect short term change but all too often this is a temporary transformation.”

http://bit.ly/14oaM8E

Reflection on my teaching beliefs

Bruce’s comment: unfortunately we still haven’t escaped the surveillance and audit culture!

“Recently I read an article by educationalist Andy Hargreaves who wrote about ‘Four Ways’ of educational change since the 1960s. His thoughts reflected many of the thoughts about educational changes that have concerned me over the years. It is obvious that what ‘officially counts’ in education is driven by forces beyond the classroom. The creativity of the 60s that ‘emerged’ out of the decade of security following the Second World War, is a good example and was when my education journey, or story, began.”

http://bit.ly/1zeOfrA

Criteria for a quality Classroom.

Bruce’s comment: It’s a bit late for Southern Hemisphere teachers to do much about the ideas in the blog as most schools have closed for the year but it might be worthwhile reflecting about the ideas about criteria for a quality classroom and maybe keep in mind for the new year? The only things I would add to the list of quality learning criteria is that quality classrooms have moved away from the use of demeaning ability grouping and have ‘reframed’ literacy and numeracy as an integral component of class inquiry studies.

http://bit.ly/1J1gfU7

Fundamentals in education

Bruce’s comment:

 On re-reading this I  was struck by how little my basic beliefs have remained unchanged over the decades –  at the core of my beliefs is the simple idea of the importance of the creative mind continually responding to experience – continually reshaping itself as it goes. It is strange how ideas re-emerge as today I wrote a blog which had the same message – that how the brain ( one’s identity) is unconsciously shaped by the culture it is exposed to and that we ought to be focussing on the culture we create as teachers rather than being side-tracked by accountability demands. Earlier today  I re-discovered a booklet I put together  in 1970 about the kind of creative teaching of a group of teachers I worked  had developed. Once again  this booklet still reflects my current beliefs.  It is almost that, over the decades, in the process of coping with imposed compliance demands, I have been forced to dance to others tunes and in the process compromised my beliefs.  I have the feeling I have come full circle. Let the others comply if they wish – let’s stick to what we really believe in.

http://bit.ly/13b5vRO

Education Readings December 12th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

 

Just say no! Questioning the value of topical research

Jamie McKenzie is always worth reading.

“Schools should outlaw topical research as being mind-numbing and substandard.

Around the globe goals have been raised to focus on imagination, invention, synthesis and problem-solving. Topical research is an ancient, outmoded practice that should join many other unworthy rituals in the dustbin of history.”

http://bit.ly/1AjMjNe

The Need to Address Noncognitive Skills in the Education Policy Agenda

“This paper contends that noncognitive skills should be an explicit pillar of education policy. It contributes to the growing interest in these skills by reviewing what we know about noncognitive skills, including what they are, why they matter, and how they enter into the education process.”

http://bit.ly/15UrSgg

Arts Education Matters: We Know, We Measured It

“Arts experiences boost critical thinking, teaching students to take the time to be more careful and thorough in how they observe the world.”

http://bit.ly/1vyry0g

This Will Revolutionize Education

Set aside 7.22 minutes to watch this powerful video – is technology going to be the holy grail of education? Khan Academy?

“I think it is instructive that each new technology has appeared to be so transformative. You can imagine, for example, that motion pictures must have seemed like a revolutionary learning technology. After all they did revolutionize entertainment, yet failed to make significant inroads into the classroom. TV and video seem like a cheaper, scaled back film, but they too failed to live up to expectations. Now there is a glut of information and video on the internet so should we expect it to revolutionize education?

https://www.youtube.com/watch?v=GEmuEWjHr5c&feature=share

What Aristotle Knew

“The distinction between those who can solve a problem and work their way out of a situation is in the ability to ask the right, critical questions to identify the problem, and then ask what it takes to solve it.”

http://bit.ly/1wgaTka

Even in our digital age, early parental writing support is key to children’s literacy

“We have found that scaffolding is a particularly beneficial activity, because the parent guides the child. And, if that parent guides the child and also demands precision in a sensitive and thoughtful way — i.e. ‘what did you mean to write here? Let me help you’ — this definitely develops the child’s literary skill set.”

http://bit.ly/1Gcplel

This week’s contributions from Bruce Hammonds:

Tanith Carey: Tiger Parents – and Tiger Schools! Relax and have more fun!

“It is obviously important, Tanith writes, that we must help children reach their potential but that this ought to be based on their individual strengths and not be set by ‘the standards of schools intent on boosting their reputations on league tables – or the economic goals of governments’.”

http://bit.ly/1wfRRIF

Are we on the verge of an end to test-based accountability?

Bruce’s comment: All this test based accountability is under attack but what is the alternative?

“In short, we’ve seen dissatisfaction with the status quo of education reform, and we’ve seen acknowledgement of that dissatisfaction. But what we’ve not seen is a widespread, deeper rethinking of school improvement or an embrace of an alternative – and there’s the rub. It’s highly unlikely that the nation will move away from the status quo until it has a different pathway forward.”

http://wapo.st/1qzdy5Y

Project-Based Learning Through a Maker’s Lens

Bruce’s comment: The importance of ‘making’ in project based learning. This ought to be the emphasis in our schools not judging achievement on things many students are not interested in. It’s what the progressive teachers of the past believed in.

“A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her. A Maker, re-cast into a classroom, has a name that we all love: a learner. A Maker, just like a true learner, values the process of making as much as the product. In the classroom, the act of Making is an avenue for a teacher to unlock the learning potential of her or his students in a way that represents many of the best practices of educational pedagogy. A Makerspace classroom has the potential to create life-long learners through exciting, real-world projects.”

http://bit.ly/1x4SkiO

Makers in the Classroom: A How-To Guide

Following on …

“We all construct our own meaning of the world around us; Making just gives us a context to construct our understanding in. It engages students’ hands in the work of their minds in order to help them construct deep conceptual understandings.”

http://bit.ly/1zSTVWp

Design Thinking: A Lesson That Connects Classmates

Bruce’s comment: Teaching design thinking – and the dispositions encouraged in the process.

“Design thinking is a creative problem-solving process that calls for thoughtful solutions to real-world situations. Design thinking in the classroom provides a motivating and engaging learning experience for students. Within the design thinking model, individual learning styles can be validated through a project based learning experience.”

http://bit.ly/1DfePER

New Teachers: Creating a Shiny, Happy Classroom

Bruce’s comment: The ‘real oil’ on classroom management – well worth the read.

“What I prefer instead is to develop a classroom that does not require a system to handle misbehavior because it so rarely occurs. No checkmarks on the board, no list of consequences, no rewards. Just engaged, productive, friendly students.”

http://bit.ly/1unRrKY

Five Fun Ways to Spark Self-Discovery in Youth

Bruce’s comment: The power of the teacher to spark learning – some practical ideas.

“A “spark” is the inner light that gives us energy, motivation, purpose and focus. It makes us feel alive when we’re doing what we love. Sparks are expressed as talents, qualities or passions. And when we operate from our sparks, we shine and offer something good, beautiful and useful to the world.”

http://bit.ly/1zSVcwM

From Bruce’s ‘oldies but goodies’ file:

Who am I ?

Do we focus enough on developing in every learner a positive sense of self?

“A positive sense of self provides a role in making future decisions, and positive memories allow us to imagine possible futures. The past and our memories are the making of who we are. Our classrooms ought to reflect such students’ stories past and present. It helps students answer the question ‘How do I know who I am?’”

http://bit.ly/1z9TKqd

Inquiry Learning; an educational agenda for a future era.

Inquiry learning – the default way students learn – except at school?

“Inquiry education has a long history going back to John Dewey (‘learning through experience’) and was, and still is, in conflict with traditional content transmission teaching which still underpins much of current practice. Until this dilemma is faced inquiry education will not be successful.”

http://bit.ly/1wj8hyY

Driving into an exciting future!

Bruce’s comment: the future demands new organisations and this includes schools.

“In a future that will demand collaborative teamwork, networking, individual initiative and creativity and to prove such qualities we need to urgently ‘re-imagine our schools. We will need a new ‘educational vehicle, new driving skills’ and a whole new sense of direction. The key will be for schools to see future discontinuity as opportunity and to develop new flexible educational organizations to thrive in such times.”

http://bit.ly/1GsBkTc

I’m a Primary Principal

The Treehorn Express

Treehorn is the hero of a children’s book called The Shrinking of Treehorn by Florence Parry Heidi. It’s about a small boy with enormous problems, who remained totally ignored by all adults, including his parents, teachers and principal during an important period in his life. Like all young school pupils, he came to learn that adults don’t take much notice of school kids, no matter how dire the circumstances. Children are left on their own to survive, despite the stress that some very cruel adults impose on them – like the operators and users of NAPLAN the Wombat tests. The Shrinking of Treehorn is a powerful story with a morally-stunning conclusion.

I’m a Primary Principal

This is about the greatest job in the world. It is a task in which the pressures are continuous, demands can be contradictory and the days unending. It requires a high professional conscience, continuous personal development, superhuman energy, decision-making capacities as to what drives conflict resolution regarding the school’s curriculum and what should; and a level of personal reconciliation with professional ethics beyond the normal.

It’s a tough job, but it has an endless array of unusual, wondrous fringe benefits that other jobs don’t. The Practising Administrator once said that it has special perks. It asked in what other job can you….

Start the world all over again at the beginning of each school year and have an opportunity to influence its direction.

Touch a child and see your fingerprint.

Look around and see 100 kids trying to imitate some personal mannerism you didn’t even know you had.

Have the mother of a five-year-old faithfully entrust the dearest thing in her life to your care.

Have a seven-year-old show you his skinned knee but blink back his tears because he doesn’t want you to see him cry.

Feel a tug on your coat and look down to an enormous set of brown eye asking, “Do you know who I am?”

Feel the rush of success when you reply, “Of course I know you, Susie.”

Overhear one child tell another, “That’s our principal. He owns this school.”

See a young chap greedily eye the chocolate cupcake in his lunch-box – and then offer it to you.

Practice dentistry without a licence.

Have an excited teacher burst into your office shouting, “It worked!”

Hear a grateful mother say, “You were right. That’s what he needed.”

Watch a skilled teacher at work and remember how many times she came to you in tears in her first year.

Having hundreds of adults and children try to sing “Happy Birthday to You” with gooey icing from the tuckshop mothers’ cakes still in their mouths.

Watch your wife’s face, when a Year 1 points to her and announces confidently “That’s the principal’s mother.”

It’s the kind of job that makes one realise that there is a divine plan and that one has been chosen to play a special role in some children’s lives.

____________________________________________________________
Phil Cullen 41 Cominan Avenue Banora Point Australia 2486 [3rd left from Q’ld.] 07 5524 6443 cphilcullen@bigpond.com
http://@qldprimaryprincipals.wordpress.com                  http://primaryschooling.net
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Education Readings December 5th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

 

Hattie’s research: egregious errors

Distinguished New Zealand educator Kelvin Smythe has vehemently disagreed with John Hattie for many years. Here’s his latest salvo that attacks the dubious basis of his ‘research’  and subsequent conclusions, which are then used to reinforce neoliberal education agendas.

“Hattie does not really discuss, present, or defend his curriculum or education conclusions on the basis of the range of known arguments but on what his statistics demonstrate. In this age of the obsession with certainty based on numbers, Hattie has settled on a winning combination, and when presented by a professor of considerable standing, his conclusions are difficult to touch let alone challenge. And with Hattie it is not just numbers but numbers gigantism.”

http://bit.ly/1vlFcDT

All artists have ADD, me included says Sam Neill

Consider the points that Sam makes when considering the children in your class. Are you overlooking the artists?

If I could have your attention for just one minute please… if you would… all right, half a minute would be fine then, if that’s all you’ve got. If I might ask, exactly how distracted are you? Do you have, like me, the concentration span of a mosquito? Can you get to the end of this article without wondering what leftovers are in the fridge, if QI is on the telly tonight, or if indeed it is Thursday at all? I ask this because we have some of what ‘experts’ call Attention Deficit Disorder in my family.”

http://bit.ly/1A0tcrt

The Myth of Multitasking And What It Means For Learning

“Supported by research into how the brain functions, Dr Deak argues that the brain is only able to focus deeply on one task at a time. And not only that, trying to do too many things at once causes the brain to lose the capacity for deep thinking altogether.”

http://onforb.es/1yrINRq

The Rock Lady

Another essential read from Kelvin Smythe, this time describing REAL learning.

‘“If you want to explain the holistic, holistic evaluation, an example of the structure of an holistic activity, an holistic question, the ideal of teaching as it used to be, how to be a great teacher, the antithesis of John Hattie’s philosophy – the true story that follows is it. For me, this story from the ‘80s is an icon. If someone asks me: How could I be a better teacher? I say, read this, absorb this, now go forth and teach.’

http://bit.ly/1y2MKME

25 Things Skilled Learners Do Differently

“Why some of us master them earlier than others is another topic, one that may have something to do with parenting, environment, and even genetics. But the point is, we’re all capable. The smartest, most successful people in the world wouldn’t be where they are today if they weren’t skilled learners. So let’s examine which strategies we should be perfecting and how they can serve us in the long run.”

http://bit.ly/1pMpFMC

A therapist goes to middle school and tries to sit still and focus. She can’t. Neither can the kids.

I can relate to this!

“Except for brief periods of getting up and switching classrooms, I’ve been sitting for the past 90 excruciating minutes. I look down at my leg and notice it is bouncing. Great, I think to myself, now I’m fidgeting! I’m doing anything I can to pay attention – even contorting my body into awkward positions to keep from daydreaming. It is useless, I checked out about forty-five minutes ago. I’m no longer registering anything the teacher is saying. I look around the room to see how the children a few decades younger than me are doing.”

http://wapo.st/1yjmTAf

Seriously, Why Are You Still In Education?

“Why are our reform voices not being heard above the clamor and strife of recent events? Not that it’s pleasant or easy. No one relishes staring down racism, confronting poverty and calling out injustice. But this is the cancer eating away at society. Either we fight it aggressively or accept a terminal diagnosis. To beat it, we need a new kind of leadership in education; educators who have a seriousness of mind and commitment of purpose to push the profession past where it’s stuck.”

http://bit.ly/1vMZyog

This week’s contributions from Bruce Hammonds:

Why Learning Innovation Can’t Come From Teachers Alone

Bruce’s comment: Who is right does an over focus on standards limit creativity?

“When is the last time you’ve walked into a classroom and seen real joy for learning and understanding? Not simply a fun activity, or students enjoying working together, or even vague engagement, but rather resonating, engrossed, curiosity-driven and rigorous learning that changes kids from the inside out?”

http://bit.ly/1rO2nHq

Arts Education Transforms Societies

Bruce’s comment: Importance of the arts.

“Although many people may agree that arts (music, theatre, dance, visual, media, literary and more) are an important part of education, they may not realize the powerful trickle-up effect of arts education on a modern, innovative workforce. Indeed, arts education has the power to transform societies for the better.”

http://bit.ly/1tyXYmQ

Accountability: Do we mean the same thing?

Food for thought…

“So, the word accountability is thrown around a lot in education, but the more I hear the word, the more I think we are really saying different things…”

http://bit.ly/1vF4ay4

Bruce comments: Got a bee in my bonnet about ability grouping at the moment… the unintended consequences of ability grouping.

Research Spotlight on Academic Ability Grouping

Bruce’s comment: A taken for granted assumption underpinning most school is the unquestioned use of ability grouping or in some situations streaming. What are your views on the use of ability grouping. We see them as the most destructive element of traditional education. The trouble is with things taken for granted , as Abraham Lincoln once said, is that they’re taken for granted!  Personalised programmes require rethinking about the use of ability grouping/streaming, setting etc. The trouble is as school are increasingly being compared by achievement results there is pressure to use ability grouping.

“The educational practice of ability grouping emerged around the turn of the 20th century as a way to prepare students for their “appropriate” place in the workforce (Cooper, 1996). Students with high abilities and skills were given intense, rigorous academic training while students with lower abilities were given a vocational education.”

http://bit.ly/1B8Vnrz

Is Ability Grouping the Way to Go — Or Should It Go Away?

Bruce’s comment: Should we untrack our schools? Does streaming within class ( ability grouping) or school wide  (division of students into specialised academies) do any good?

“So is tracking a fair way for educators to deal with the wide disparity in students’ abilities? Or is it a form of discrimination that has few benefits for students and ought to be outlawed? The issue has been the subject of debate for many years—and will be for years to come. One thing is certain: Further research is essential for educators (and, perhaps, for the courts) charged with making informed decisions about the advantages or disadvantages of ability grouping.”

http://bit.ly/12llk98

From Bruce’s ‘oldies but goodies’ file …

More on ability grouping …

Ability Grouping – unintended consequences for learners and teachers. 

  • A need for a new transformational mindset for teaching to develop the talents and gifts of all students.

“When I taught I chose, against advice of the school, not to use ability grouping instead choosing to help students individually, or in small groups skills required and then returning students back to whatever they were studying. The teachers who were advising me seemed to spend most of their day worrying about reading and mathematics whereas I wanted to focus on inquiry studies, language and the creative arts.”

http://bit.ly/1pMqYew

Teachers using ability grouping contributing to growing inequality in schools!!

Bruce’s comment: And some NZ research about teachers with the highest expectations of students who choose not to use ability grouping. This research shows that the use of ability grouping is adding to the growing achievement gap in schools. Time to change.

“Several studies have shown that high expectation differ from low expectations in three key areas: they do not  use ability groups, they create a warm class climate, and they set clear learning goals with their students. At the heart of these difference, in my opinion is the use of flexible groupings rather than ability grouping.’”

http://bit.ly/1DCYUv1

Education Readings November 28th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

 

Playing Video Games Is Good For Your Brain – Here’s How

One to challenge any preconceived ideas you may have …

“However there is now a wealth of research which shows that video games can be put to educational and therapeutic uses, as well as many studies which reveal how playing video games can improve reaction times and hand-eye co-ordination. For example, research has shown that spatial visualisation ability, such as mentally rotating and manipulating two- and three-dimensional objects, improves with video game playing.”

http://bit.ly/1xa6rBG

Looking ahead

Yet another article by UK academic Steve Wheeler – you’ll be starting to think that I have a high regard for him …

“This quote from Swiss psychologist Jean Piaget in 1988 reveals a deep truth that all teachers should apprehend. School is not about teaching subjects, it is about teaching children – and education is not simply about preparing them for a world of work, it is a preparation for life. “

http://bit.ly/1vk3EXp

Half of the Statistics in Visible Learning are wrong (Part 2)

If there’s anyone out there who still thinks John Hattie is the ‘rock star of educational research’ (actual phrase used in an Australian newspaper) this may disillusion you.

“Again we are left with two options to choose from

1.   John Hattie is a genius who is doing things that even Mathematicians don’t understand.

2.   John Hattie is a well meaning man with a Social Sciences degree who has made a mistake in using statistical techniques he didn’t realise were unknown to Mathematicians and incorrect.

The choice is yours.”

http://bit.ly/11l0HZe

Teaching neoliberalism: time to replace Ofsted

Ofsted is the English school inspection agency, reputed to cause nightmares wherever they go.

“Ofsted has become a political tool of the GERM project not merely because of senior staff links with academy chains, the recently appointed chair is a trustee of the AET academies chain, but through its judgements on schools being used by the DfE to force academisation of local authority schools, often against vehement parent opposition.”

http://bit.ly/1wIZ4gL

Creativity is the key to education, so why aren’t we pursuing it?

“Creativity can provide this trend with a home in education; teachers who are able to determine their own teaching methods in response to what children want and need. School is a notoriously divisive experience for people, with many disengaging entirely with it. Surely if the way in which they were taught was responsive  and creative, students will respond better to education.”

http://bit.ly/1A8JmBO

Experiential Learning

Good article by Grant Wiggins.

“I always ask all kids when I visit class the three questions at the heart of this caution:

▪ What are you doing?

▪ Why are you doing it?

▪ What does this help you do that’s important?

Alas, many kids do not provide adequate answers. And that’s why we need to worry about merely hands-on learning – even as hands-on learning is vital for making abstractions come to life.”

http://bit.ly/1BJpabA

5 Creativity Myths You Probably Believe

“Let’s start with a fact: We are all capable of conceiving new, useful ideas. Unfortunately our chances of doing this are hampered by a few stubborn myths.These misconceptions cloak creativity in mystique and they foster elitism—the idea that the potential for innovation and imagination is a rare gift enjoyed by only a select few “creative types.” Here we debunk five persistent myths that misrepresent the true neuroscience and psychology of creativity.”

http://bit.ly/1p1tTQ8

Schools will start teaching typing instead of longhand

What’s your opinion about this?

“Teaching children to write is transitioning to a computer era, as traditional cursive writing and calligraphy will not be taught at Finnish schools after the autumn 2016 and will be replaced with the study of typing skills …”

http://bit.ly/1pm72yL

This week’s contributions from Bruce Hammonds:

What’s Our Vision for the Future of Learning?

Referred by Bruce’s colleague Wayne Morris:

“The new landscape presents a significant upheaval. Inventors and researchers are increasingly working independently outside academia, finding collegial collaboration in the Global Learning Commons. Learners also find themselves in the driving seat because formal education is no longer the only game in town for those eager to learn. How colleges and universities adapt to the customization and personalization of education will largely determine their survival.”

http://bit.ly/1ATf06L

Creativity – its place in education

Following on, here’s an article by Wayne Morris that lays out his vision for education.

“Creative students lead richer lives and, in the longer term, make a valuable contribution to society. Surely those are reasons enough to bother.”

http://bit.ly/129fP7s

Noam Chomsky: Independent Thinking Comes Through Discovery

Noam Chomsky sums up the purpose of education in just over one minute!

‘”It doesn’t matter what we cover, it matter what you discover” – In an exclusive interview to WISE, Professor Noam Chomsky speaks about the importance of interaction and participation in the classroom, and what needs to be done to build the future of education.’

https://www.youtube.com/watch?v=0027IXxLj-0

How a boy became an artist

“TED Talk: How I become an artist. Importance of art in the life of a young boy who was inspired by two words about his drawing by a visiting author of a picture book. The speaker worries about the lack of imagination in today’s test orientated schools.”

http://bit.ly/1ztzpLw

Doodling: A Teacher’s Secret Weapon for Unlocking Learning

Another TED Talk on the importance of doodling in school.

“Despite centuries of teaching otherwise, researchers and thought leaders alike are increasingly rebranding doodling as a source of creativity, engagement, and yes, even keeping students on task. It’s something Sunni Brown, author of the book The Doodle Revolution, articulates well in her 2012 TED Talk, which emphasizes the importance of looking at doodling as something to embrace rather than shame.”

http://bit.ly/1FqVHzJ

How to tame your inner tiger parent

Bruce’s comment: I have just listened to Tanith Carey author of How to Tame Your Inner Tiger Parent  on National Radio and felt inspired to buy her book. She gave some very sensible advice about parenting and was very critical of the test culture in the UK –a culture we seem to be heading into. The book was inexpensive and I wait eagerly to read it. Schools do feel pressure from parents eager to ensure their children get ahead and ironically their children are suffering anxiety and stress as a result. Learning is the loser.

http://bit.ly/1y0l8Jd

From Bruce’s ‘oldies but goodies’ file:

Dysfunctional Schools

Bruce’s comment: An oldie but a goody – is it time for teachers to face up to the idea that schools actually harm some students / Shouldn’t the first rule of teaching be ‘to do no harm?’

“I don’t think teachers like to face up to the fact that schooling actually harms many of their students but it is clear, reading Kirsten’s Olsen book, it does. Obviously this harming is not done intentionally but it is all too easy to blame failure on dysfunctional students.”

http://bit.ly/1oav3IC

Self managing learners

Bruce’s comment: Some questions to ask about your students now the end of the year draws near.

“If students are to become ‘active seekers, users and creators of their own knowledge’ then self managing skills need to be ‘taught’ deliberately as an important goal of any classroom. The best way to see if students are self-managing is when the teacher leaves the room . As Art Costa says, if you do , on your return, ‘what intelligent behaviours would you hope to see?’”

http://bit.ly/1ztBhnu

What did you steal from your students today?

Bruce’s comment: Poem from John Edwards – what do schools steal from kids?

“I guess the real question is, what do we want our students to leave with so they can continue their learning journey?”

http://bit.ly/1FpWlPR

Education Readings November 21st

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

 

___Thinking

Good thinking in this article by Gary Stager.

‘Piaget teaches us that “knowledge is a consequence of experience.” Schools and teachers serve students best when the emphasis is on action, not hypothetical conversations about what one might do if afforded the opportunity.

Papert was sadly correct when he said, “When ideas go to school, they lose their power.”’

http://bit.ly/1oPm1kK

Self-Directed Learning: Lessons from the Maker Movement in Education

Continuing the Piaget theme…

“Learning through the making of things is a concept as old as education. As psychologist Jean Piaget argued, knowledge is a consequence of experience. But somehow, with the exception of a small number of schools and vocational education programs dedicated to experiential inquiry-based learning, our nation’s schools strayed from this hands-on approach to education, spending much of the past 50 years focusing intensely on the memorization of information. Information matters, of course, but a growing number of schools and educators are reclaiming our educational roots, aiming to help kids learn by making stuff — but this time with a technological twist.”

http://bit.ly/1sIcPLd

The Purpose Of Education

“Somehow we need to reassert the traditional belief in education “for its own sake” (which really means “for life in all its complexity”) rather than for conformity, jobs and the national economy. I dare to hope that teachers themselves, who have kept so many educational ideals alive despite constant attacks, might lead the way to an enlightened view of the purpose of education.”

http://bit.ly/1yElBh1

The conflict continues…

Here’s a response to the call from England for a return to ‘chalk and talk’ teaching.

“So that’s it then – let’s sit back and watch the pendulum swing. With politicians and university professors professing it to be so it must be correct – right? Wrong. Let’s put a bit of perspective on things shall we.”

http://bit.ly/1uspzKD

“The worst possible model” – how charter schools have been introduced in New Zealand

“Associate Professor Peter O’Connor takes another look at NZ charter schools 3 years after they were first announced. Here, he discusses the model, funding, conflicting messages from government, the way charter schools are being rolled out into high growth areas in place of state schools, and more.”

http://bit.ly/1vjYkTN

Rethinking The Use Of Simple Achievement Gap Measures In School Accountability Systems

This is a very important article.

“Finally, we should also stop using gaps and gap trends in our public discourse about school performance per se. They are measures of student performance (and, when measured within schools, limited ones at that). The goal should be to provide educational opportunity for all, not try clumsily to ensure equal outcomes by rewarding and punishing schools based on the degree to which they exhibit those equal outcomes. In an accountability context, there is a crucial difference.”

http://bit.ly/14Aspn5

Emotional Intelligence

“This leads me to challenge what we just take for granted—what is the purpose of schools. Most of use rarely think deeply about this question, and assume it is self evident—and that it is primarily “academic.” But how about this thought experiment; What if we turned this on its head? What if we thought the primary responsibility of schools was to get a citizenry that has a strong social/emotional education? “

http://bit.ly/1yJP0Gw

New Research: Students Benefit from Learning That Intelligence Is Not Fixed

“Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential.”

http://bit.ly/1sY0OAo

This week’s contributions from Bruce Hammonds:

Time to return the focus back to encouraging creative teachers – the only real way to transform our education system.

Bruce has been a leading voice in promoting real education in New Zealand for many years, and was a major inspiration to me in my own school principalship. In this article he reviews things as they were, before GERM arrived, and stresses the need for creative teachers to reclaim education.

“I believe it is vitally important to encourage creative teachers who focus on providing engaging programmes and who develop personalised programmes able to develop the gifts and talents of all students.”

http://bit.ly/1vrOhfu

Project Wildthing

Bruce’s comment:

Great movement to reconnect children with nature. Children need to swap screen time for wild time. Are our children overprotected? There is need to match an hour outside with an hour on screen. Technology is stealing childhood from our children. We need to get back to the nature habit – even just a few minutes a day to encourage observational awareness. Check out the website Project Wildthing. We need to cut back on the indoor time.

http://bit.ly/1q7P8AI

Bruce continues: Read the below blogs for further inspiration.

http://bit.ly/1uhQgQo

http://bit.ly/1g9hJzl

http://bit.ly/1vjXQNz

Dear Time Magazine…

“I am furious, incensed, and irate at your November 3, 2014, cover depicting every American public school educator as a Rotten Apple and a billionaire from Silicon Valley as the savior of American public schools. So forgive me, if this Rotten Apple, tells you exactly what I think of your reporting since you never bothered to interview a public school teacher for your piece.”

http://bit.ly/11fpQo0

States Listen as Parents Give Rampant Testing an F

Bruce’s comment: WARNING! Tested to death in the USA – time to change directions and certainly a path not to follow. Who would want to be a student or a teacher?

“Florida embraced the school accountability movement early and enthusiastically, but that was hard to remember at a parent meeting in a high school auditorium here not long ago.

Parents railed at a system that they said was overrun by new tests coming from all levels — district, state and federal. Some wept as they described teenagers who take Xanax to cope with test stress, children who refuse to go to school and teachers who retire rather than promote a culture that seems to value testing over learning.”

http://nyti.ms/1A3gPOb

Secrets of the Creative Brain

A leading neuroscientist who has spent decades studying creativity shares her research on where genius comes from, whether it is dependent on high IQ—and why it is so often accompanied by mental illness. “

Bruce’s comment: A rather long but important read. Do schools foster the creative brain – I think not. And schools are certainly no place for creative teachers.

http://theatln.tc/1wJ0HuQ

From Bruce’s ‘oldies but goodies’ file:

Do we have the wrong schools for an age based on connections? Seth Godin

“Seth sees schools reflecting the needs of a past factory based  industrial age – one that provides workers who were compliant, schools where productivity can be defined and measured.The development of such factory like schools, he believes,  is not a coincidence. Now,  he writes, is the time for a new set of questions and demands  and to consider how schools need to change to develop the new dispositions young workers need in a connected age. “

http://bit.ly/1xEGXvb

Education Readings November 14th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

 

Integrating technology into learning

UK academic Steve Wheeler – if you ever get the chance to attend one of his presentations, take it!

“Technology is not a substitute for good teaching. No amount of technology can replace a great lesson that has been delivered in a passionate, inspirational and focused manner.”

http://bit.ly/1wRY66K

Digital reflections

Steve Wheeler continues …

“This post examines some of the categories of technology and the places they might occupy when they are integrated into the learning process. It’s important for teachers to consider that integrated technology can provide a doorway to deeper learning, characterised for example in critical analysis and personal reflection.”

http://bit.ly/1sbDIXw

“Attention Deficit Hyperactivity Disorder” (ADHD) is Actually Correlated with Creativity and Achievement

Food for thought.

“Albert Einstein and Steve Jobs Would Be Diagnosed with ADHD If They Were Born In This Decade.”

http://bit.ly/1rH9meh

Classroom technology can make learning more dangerous, and that’s a good thing

“The latest movement to add more technology into classrooms is repeating the same mistakes, focusing on how tech can help teachers by churning out more data about students, saving time and raising test scores. Here’s a crazy idea: What if we focused less on selling technology to teachers by convincing them it makes learning more efficient, and more on how computers, like a bicycle, might make learning a little more dangerous?”

http://bit.ly/1sPPqJW

Global Coalition to Protect Education from Attack

This document will keep you occupied …

“A global study of threats or deliberate use of force against students, teachers, academics, education trade union members and government officials, aid workers and other education staff, and against schools, universities and other education institutions, carried out for political, military, ideological, sectarian, ethnic or religious reasons in 2009-2013”

http://bit.ly/1EbAARo

Questioning Gagné and Bloom’s Relevance

Time to kick a sacred cow or two …

“Do you have research support for putting a verb in one category or another? Neither did Bloom. As far as I know, Bloom’s taxonomy was meant to be a theoretical framework and was not based on any sort of research.”

http://bit.ly/1sjpxyN

To Teach Facts, Start with Feelings

“While it’s easy to assume that student apathy is related to laziness or an attitude problem, it actually makes perfect sense that so many students don’t care about what they’re learning because they’ve never been taught how to care.”

http://bit.ly/1ubCnoi

This week’s contributions from Bruce Hammonds:

Kids Do Well if They Can

Bruce’s comment: A four minute video that makes a lot of sense

https://www.youtube.com/watch?v=jvzQQDfAL-Q

One Dozen Qualities Of Good Teachers

Bruce’s comment: Take the focus off standards and think about 12 qualities of good teachers.

“Much of the discussion today about good schools, classrooms and teachers revolves around test scores, teacher evaluation formats, and the Common Core standards. In this commentary, I want to try to bring back the discussion to what is really important to think about with regards to good teaching and good teachers. Below is a list of twelve qualities of good teachers that don’t get discussed very often, yet are important and relevant to consider as we try to improve teaching excellence.”

http://bit.ly/1z9RvTa

Too Many Kids Quit Science Because They Don’t Think They’re Smart

Bruce’s comment: Gain insight into Carol Dweck’s research about why kids give up on learning.

“For most students, science, math, engineering, and technology (STEM) subjects are not intuitive or easy. Learning in general—and STEM in particular—requires repeated trial and error, and a student’s lack of confidence can sometimes stand in her own way. And although teachers and parents may think they are doing otherwise, these adults inadvertently help kids make up their minds early on that they’re not natural scientists or “math people,” which leads them to pursue other subjects instead.”

http://theatln.tc/1uMzP1Z

All the Time They Need

Bruce’s comment: Teachers were taught about ‘wait time’ in the 80s – worth revisiting today?

“Waiting in silence for students to think before responding can, at first, be uncomfortable for everyone. But oh, the insights they’ll share!”

http://bit.ly/1xtSBbf

From Bruce’s oldies but goodies file:

Bruce comments: Two popular blogs from the past. Looking at reasons for educational failure.

Educational failure – it is all about poverty

“In the New Scientist article large scale UK research found, ‘that babies born in the poorest areas have slower cognitive development, which compromises their education and prospects in earlier life….Overwhelmingly the poverty into which a baby is born is going to be a big influence.’”

http://bit.ly/1GBnzV9

Why do so many students fail to achieve at school?

“School is irrelevant for too many students. The age of knowledge transmission is over – students need to be helped to ‘seek, use and create their own knowledge’ ( NZ Curriculum 2007)”

http://bit.ly/1vZPKES

Bruce comments: And an answer – authentic learning, problem based learning.

Basing education around student inquiry.

“PBL is a far more evolved method of instruction. Well-executed PBL begins with the recognition that, as in the real world, it’s often difficult to distinguish between acquiring information and using it. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter.”

http://bit.ly/16VkKej

This week’s contribution from Phil Cullen.

What is Happening to Our Profession? Quo Vadis?

The end of teaching as a profession – what do you think?

“The money-hungry mongrels have had their way, we placid folk have capitulated and we are now heading for a universe that has never existed before.  Teaching is now just a job. Amen. Once high in the group of noble service professions, it is so no longer.”

http://bit.ly/1xMA61S