Education Readings November 17th

By Allan Alach

Now that the curse of national standards is being removed from New Zealand education, the way is clear for schools and teachers to really let loose. Bruce Hammonds’ two articles on Elwyn Richardson provide a really good insight into this teaching genius of the 1950s, whose work is very relevant today in the post national standards world.

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

The Northland school teaching with art

‘There is a place for the arts in the teaching of all subjects across the curriculum. Teaching becomes lively and fun; children are ‘doing’ rather than sitting, and the classroom becomes an environment where students love to learn. This is a simple definition of ‘arts integration’ which is being researched by educators globally: A small school in Northland has taken the ideas on board and the results are proving remarkable.’

http://bit.ly/2ARsCmX

Teaching to Forget

Much of the ‘learning’ children do at school each day is gone by the time they walk out of the school gate…

‘The truth that we all know but are loathe to discuss is that the vast majority of what kids “learn” in our classrooms will soon be forgotten. We know this because we ourselves forgot the vast majority of what we learned in classrooms when we were in school.

And the other truth that we don’t want to admit is that the grades that we give that are supposed to show what a student has “learned” are pretty meaningless considering that student will forget most of the “learning” once the grade is given.’

http://bit.ly/2APqf41

Engaging Practice: Making in English Language Arts

Use creative technology tools to engage struggling readers and writers.

‘Creative multimedia tools allow for multiple forms of representation, providing an opportunity for students to demonstrate understanding while practicing literacy skills through writing (text), reading (audio), and illustration (picture walks and visualization). “When students publish their own books, you tap into their innate desire for recognition as they learn to connect to literature, play with language, and beam with pride at their accomplishments,” shares California educator Linda Oaks.’

http://bit.ly/2hCDOib

It’s Time for a New Core Curriculum

‘If we were starting the American school system from scratch today, knowing what skills our students will need, we could change the subjects and not base them on what big-time publishers want us to focus on with our students.  Building on some of the great work from FutureReady.org, the ISTE NETS for Students and keeping in mind those most desired future job skills from above, I would propose the development of the following 7 courses for every student:’

http://bit.ly/2hCjJcb

6 Strategies For Dealing With ‘Difficult’ Students

‘As a new school year approaches, the guidance offered by six “pillars” can help you stay at the top of your game by dramatically influencing even your most challenging students to want to behave and achieve. Each pillar is explained followed by a few hands-on suggestions. Add or substitute other methods within each pillar to reflect your style and preference.’

http://bit.ly/2zGhCLq

A Surprising Strategy Makes Kids Persevere at Boring Tasks

‘With the onset of early childhood and attending preschool, increased demands are placed on the self-regulatory skills of kids. Children need to start completing tasks that may be much less interesting than the myriad of entertaining distractions around them. Researchers have been interested in how to develop self-control and perseverance in children by teaching them tactics like averting their attention away from distractions.’

http://bit.ly/2hEzJtY

Contributed by Bruce Hammonds:

Use Einstein’s Educational Philosophy to Boost Your Learning

‘Although he overall did well in school, Einstein was skeptical of the schooling system and strongly disliked academia’s restrictions on learning. Here are 10 things we can learn from Albert Einstein about school and education: “We cannot solve our problems with the same thinking we used when we created them.”’

http://bit.ly/2zE8neB

Why This Second Grade Handout Should Be Your New Creative Manifesto

‘Last week, I attended curriculum night at my daughter’s school. In discussing the things the kids will be learning this year, the teachers handed us the chart above. My first thought was, what an amazing thing to give a bunch of second graders. I am sharing it with you. I feel like this is as good a guideline for a creative department I’ve ever seen. A simple chart for all teachers at all levels.’

http://bit.ly/2A1c0vP

How This School Library Increased Student Use by 1,000 Percent

‘To adapt to changing student needs, some school libraries are reinventing themselves as makerspaces, but this Ohio library took a slightly different approach. Now they’re seeing incredible results. A library as a place where students did hands-on work, an extension of what was happening their classrooms toward more personalized learning.’

http://bit.ly/2yKi9rO

From Bruce’s ‘goldie oldies’ file:

What’s the Point of School?

What’s the Point of School asks Guy Claxton

‘The purpose of education’ Claxton writes, is to prepare young people for the future.Schools should be helping Young people to develop the capacities they will need to thrive.What they need and want, is the confidence to talk to strangers, to try things out, to handle tricky situations, to stand up for themselves, to ask for help, to think new thoughts’ ‘This is not to much to ask’, says Claxton, ‘but they are not getting it.’

http://bit.ly/2p5BukY

Reclaiming the joy of learning 

and also

A new inspirational book about Elwyn Richardson – New Zealand’s pioneer teacher

Two articles about the great NZ teacher Elwyn Richardson that all teachers should read.

‘What matters is a curriculum that places children’s natural curiosity at the heart, so that they are encouraged to explore who they are and the world around them.This is evident in Elwyn’s use of an integrated curriculum, focusing on intriguing questions that motivated children to pursue avenues of enquiry. He encouraged the freedom to explore, the opportunity to observe closely, and the discipline to record findings in various ways. He also upheld the value of the arts as a vivid means of expression and not secondary to other subjects. He also realised that one subject informs another; that scientific understanding is enhanced by the aesthetic, and vice versa.’

http://bit.ly/2zMetXW

http://bit.ly/2ijzjXb

Looking back

Dr Beeby and the first Labour Government set an example for today

‘Today teachers need to look back to ideas that have been sidelined by the imposition of the current technocratic curriculums of the 90s and to appreciate that it is these curriculums that have caused our current confusion and distress. Dr Beeby believed in a creative role for education. He reminded those present in 1983 that the most important thing realized about education in the previous decades had been the discovery of the individual child. It is not that individuality wasn’t appreciated earlier but that the school system was based on a mass education vision which made realizing such an idea impossible.’

http://bit.ly/1sPo0SY

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Education Readings November 3rd

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Now What: Recovering from the Standards Era

‘The damage caused by the National Standards policy of the previous government will not be easily undone.  The side effects have had somewhat of a cancerous impact on our education system, and a careful approach will be needed in order to support teachers through this next transition.’

http://bit.ly/2gMk6wl

The end of National Standards and the role of researchers and academics

Article by Professor Martin Thrupp, one of the loudest academic voices who battled against national standards.

‘It’s great, though, that New Zealand primary schools will now be able to spend less time shoring up judgements about children – judgements that have often been pointless or harmful – and instead spend more time making learning relevant and interesting for each child. Removing National Standards should also allow teachers to be less burdened, contributing to making teaching a more attractive career again.’

http://bit.ly/2lnvSmj

Longworth Forest selected as part of Finnish “HundrED’s 100 Global Education Innovations Project”

‘Longworth Forest was established in Poraiti, Napier, in 2014 by Linda and Bruce Cheer, and seeks to provide children 5 – 7 years of age with safe and semi structured opportunities to experience risk and challenge, to problem solve and enterprise, all at the child’s own pace. It is a child led approach which gives children the power to initiate and drive their own learning, to make meaningful choices and to discover and develop their interests. Through regular outdoor play, children learn to develop positive relationships with themselves and others as well as a bond with nature and an understanding of their place in the natural world.’

http://bit.ly/2llL7Mf

My Students Are Addicted to Screens

‘In my kids’ everyday lives, this type of constant technology reliance doesn’t make them better students. It doesn’t give them access to more information. It makes them dependent on instant gratification and sensory overload. Their minds are submerged in a soup of constant noise and conflicting demands for their attention. Stringing together thoughts and coming to reasoned opinions becomes increasingly difficult. This isn’t to say that technology has no place in the classroom.’

http://bit.ly/2h59bSu

Teaching kids real maths

‘I’ve been doing some research about teaching mathematics, and decided to start by reading and listening to the thoughts of the British technologist Conrad Wolfram, who for a number of years has been arguing that we need to rebuild a maths curriculum for the computer age and that students should be calculating “just like everyone does in the real world”.  His argument is that school maths is very disconnected from the maths used to solve problems in the real world, and that it needs to be more practical, more conceptual and less mechanical.’

http://bit.ly/2z4qTtH

A Troubling Side Effect of Praise

‘Teachers often use praise to reward good behavior or correct answers. But there’s a potential downside to this common choice: Praising young children for being smart can increase the likelihood that they’ll cheat, according to a new study in Psychological Science by an international team of researchers.’

http://edut.to/2iR18ci

Contributed by Bruce Hammonds:

Are We Innovating, or Just Digitizing Traditional Teaching?

‘A few months ago, I noticed an increased amount of discussion around the notion of blended learning. Many of these conversations started on a similar note: “We’re blended—all of our teachers use Google Classroom” (or Edmodo, Schoology, Canvas, Moodle, etc.). However, in probing further, I often discovered that these tools had merely digitized existing content and classroom procedures.’

http://edut.to/2z4RmHB

10 Tips for Creating a Fertile Environment for Kids’ Creativity and Growth

‘There’s a common misconception that the best way to encourage children’s creativity is simply to get out of the way and let them be creative. Although it’s certainly true that children are naturally curious and inquisitive, they need support to develop their creative capacities and reach their full creative potential.Supporting children’s development is always a balancing act: how much structure, how much freedom; when to step in, when to step back; when to show, when to tell, when to ask, when to listen.’

http://bit.ly/2z6JQi0

Why Learning and People Should Come First

‘My primary objective for all multiday workshops is to illustrate the vital role that technology can play in improving teaching, learning, and leadership.  Most of the first day is spent on emphasizing the importance of a pedagogy first, technology second mindset. The bottom line is that if we don’t get the instructional design right first, then the chances of technology improving learning outcomes is slim to none.’

http://bit.ly/2zXMbIT

From Bruce’s ‘goldie oldies’ file:

The transformative Power of Interest : Annie Murphy Paul – Dan Pink and Carol Dweck

‘If there is just one message I could share with parents, educators, and managers, it would be about the transformative power of interest.’ Annie Murphy Paul. The development of every student’s unique set of talents and gifts is the challenge for a 21stC of education and so far few schools have yet to appreciate this challenge.’

http://bit.ly/1eUbjRf

The rise and fall and rise again of teacher expertise

‘Schools need to be seen as ‘professional learning communities’ that respect creative teachers as true co-leaders with ‘principals who can develop such learning communities can create creative schools with extraordinary teachers, and make learning stretching, creative, fun and successful.’ A new sense of excitement could well be on the horizon. Only those who have been around long enough will know this sense of possibility is not new – but this time perhaps the time is right?’

http://bit.ly/2zbYi8a

Back to the future.

‘Twenty five years after retiring Bill Guild (currently  91 and still an enthusiast) has been invited back to his old school to share his ideas about quality teaching and learning. It is a half a century since Bill took up his appointment at the school.. Tapping into the wisdom of the past is a powerful idea – and it turns out Bill’s wisdom is very current .Bill was part of a small group of Taranaki teachers who worked hard to develop creative classrooms in the 1970s.’

http://bit.ly/1KzIEUx

Education Readings October 20th

By Allan Alach

News flash:

The new government in New Zealand means that the previous government’s National Standards & associated policies (our version of GERM) will be no more. Sanity is returning to New Zealand education.

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Why I Don’t Have Classroom Rules

A high school teacher tries a classroom management experiment thinking it will fail. Years later, he’s still at it.

‘Although I encouraged my students to think critically and challenged myself to develop new methods of instruction, the actual conduct of the class seemed at odds with all that. I wanted my students to do more than just follow rules handed down to them. I wanted them to understand why those rules exist, and be willing to interrogate ones that didn’t seem valuable, meaningful, or useful.’

http://edut.to/2x6qd5w

Ten Things Pixar Can Teach Us About Creativity

‘For the last two decades, Pixar has produced some of the most creative and epic films of this era. But this is the result of a culture of creative collaboration built on ideas of being frank, taking chances, and failing forward. So, what can educators learn from Pixar as we design collaborative projects?’

http://bit.ly/2gPPACi

The fantastic new ways to teach math that most schools aren’t even using

‘At the level of the individual teacher, we have found that preparing teachers to make small changes in status quo practices and tools can be a successful approach that is both manageable for teachers and meaningful for their students. In my work with novice teachers, the small changes I emphasize most include:’

http://bit.ly/2l3f6ZB

Schools Must Get The Basics Right Before Splashing Out On Technology

‘For years, schools and education experts have debated whether technology belongs in the classroom. Now the discussion has shifted and even schools that had thus far resisted the educational tech revolution are being swept into what’s become a multi-billion-dollar market. The question now isn’t whether technology has a place in schools, but which devices would work best: laptops, tablets, smartphones or something else entirely? However, maybe it’s not the device that schools should be preoccupied with – but rather how students use them to learn.’

http://bit.ly/2xOVn0O

How a British School Improved Its Math Scores without Teaching a Single Math Lesson More

‘“We could have gone down the route where we said we need to get results up, we’re going to do more English, more maths, more booster classes, but we didn’t.” Instead, they took a gamble: They added two hours a week of music for every student, and the results have been stunning.”’

http://bit.ly/2yAypyr

The Fisheye Syndrome – Is Every Student Really Participating?

‘Greta doesn’t realize that she is suffering from the Fisheye Syndrome. It’s a condition that impacts our perception, as if we’re looking through a fisheye lens – the kind they use in peepholes. To those afflicted with fisheye, some students appear “larger” than others. They take up more energy and grab more of our attention, making the others fade into the periphery. We have a vague sense that the others are there, and we nag ourselves to include them, but those magnified students are just too hard to resist.’

http://bit.ly/2x7jSXk

Contributed by Bruce Hammonds:

Lauren Child: ‘We should let children dawdle and dream’

‘Children are often told what’s good for them, but the advice of the new children’s laureate may take them by surprise. Lauren Child, speaking for the first time since her investiture in Hull this summer, has a simple message: just stare into space. In an age of prescriptive talk about targets and aspirations, Child, the creator of Charlie and Lola, plans to make a stand against the theorising and goal-setting during her two-year tenure.’

http://bit.ly/2imAZBX

Why Daydreaming is Critical to Effective Learning

‘Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time. “The idea is that if you become more efficient in time management, it allows for more spontaneity and creativity in the day, every day.”’

http://bit.ly/2hOopHE

What Creativity Really Is – and Why Schools Need It

‘Although educators claim to value creativity, they don’t always prioritize it.Teachers often have biases against creative students, fearing that creativity in the classroom will be disruptive. They devalue creative personality attributes such as risk taking, impulsivity and independence. They inhibit creativity by focusing on the reproduction of knowledge and obedience in class.Why the disconnect between educators’ official stance toward creativity, and what actually happens in school?’

http://bit.ly/2xPpEMS

Why the right answer should not be the primary aim in maths

‘In maths, the journey to the answer should be just as important as the answer, in maths is really important, it should not be the most important thing that we look for from our pupils.That’s not to say that we are going to start rewarding pupils for getting everything wrong in maths, but how pupils come to obtain an answer should be a quality that we regard highly.’

http://bit.ly/2kYj1ql

From Bruce’s ‘goldie oldies’ file:

Slow food movement – and teaching as well!

‘The ‘slow food’ movement was reaction against this industrialized approach to living. Followers believe one should take time over food and enjoy the subtlety of the cooking;take the time to try out new dishes and to enjoy the conversation and the wine. Or at the very least enjoy a home cooked meal around the table interacting with members of the family or friends We now need an educational equivalent of the ‘slow food movement’ so as to value the richness and relevance of any learning experience. Students need to appreciate that the act of learning is at the very heart of their identity and a high quality life and as such should not be rushed.’

http://bit.ly/2rGpc4K\

Time for some heresy?

‘If we want to develop 21stC education systems then we will have no choice but to re-imagine education dramatically. We need to implement some heretical alternative thoughts to transform current systems with their genesis in an industrial age an age well past its use by date. Strangely enough none of the idea being considered are new it is just that few school have put them all together. School are inherently conservative and some schools, secondary ones in particular, seem impervious to change.’

http://bit.ly/1Cozmr3

Education Readings October 13th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

More than bricks and mortar: A critical examination of school property under the National-led Government

An article I posted last week referenced an article by Dr Leon Benade, School of Education, Auckland University of Technology. Here is Leon’s full article.

‘Teachers are largely unprepared for flexible learning spaces that bring together multiple teachers and students (see my earlier blog on MLE/ILE). These (enforced) changes require students to master new learning habits and routines, while parents’ most recent school memory may have been of sitting in rows or possibly in grouped desks, in so-called ‘single cell’ classrooms with one teacher and no more than 30 or 35 students. So, where has this policy come from, and what does it look like in action?’

http://bit.ly/2yZqQyg

Is Math Art? Dream or Nightmare?

‘I was blown away by this remarkable (and strangely empowering) critique about math education:  how we view it as a culture; how teachers are teaching it (or not teaching it); how and why some students struggle with it; how some students who apparently “get it” don’t; how parents perceive it; how testing may not be showing us what we want to know, and how we can change math education for the better.’

http://bit.ly/2xzU7mI

FORCE & FLUNK: Destroying a Child’s Love of Reading—and Their Life

‘A frenzy surrounding reading is caused by school reformers and the media, claiming children are not learning to read fast enough. Kindergarten is the new first grade, automatically making preschool the new kindergarten. If we aren’t careful, obstetricians will show newborns an alphabet chart immediately after babies are born! We’re told that reading is an emergency, and if it’s not addressed by reading programs produced by individuals, companies, and technology, children won’t learn to read—and they won’t be ready for the global economy.’

http://bit.ly/2zh6NMv

Most everything you need to know about creativity

‘It is about knowing what and how to observe and directing your attention accordingly: what details do you focus on? What details do you omit? And how do you take in and capture those details that you do choose to zoom in on? In other words, how do you maximize your brain attic’s potential? …Everything we choose to notice has the potential to become a future furnishing of our attics.’

http://bit.ly/2gb0jdo

Stop Forcing Introverts To Speak In Class. There Are Better Ways.

‘Class participation is often a significant portion of a student’s grade, and I have felt pressured to force myself to speak in order to meet the participation requirements, as do many introverts. But I was fortunate to have a teacher who offered an alternative, and I strongly encourage other teachers to do the same. How can a teacher recognize an introverted student and support him or her?’

http://bit.ly/2g2etd9

What If Everything You Knew About Disciplining Kids Was Wrong?

‘Negative consequences, timeouts, and punishment just make bad behavior worse. But a new approach really works.’

http://bit.ly/2xyX6vM

Contributed by Bruce Hammonds:

Malcolm Dixon: Time to discuss primary school education

‘I don’t know if anyone else noticed but primary school education was seldom mentioned throughout the election campaign and yet for everyone with children or grandchildren education plays an extremely important part in their lives. Why didn’t the Government mention it? In my opinion it was the legacy of the Parata regime and there is very little to celebrate and the current minister is completely out of touch with reality.’

http://bit.ly/2kHTQYU

This Is What Teachers Need And Aren’t Getting

‘An important category of educators: teachers with a high level of professional freedom will be extinct by 2033 if the current rate of loss continues. Like most endangered creatures, their habitat is threatened. When you were a child they were present in every city and town in the United States, but now their world has changed. They can be found only in rare, hospitable environments’

http://bit.ly/2xA7j6k

Raising the bar with flexible grouping

‘Professor Christine Rubie-Davies, a leading researcher in the field of teacher expectations, is based at the University of Auckland’s Faculty of Education and Social Work. In this blog Christine challenges the practice of grouping students by ability, arguing that it constrains learning.’

http://bit.ly/2i6fTYu

We Need to Trust Teachers to Innovate

‘If we want to see innovation happening in our schools, we need to trust, encourage, and empower teachers to transform their practice. Too often, teachers are forced to teach inside the box and it can feel frustrating. In this post, I explore why teachers are the innovators, what’s getting in the way, and what we can do about it.’

http://bit.ly/2kIbcVv

From Bruce’s ‘goldie oldies’ file:

Einstein, Darwin, da Vinci & Mozart et all – lessons from the Masters. Based on the book ‘Mastery’ by Robert Greene.

An education to develop the gifts and talents of all students.

‘Developing an education system premised on developing the talents and gifts of all students has always been my vision. Unfortunately schooling has been more about standardisation and conformity – sorting and grading of students. National Standards with its emphasis on literacy and numeracy at the expense of other areas of endeavour, is the most recent iteration of this standardised approach.’

http://bit.ly/1ru4wpP

Does your classroom have the ‘wow’ factor?

The first sign of ‘wow’ is the overall first impression the room gives you. The feeling you get is that you are indeed in special place. There is a feeling of positive relationships between teacher and learners and often parents are to be seen quietly helping students. Other students seem to be working without supervision. A quick look around the walls, covered with students creativity gives an impression that this is a room dedicated to the students themselves.’

http://bit.ly/1FxlCvx

Education Readings September 15th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Data Driven Into the Weeds

‘Having a data-driven school has been all the rage for a while now, because when you express your ideas, thoughts, and biases in numbers, they qualify as “facts,” whereas judgment expressed in words obviously lacks data-rich factiness, and so should be ignored. Yes, the fact that I am 100% an English teacher may make me about 62% bitter about the implied valuing of numbers over words; I’d say I’m at about 7 on the 11-point Bitterness Scale, and that’s a fact.’

http://bit.ly/2vUFcPc

Don’t Spend A Penny On Education Technology Until This Is Clear

‘This ‘keeping up with the Jones” is a familiar practice, especially in anything related to technology. That approach, though, can lead to imbalanced education policy, mediocre edtech programs, and a lot of wasted money. Integrating education technology is a complex thing that depends entirely on local and constantly changing factors.’

http://bit.ly/2h3tRGx

Why Students Should Take the Lead in Parent-Teacher Conferences

‘But at schools built on Deeper Learning principles, the meetings are often turned into student-led conferences, with students presenting their schoolwork, while their teachers, having helped them prepare, sit across the table, or even off to the side. The triad then sits together to review and discuss the work and the student’s progress. The message, once again, is that the students are responsible for their own success.’

http://bit.ly/2x24UUY

The Power of Visualization in Math

‘The power of this moment, the change in the learning environment, and the excitement of my fifth graders as they could not only understand but explain to others what the problem was about convinced me it was worth the effort to pursue visualization and try to answer these questions: Is there a process to unlock visualizations in math? And are there resources already available to help make mathematics visual?’

http://edut.to/2xzgzMH

How can teachers introduce forest school principles to their curriculum?

‘More commonly, forest school is part of a bigger educational mix in which pupils enjoy time outdoors perhaps once a week, but the same principles apply: a drive to build young people’s independence and self-esteem through experiencing the natural world. Lili Pluck, forest school assistant at Ashdon, says: “It’s about learning to realise what is around you, appreciate nature and enjoy the freedom, space and sense of peace.”’

http://bit.ly/2y6NKUH

Contributed by Bruce Hammonds:

The Internet Is Killing Creativity – And Analog Is About to Make a Comeback

‘In some ways, I think the internet has made it harder to become creative because it encourages us to be interested in all the wrong things. (Note: I differentiate between becoming smarter–educating yourself on every topic ever, which the internet is like freakin’ fantastic at, and being creative. Artistically putting yourself out there.) Why my negativity around creativity?’

http://bit.ly/2xZTCht

Sir Ken Robinson on how schools are stifling students’ creativity

‘While many Canadian educators struggle to find the solution to students’ declining math scores, there’s one expert who says we may be looking at the problem the wrong way. Sir Ken Robinson – education guru, author and adviser – says relentless testing and the push for standardized scores are destroying students’ imagination and talent. He argues that schools are stifling instead of nurturing kids’ creativity.’

http://bit.ly/2vUPnU2

Reasons Today’s Kids Are Bored At School, Feel Entitled, Have Little Patience & Few Real Friends

‘Today’s kids come to school emotionally unavailable for learning. There are many factors in our modern lifestyle that contribute to this. As we know, the brain is malleable. Through environment, we can make the brain “stronger” or make it “weaker”. I truly believe that, despite all our greatest intentions, we unfortunately remold our children’s brains in the wrong direction.’

http://bit.ly/2vV7Kbc

A Haeata student gives her view on modern learning

‘Three years ago when we knew some of our local schools would be closing, my school, Aranui Primary, started what was called “modern learning”. At first it was really weird and we didn’t know what we were doing, but then the teachers got trained in modern learning. Over three years we changed the way we learnt to the way that best suits us so we could self-manage, but not too much depending on how good you were at self-managing. We had stages: Manager, Self-Managed, Self-Directed, and Self-Driven.’

http://bit.ly/2vUgVsN

The Troubling Trend to Collect Behavioral Data on ALL Children

‘As school starts, many parents are being bombarded with information about behavioral data collection on their children. A lot of this is tied to the trendy push for social-emotional learning (SEL), and the attempt to connect behavior with a child’s ability to read and do well in school. But it’s troubling to see schools monitoring the behavior of every child so tightly. Children will not have perfect behavior.’

http://bit.ly/2vVc5vi

From Bruce’s ‘goldie oldies’ file:

Back to school to see what really happens in the classroom – Nigel Latta

‘In recent years politicians from the ‘right’ have given the impression that our schools are failing – our current Minister is fond of saying ‘one in five of our children are failing’ and that the introduction of National Standards will solve the situation.  ‘We so often hear stories about how standards have fallen,’ said Latta, ‘that you would be forgiven for thinking the sky has fallen in’.’

http://bit.ly/1C9DHuX

For New Zealand readers – a few articles to consider before the general election on September 23rd, which will hopefully see the end of national standards and charter schools.

National Standards – which Parties will keep them and which will ditch them?

‘It’s election time again, but before choosing which Party to vote for, make sure you know what their education policies are – and pay attention to what isn’t mentioned, too. This time we are looking at National Standards.’

http://bit.ly/2vVfSJ5

Election questions are for all of us

Before we settle on which political party to support this election, let’s ask a few questions of ourselves. An election is traditionally an opportunity to ask questions of would-be politicians. More fruitfully, it’s an opportunity to ask questions of ourselves. Questions to candidates will then follow, but the self-examination is actually the more valuable for democratic engagement.

http://bit.ly/2wYjZrw

Nigel Latta: The New ‘Haves and Have Nots’ – Time for Moral Leadership in New Zealand

As we begin to focus on the upcoming elections it is surely time to move away from on the personalities of leaders and to focus on the real issues facing our country.

The programme was a serious attempt to get to the core of inequality in NZ and its consequences for us all.Once NZ had one of the highest home ownership figures in the world and we didn’t see examples of extreme wealth. Latta is careful to say he is not against people doing well but he was stunned to learn that over the past decades the gap between the rich and poor in NZ has widened more than anywhere in the Western World.’

http://bit.ly/1slX9hB

Government gets an F for education

‘OPINION: My verdict on the Government’s track record in education is that it is an epic fail.

The reasons for this verdict are many and varied, but I will focus on three main areas:

1. Our student achievement data is declining nationally

2. Ideology is overriding evidence

3. Trust has been completely eroded in the sector achievement data’

http://bit.ly/2eXerD5

Education Readings August 25th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Sir Ken Robinson’s education revolution

A refresher course for you about Sir Ken. Interesting little anecdote here – a Liverpool music teacher had two of the Beatles in his class yet failed to recognise their musical talents. That’s a lesson that shows how unreliable assessment and teacher judgement is, so why does the system persist in trying to prove otherwise?

‘Robinson believes that the current systems of mass education are outmoded, too standardised, and stifle true learning.

“My view of it is that in many respects they are modelled on principles of factory production, like, for example, we educate our kids in batches by age – all the three-year-olds, all the four-year-olds, shunting through the system. There’s no educational reason to do that – it’s an efficiency ideal.”’

http://bit.ly/2xdzIQN

When Schools Forgo Grades: An Experiment In Internal Motivation

‘Because grades are often required, and easy to understand, they have become the focus for many parents, teachers and students. The problem is that grades are often subjective, arbitrary and can be demotivating to students. They are also gatekeepers for advanced classes and college admissions, so grades can’t be ignored. This complicated dynamic means that grading policies are at the center of discussions around how to change teaching and learning.’

http://bit.ly/2is9ZAM

This is exactly how our society kills creativity, in a breathtaking short film.

“Do yourself a favor and take some time out of your daily grind to be charmed by this beautifully crafted animation into reflecting on the woeful values of our society.’

http://bit.ly/2vq3TSD

How To Engage In Pseudoscience With Real Data: A Criticism Of John Hattie’s Arguments In Visible Learning 

A long and technical article; however a skim read will give the gist of it, so henceforth you will treat Hattie’s pronouncements with a healthy dose of skepticism.

‘When taking the necessary in-depth look at Visible Learning with the eye of an expert, we find not a mighty castle but a fragile house of cards that quickly falls apart. This article offers a critical analysis of the methodology used by Hattie from the point of view of a statistician. We can spin stories from real data in an effort to communicate results to a wider audience, but these stories should not fall into the realm of fiction. We must therefore absolutely qualify Hattie’s methodology as pseudoscience.’

http://bit.ly/2v7HXk1

Kids Are Losing Playtime to Achievement. That’s a Problem.

‘The decline of play and rise of the overscheduled child has become a national concern. Peter Gray, author of Free to Learn, says that kids learn from observation, practice, and support. Most of this is done through play. But what happens when we limit the time kids spend playing, and what does our obsession with “high achievement” say about our culture as a whole?’

http://bit.ly/2xualJH

Why no one wants to teach in New Zealand

‘Recent analysis also shows that teachers only tend to stay in the job for about five years. They often leave because they are burnt out by the demands of teaching, an increasingly narrow and prescriptive curriculum, and by policy initiatives that promise much, deliver very little, and are quickly replaced by some “new” policy that is equally ineffective and short term. No wonder it feels like ground zero out there for so many teachers.’

http://bit.ly/2wzwD07

Contributed by Bruce Hammonds:

Three minutes to appreciate Finnish Schools

Michael Moore documentary clip on Finland’s school system.

http://bit.ly/2wGca9j

On the Wildness of Children: The Revolution Will Not Take Place in the Classroom

‘The truth is, we don’t know how to teach our children about nature because we ourselves were raised in the cinderblock world. We are, in the parlance of wildlife rehabilitators, unreleasable. I used to do wildlife rescue and rehabilitation, and the one thing we all knew was that a young animal kept too long in a cage would not be able to survive in the wild. Often, when you open the door to the cage, it will be afraid to go out; if it does go out, it won’t know what to do.  The world has become unfamiliar, an alien place. This is what we have done to our children.’

http://bit.ly/2vpHvc8

Noam Chomsky on the Dangers of Standardized Testing

‘The assessment itself is completely artificial. It’s not ranking teachers in accordance with their ability to help develop children who will reach their potential, explore their creative interests. Those things you’re not testing.. it’s a rank that’s mostly meaningless. And the very ranking itself is harmful. It’s turning us into individuals who devote our lives to achieving a rank. Not into doing things that are valuable and important.’

http://bit.ly/1waGc0j

Kids’ Creativity: Two Important Questions for Parents to Consider

‘Parents typically want to encourage their children’s creative expression. However, uncertainties and misconceptions about creativity abound. Here are two questions that merit thought and discussion—along with ideas so parents can foster kids’ creativity to the fullest.’

http://bit.ly/2vh1Ktb

From Bruce’s ‘goldie oldies’ file:

An amoeba – a model for future change!

‘If we want to thrive, in what is being called the ‘Age of Creativity’, we need to see our organisations as living complex organisms able to create all sorts of wonderous things as we work in concert with each other. That’s more impressive than the simple amoeba. Schools as living communities – now that is a powerful metaphor.’

http://bit.ly/1hRC8eF

Educational change and leadership – bottom up!

‘The principal’s role is to ensure such gifts are affirmed and shared with other teachers. The principal’s role is to create the conditions for the expertise of teachers to be shared and to develop an overarching vision and agreed teaching beliefs for all to hold themselves accountable.’

http://bit.ly/1baSNPr

Beautiful minds – ‘in a world of their own’.

‘The capacity of the brain is infinite. Lucky for most of us so called ‘normal’ people our brains suppress, or filter out, most of the information coming our way but for the savants their brains take in everything in their particular sphere of interest without interference. It is as if they have no ‘delete’ button; their mind, like a ‘Google’ search, recalls everything! And as a result they miss out on capacities such as social and practical skills that we all take for granted.’

http://bit.ly/1AP1qD1

Education Readings August 18th

By Allan Alach

Apologies for the absence of readings last week. I was hit by a double whammy – our internet connection went down for 48 hours, and then, as soon as that was restored, my computer decided to go on strike. In the end I had to erase the hard drive and reinstall everything. Being a wise person, I had good back ups so it was only an inconvenience rather than a disaster.

Do you have good backups in place, including some off site? Remember that there are two kinds of computers in the world – those that have had a major hard drive issue, and those that are going to have one… and once you’ve lost your data, that’s it.  Goodbye to all those precious photographs …

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Digital Natives Do Not Exist, Claims New Paper

But taken as a whole, digital natives might be a myth, argues a paper published in Teaching and Teacher Education. Students who grew up in the digital world are no better at information skills simply because they were born into such an era. The study also presents evidence that these supposed “digital natives” are no better at multitasking either. In fact, assuming that they do may harm their education.’

http://bit.ly/2v3oHPz

Fire pits and power tools good for preschoolers

‘While fire pits and real tools aren’t things you’d normally expect to find in an early childhood centre, new Australian research suggests that perhaps they should be.

Exposure to different “risks” within their preschool, including open flames hammers and saws, (yes, you read that correctly!) resulted in preschoolers developing more confidence, safety awareness and better risk assessment skills, according to a new study.

The findings, set to be published later this year, highlight the importance of risky play in a world where helicopter parenting is increasingly common.’

http://bit.ly/2w3igR7

Literate, Numerate or Curious?

‘Here’s an interesting question for your next workshop, faculty meeting, or maybe even a dinner party?

“Would you rather that your children were literate, numerate, or curious?” Pick one, and why?

For many, it’s a tough choice; for most, you want all three. But if you had to choose one, which one would it be? In case you’re wondering, yes this is a leading question, which I’ll get to in a moment. But I for one would want to start my response by first asking exactly what you mean by each of those three words.’

http://bit.ly/2uK7eAA

Talking about Creativity Is Fun, But How Do You Teach It?

‘Nothing in education engenders as many bumper sticker slogans as creativity. We want our kids to develop creative minds. But creativity is difficult to measure and so research in this area is scant, leaving us to our own devices. 

One common notion is that allowing students more freedom to express themselves fosters creativity. Along the same lines, many argue that strict educational systems dampen creativity.’

http://bit.ly/2wgGLds

I’ve got something to say by Gail Loane with Sally Muir

‘This book review encompasses just about everything that needs to be known about children’s writing and makes a mockery of the grotesque Wow! national standards-Hattie culture of today. As I go through the review, readers will come across small matters of difference between me and the authors; my preference being slightly less structure and even more emphasis on expressive writing. But if you based your writing programme on the tenets set out you would be doing famously.’

http://bit.ly/2uKbujk

The Squishiness of Writing Instruction

‘The problem with writing is that it’s squishy, probably squishier than anything else we teach. There is no solid metric for measuring how “good” a writer. Can you quantify how Hemmingway, Steinbeck, Chaucer, Kate Chopin, Carl Sagan, P.J.O’Rourke, Mark Twain, James Thurber, and S. E. Hinton stack up each other by measuring how “good” they are? Of course not– even the attempt would be absurd. Ditto for trying to give students a cold hard solid empirical writing rating.’

http://bit.ly/2wRAEKw

Contributed by Bruce Hammonds:

Dear Justine Greening: your primary school reading reforms aren’t making the grade

‘How do you dress up the great Tory reading reforms as a stunning success if 29% aren’t at the expected level? Might there be a little bit of a problem that too much emphasis has been put on “decoding” and not enough on “meaning”? After all, the ultimate purpose of reading is to understand what it is you’re reading, isn’t it?’

http://bit.ly/2w2Q4hq

The idea you can put a number against a child’s ability is flawed and dangerous

Head teacher Alison Peacock sees the demise of levels as a once-in-a-lifetime opportunity to change how children are assessed nationally. But instead of simply replacing the old structure with a new one, she’d like to focus on enabling children to learn in a meaningful way so that assessment becomes “a tool for improvement rather than judgment”.The assumption that you can reliably put a number against what a child is capable of is flawed and dangerous.’

http://bit.ly/2x60wRQ

Teaching and Purpose: A Response to Bill Gates and his Purpose Problem

‘I recently ran across Bill Gates’s blog. Gates ironically reflects on what it means to have purpose in one’s life.I say ironically, because many blame Bill Gates for the current push to replace teachers in our public schools with technology—calling it personalized or competency-based learning.Not only will teachers lose their profession and their purpose, a whole segment of society will be displaced—careers shattered.This will drastically affect how and what students learn. Even our youngest children will obtain their knowledge on machines.’

http://bit.ly/2w3fhIp

Schools Are Not A Business: Making Them Compete Is Insane

‘The real issue here is having schools compete for students. With this system in place, we will always see people abandoning schools in poor areas and heading for richer areas.

We need to abandon this idea that having schools compete somehow improves education. Looking at the international evidence, it simply doesn’t bear out in reality.

Schools and teachers should collaborate, learning from each other, and work to ensure that every local school is the school of choice.’

http://bit.ly/2wQW6PN

From Bruce’s ‘goldie oldies’ file:

Nigel Latta: The new ‘Haves and Have Nots’ – time for Moral Leadership in New Zealand

‘As we begin to focus on the upcoming elections Nigel Latta’s TV programme is timely. It is surely time to move away from on the personalities of leaders and to focus on the real issues facing our country. The programme was a serious attempt to get to the core of inequality in NZ and its consequences for us all.Once NZ had one of the highest home ownership figures in the world and we didn’t see examples of extreme wealth.’

http://bit.ly/1slX9hB

David Perkin’s Smart Schools

 Dreams are where the dilemma starts ’, Perkins writes – dreams about great schools. ‘We want our schools to deliver a great deal of knowledge and understanding to a great many people of differing talents with a great range of interests and a great variety of cultural and family backgrounds. Quite a challenge – and why aren’t we better at it.’ Some, he would say, is because ‘We don’t know enough. ’Perkins, though, thinks they’re wrong, ‘We know enough now to do a much better job’. The problem comes down to this, ‘we are not putting to work what we know.’ ‘We do not have a knowledge gap – we have a monumental use – of – knowledge gap’. Schools that use what we know he calls ‘smart schools’.

http://bit.ly/1ZGuzro