Education Readings March 16th

By Allan Alach

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

Here are some links to acknowledge Sir Ken Robinson who is currently in New Zealand.

Sir Ken Robinson: creative thought leader in education

Interview on Radio New Zealand on Sunday 4th March.

http://bit.ly/2tCwJmY

Summerhill School: learning as students choose

Sir Ken referenced this school in his interview, so here is an interview with Zoe Readhead, daughter of A.S. Neill – a must listen.

‘Summerhill is an alternative free school in Suffolk, England, started by educational leader A.S. Neill in 1921. The pupils are free to come to lessons as they choose, and students and teachers have an equal voice in decision making.’

http://bit.ly/2tGrcfh

Ken Robinson: Government “Standardization” Blocks Innovative Education Reform

“I never blame teachers or schools… But there is this deadly culture of standardizing, that’s being pushed on them, politically. My core message here is that we have to personalize education, not standardize it. That all children are different, and we have to find their talents and cultivate them.”

http://bit.ly/2DmPLh4

Do Schools Kill Creativity?

If you’ve never watching Sir Ken Robinson’s Ted Talk from 2006, or if you’ve not seen it for  a while, here it is. Either way, it is a must watch.

http://bit.ly/2FDSOmT

Sir Ken Robinson – Can Creativity Be Taught?

Links to many other Sir Ken videos can also be found here.

https://www.youtube.com/watch?v=vlBpDggX3iE

“Modern ADHD Epidemic is Fiction” – Ken Robinson

‘Our children are living in the most intensive stimulating period in the history of the earth. They’re being besieged with information and coerced for attention from every platform: computers, from iPhones, from advertising hoardings, from hundreds of television channels. And we’re penalizing them now for getting distracted. From what? Boring stuff. At school, for the most part. It seems to me not a coincidence, totally, that the instance of ADHD has risen in parallel with the growth of the standardized testing. Now these kids are being given Ritalin and Aderol and all manner of things, often quite dangerous drugs, to get them focused and calm them down… It’s a fictitious epidemic.’

http://bit.ly/2HZNdsy

Moving on :

Does writing by hand still matter in the digital age?

Technology is having an impact on children’s handwriting ability. But what does this mean for learning and development?

‘But what of the role that handwriting plays in learning and development? And with technology changing how we live and work, what place does handwriting have in the modern classroom? These were the questions put to the teachers, academics and specialists in education and technology at the Guardian’s roundtable event on 27 February.’

http://bit.ly/2D8zY5h

But is there even a correct way to hold a pen?

‘It’s true that handwriting employs our hand muscles differently from the swiping and tapping motions we use to navigate the online world of today.

But when it comes to scrawling words on the page, the idea of ‘correct’ pencil grasp is actually way older than the iPhone – and science shows that there appears to be more than one way to correctly hold a pen.’

http://bit.ly/2IiCtWy

Arts integration: Turning teaching on its head

‘Sometimes the arts are used alongside a lesson being taught – for example, students might turn their writing into a performance and ‘act it out’ or perhaps draw a picture of what they have learned. We consider that in these instances, arts are simply being used alongside other subject areas, and while we like this idea, it is not what we mean by arts integration.  In our view, arts integration is a method of teaching, a pedagogical approach that focuses on the [non-arts] subject being taught, and not necessarily on the art form.’

http://bit.ly/2DapbaE

Contributed by Bruce Hammonds:

Learning from one of New Zealand’s pioneer teacher – Elwyn Richardson

(Author of ‘In The Early World ‘ possibly the best book written about education anywhere. ..)

Bruce’s article here is the perfect follow-on from the Sir Ken Robinson links and shows a way to achieve Sir Ken’s vision. Long before Sir Ken’s rise to fame, Elwyn Richardson took creative primary education to a new and, I suspect, still unsurpassed level.

‘Elwyn expressed concern that due to learning becoming over intellectualized ( and therefore available to be assessed), that intuitive thought was in danger of being neglected. There was, he felt, a danger of learning becoming too conceptualized and that this would result in damaging students’ intuition and creativity. That it would result in the neglect or downplaying of the creative arts.’

http://bit.ly/2FViCOL

Bill Gates Admits His Common Core Experiment Is A Failure

This comes on the heels of New Zealand abandoning their rather similar national standards. Maybe non-educators should stick to their knitting…

‘After spending $400 million on forcing schools around the country to adopt Common Core, Bill Gates has finally admitted that the controversial teaching method is a failure, and significantly less effective than traditional teaching methods. 

Parents and teachers across the nation have been urging schools to dump the toxic Common Core curriculum, arguing that it deliberately dumbs down children and creates unnecessary and complicated methods for working out relatively simple problems.’

http://bit.ly/2G4zjoB

Assessment in the early years…

‘A recent story I heard talked about a display that pitted children against each other in a race to be reading at a certain level.  This kind of practice breaks my heart.  I don’t for a moment think that these teachers are doing this to hurt children, but I don’t think they have taken time to think about how the children feel.  How does this shape their view of what reading is or even learning is?   How does it promote a culture of shared learning and journey?  How does it speak to these children about failure and mistakes?’

http://bit.ly/2FPECIi

From Bruce’s ‘goldie oldies’ file:

Here’s a collection of all Bruce’s articles about Sir Ken Robinson.

Out of Our Minds

‘A book to read for all who believe in creative education. ‘Out of Our Minds’ by Sir Ken Robinson. Introductory keynote speaker at the 07 NZPPF Conference to be held in Auckland.’

http://leading-learning.blogspot.co.nz/2007/02/out-of-our-minds.html

Importance of Creativity

‘Sir Ken talks about the importance of nurturing innovative solutions in the classrooms – indeed in every aspect of life. Sir Ken is now senior adviser to the Paul Getty Trust and was knighted in 2003 for his commitment to the creative arts and education in the UK.  is set to become the ‘buzz’ word of the future. Sir Ken sees creativity as essential for students as they seek jobs in the future.’

http://leading-learning.blogspot.co.nz/2007/02/importance-of-creativity.html

‘Creative Schools’ a book by Sir Ken Robinson

‘A must read for anyone who believes in an education system that aims at developing the gifts and talents of all students. Read this article about Sir Ken’s latest book My plea is for creative teachers, particularly those in New Zealand, to share this with as many teachers and schools as they can because the message is so important.’

http://leading-learning.blogspot.co.nz/2015/05/sir-ken-robinsons-new-bookcreative.html

The need to transform schools – Sir Ken Robinson

‘One writer school leaders could get behind to give support is Sir Ken Robinson who is well known to many schools. And there are many others. It is also ironic that while Western countries follow neo liberal ideology leading to testing, standardization and privatization Asian counties are working hard to break out of high stake testing and introduce more creativity into their systems!’

http://leading-learning.blogspot.co.nz/2013/05/transform-education-yes-we-must.html

National Standards gone – now it’s time for creativity says Sir Ken

‘The previous Nationals  Government was right in believing schools should do a lot better. No student should leave school feeling a failure. The trouble is their approach is wrong, and ironically, with its desire for all students to be assessed against National Standards, is creating ‘winners and losers’ environment and in the process narrowing the curriculum and encourages teaching to the tests. Sir Ken Robinson call this standardization a fast food approach; an  approach that has its genesis in the past industrial age.’

http://leading-learning.blogspot.co.nz/2012/07/creative-teaching-only-alternative-to.html

Sir Ken Robinson and Tony Wagner

‘While schools are distracted by ensuring they are seen to do well in achieving / improving their National Standards and NCEA data they are creating the very hyper-accountability conditions that make it difficult for creative teachers.’

http://leading-learning.blogspot.co.nz/2014/11/creating-conditions-for-creative.html

Education Readings March 9th

By Allan Alach

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

6 Techniques for Building Reading Skills—in Any Subject

Students need good reading skills not just in English but in all classes. Here are some ways you can help them develop those skills.

‘Without a repertoire of reading strategies that can be applied to any text, students are being shortchanged in their education. In order to teach students to read effectively, teachers must be sure that they are not simply suppliers of information on a particular text but also instructors of techniques to build reading skills. Here are some ideas on how to incorporate reading skills lessons into a curriculum.’

http://edut.to/2t6JTZr

Academic Sponge Activities

A sponge activity is a lesson that soaks up precious time that would otherwise be lost. Hint: It should be fun as well as educational.

‘When failing lessons need to be abandoned, it’s time to implement a sponge. Madeline Hunter originated the term sponge activities to describe “learning activities that soak up precious time that would otherwise be.” The best sponges are academically rich and provoke laughter. Nicholas Ferroni, an education writer for The Huffington Post, says that laughter activates dopamine and the learning centers of the brain.’

http://edut.to/2ox7IER

Managing the Oppositional-Defiant Child in the Classroom

‘Some of the most challenging students I’ve had to teach have been those with Oppositional-Defiant Disorder. These are the students who challenge the behavioral norms in the classroom, often show low academic achievement, and lack motivation. Thankfully, there is plenty of research behind teaching these tough nuts to crack and lots of resources out there to help you figure out interventions to support them in the classroom.’

http://bit.ly/2GTTtAV

Scaffolding Student Thinking in Projects

‘In order to skillfully embrace the challenges and opportunities they will encounter in life, our students need to develop sophisticated thinking skills that extend far beyond disciplinary boundaries. From understanding and unpacking problems, constraints, and possibilities, to identifying patterns and addressing biases, the types of thinking we should be nurturing in students are many and complex.’

http://bit.ly/2GQDseS

STEM may be the future—but liberal arts are timeless

‘Society has therefore devalued the study of literature, history, politics, philosophy, and sociology as wasteful or pointless. Many suggest we all just should learn skills such as coding, digital marketing, and web development instead. But this is not the direction the world is heading in. Professional requirements are changing so quickly in the real world that lessons deemed relevant in the first year of college are barely relevant upon graduation—and much less early into one’s career.’

http://bit.ly/2I1t9pC

Contributed by Bruce Hammonds:

Teaching in a Modern Learning Environment – with a twist!

Bruce’s latest article:

‘Modern Learning Environments must be more than an architectural innovation. Modern Learning Environments provides the means to devise learning situations which open up the potential for extending the learning of the students. It means attempting to develop within the individual learner all the skills and attitudes of a competent independent learner.’

http://bit.ly/2oX8xWZ

Primary pupils’ maths skills ‘dropping alarmingly’, report finds

After seven years of national standards, on top of 27 years of a neoliberal education philosophy, the damage to NZ education is starting to become very clear. Fortunately the new government may have seen the light and so things may start to turn around. Time will tell.

‘A new report has found schools that improve maths teaching and remove streaming were more successful in reversing a “worrying” downward trend in children’s maths abilities.Schools that abolish classes specifically for talented pupils have a better chance of addressing declining achievement in maths, a new report has found.’

http://bit.ly/2FegVLQ

Critical thinking in an age of fake news

‘In a post-truth era of alternative facts and fake news, the ability to discern what is true is an increasingly important skill.

Learning the skills to apply reason to claims is something built into New Zealand’s school curriculum as one of five key competencies required for living and lifelong learning. Critical thinking involves questioning evidence, the validity of sources of information and reaching conclusions based on evidence.’

http://bit.ly/2FdhSUU

This Yale Psychiatrist Knows How to Shut Down the School to Prison Pipeline: So Why is He Ignored?

‘What Dr. Comer has demonstrated, is that the academic success of children (especially those from poor neighborhoods) depends on educators building good relationships with their parents and truly caring about the students. It begins by first focusing on transforming the social environment of a school community.

Successful change does not begin with national standards or standardized testing (though test scores will also rise significantly, as an outcome of the cultural changes).’

http://bit.ly/2FEoAkv

Study: Too Many Structured Activities May Hinder Children’s Executive Functioning

So much for WALTs, success criteria, teacher intentions, worksheets, phonics, heavy teacher feedback /forward ~ formulaic standardised education….

‘When children spend more time in structured activities, they get worse at working toward goals, making decisions, and regulating their behavior, according to a study.

Instead, kids might learn more when they have the responsibility to decide for themselves what they’re going to do with their time. Psychologists at the University of Colorado and the University of Denver studied the schedules of 70 six-year olds, and they found that the kids who spent more time in less-structured activities had more highly-developed self-directed executive function.’

http://bit.ly/2CVLQre

If Only We Could Find A Way To Not Un-Learn It

‘It’s a truth that I feel in my own heart, even if I often struggle to live it, but the more time I’ve spent with young children, the more I stay out of their way, the more I see that they are the ones who truly understand it, not intellectually of course, but by simply living in the “Now,” regarding their fellow humans in their toils or trails, and making a decision to help them. This is why I can never consider adults as more intelligent than children.’

http://bit.ly/2I2VbRG

From Bruce’s ‘goldie oldies’ file:

Why schools don’t educate.

‘We live in a time of great school crises, Gatto began his presentation, ‘and we need to define and redefine endlessly what the word education should mean. Something is wrong. Our school crisis is a reflection of a wider social crisis – a society that lives in the constant present, based on narcotic consumption’

http://bit.ly/2bWvrc6

What’s the Point of School?

‘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

Education Readings March 2nd

By Allan Alach

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

Better together

‘Social learning is one of the vital components of contemporary learning and development. None of us lives in a vacuum, and we are better, stronger and wiser when we learn and work together. Russian psychologist Lev Vygotsky (1978) argued that we learn best when we are immersed in a socially rich, culturally relevant environment.’

http://bit.ly/2FnxJO3

Secret Teacher: social media makes it impossible to switch off from work

‘Social media and messaging apps are a blessing and a curse for teachers. While it has broadened our horizons and inspired new ideas (thank you, Pinterest), it has also increased the intrusion of work into our personal lives. We are always contactable, and in many different ways. What starts off as a message containing a funny aside or lighthearted remark can quickly become a virtual planning meeting.’

http://bit.ly/2BTbdgy

What students know that experts don’t: School is all about signaling, not skill-building

‘There is a massive gap between school and work, between learning and earning. While the labor market rewards good grades and fancy degrees, most of the subjects schools require simply aren’t relevant on the job. Literacy and numeracy are vital, but few of us use history, poetry, higher mathematics or foreign languages after graduation. The main reason firms reward education is because it certifies (or “signals”) brains, work ethic and conformity.’

http://lat.ms/2oufQGg

Storytelling – A way into writing

‘I have taught writing both ways…formally through modelling and experience, and informally through play and storytelling.  The marked difference between the two environments is the amount and type of writing and the level of engagement.  You know those reluctant boy writers everyone goes on about?  Well they don’t exist in this environment.  They access writing at their own developmental stage, they do what they can and feel successful….even better after the initial teacher directed time (which feels more like a narrative) they are free to finish and move back to play.’

http://bit.ly/2CpKVTV

What Is a ‘Quality’ Curriculum?

‘Curriculum is a special case, however. Designing and delivering lessons—a.k.a. curriculum and instruction—are what teachers do. Nothing is more central to being an effective teacher (and by that, I mean a teacher whose students are paying attention and learning) than control over the what and how of the work.

Once we’ve totally lost those, there is no profession left. Teachers will be technicians, dispensing pre-selected knowledge using pre-determined methods and materials. Autonomy, creativity and purpose? Gone.’

http://bit.ly/2EYozGV

Contributed by Bruce Hammonds:

The New Zealand Curriculum (2007) – was lost but now is found.

With the end of national standards, it’s time to dig out those dusty copies of the New Zealand curriculum, as Bruce has done in this article.

‘I envisage classrooms as true learning communities of scientists and artists exploring their concerns, the local environment and the wider world past and present. Such classrooms I see as mini Te Papas ( or perpetual science, art, maths technology fair  type exhibits) with every available space covered with displays/exhibitions of quality research, art and language based on the themes, studies, topics and investigations.’

http://bit.ly/2BScWmh

Personalized Learning: What It Really Is and Why It Really Matters

‘Let’s be honest: as an academic term of art, personalized learning is horrible. It has almost no descriptive value. What does it mean to “personalize” learning? Isn’t learning, which is done by individual learners, inherently personal? What would it mean to personalize learning? And who would want unpersonalized learning?’

http://bit.ly/2sWtsyF

The Six Must-Have Elements Of High Quality Project-Based Learning

‘The framework is built around six basic elements that the framers believe must be present: intellectual challenge and accomplishment, authenticity, public product, collaboration, project management and reflection.’

http://bit.ly/2HKCF0h

The Best Ways to Shift Learning Responsibilities to Our Students

‘Teachers are in the position to foster engagement and develop necessary skills and self-

motivation. Alongside this they can model persistence in the face of challenges to achieve a desired goal. Let’s talk about how teachers can shift learning responsibilities from them selves to their learners.’

http://bit.ly/2oA6N5K

Setting pupils ‘incompatible with social justice’

‘Research by the UCL Institute of Education finds that setting by ‘ability’ is a ‘pernicious tool’ that reinforces social hierarchies

Grouping pupils into sets is “incompatible with social justice” as it entrenches the dominance of the middle classes at the expense of disadvantaged children, according to the latest findings from a major research project.’

http://bit.ly/2ouBLx4

From Bruce’s ‘goldie oldies’ file:

Kids from Chaos – our achievement tail?

‘I have always thought that it is the lack of authenticity about our programmes that all too often create the various categories of failing students in our society. Such students do not fit into ‘our’ preplanned programmes – success being assessed as students going along with what is offered. ‘One size fits most of the students’ – the rest are sacrificed; standardization only suits standard kids!’

http://bit.ly/2BV6wTh

‘Superkids’; the hurried generation!

‘Two basic metaphors have underpinned learning but now we have third. The first (and oldest) is the idea of the blank slate, or tabular rosa.   Much of the current school curriculum developments, imposed on schools, continues this metaphor with its obsession on educational measurement and the need to demonstrate the ‘added value’ the students have gained from their teachers. The second metaphor is that of a growing plant. This is seen best in junior schools. This metaphor is based on providing a stimulating and supportive environment to encourage the learner to grow and to develop their gifts and talents appropriately .The latest metaphor, and one with unhealthy consequences, is that of the ‘super kid’. This has resulted in what Elkind calls the ‘hurried child’. Arising out of an ideology of individualism and competition, this metaphor puts pressure on parents to hurry their children through childhood to give them an advantage in the future.’

http://bit.ly/1qKnlqv

Education Readings February 23rd

By Allan Alach

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

How Children Learn Bravery in an Age of Overprotection

Peter Gray:

‘I doubt if there has ever been any human culture, anywhere, at any time, that underestimates children’s abilities more than we North Americans do today.  Our underestimation becomes a self-fulfilling prophesy, because, by depriving children of freedom, we deprive them of the opportunities they need to learn how to take control of their own behavior and emotions.”

http://bit.ly/2sBgXIL

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

‘I completely agree with this teacher’s message that our children are getting worse and worse in many aspects. I hear the same consistent message from every teacher I meet. Clearly, throughout my time as an Occupational Therapist, I have seen and continue to see a decline in kids’ social, emotional, and academic functioning, as well as a sharp increase in learning disabilities and other diagnoses.’

http://bit.ly/2vV7Kbc

My Pedagogic Creed (1897)

by John Dewey

‘I believe that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed. The value of these is conceived as lying largely in the remote future; the child must do these things for the sake of something else he is to do; they are mere preparation. As a result they do not become a part of the life experience of the child and so are not truly educative.’

http://bit.ly/2BzoCKs

‘It’s given the children a love of wildlife’: the schools letting nature in

‘But the children have been taking an active interest in the wildlife at their school for a while. Since creating a garden in an unused corner of their field more than two years ago, the pupils have attracted a variety of birds. They’ve planted wildflower seeds, created a vegetable plot, made bird nests, and learned about biodiversity. The school has a wicker bird hide and has bought binoculars to encourage bird spotting all year round.’

http://bit.ly/2BDIz2y

To foster a love of art in children, we must teach it at primary school

If we want children to value art, we must give them access to it early on in life. Here’s how primary schools can make space for creativity.

‘Robust art curricula should cover a range of artists, styles, genres, websites, books and galleries. Look to design lessons that build on prior learning, can be connected to a wider context (historical or geographical, for example) and provide opportunities to further develop visual literacy. Teachers can be encouraged to help children to think critically about images by asking open and closed questions, and giving them sentence starters as a way to talk about art. For example, “I like the way the artist has … ” or “In this artwork I can see … ”’

http://bit.ly/2FjWWsX

Contributed by Bruce Hammonds:

Great Pedagogy Trumps Ideology

‘Political ideologies may have indirect impacts on schools by the social and economic policies they enact and the impacts these have on learners’ lives, but the pedagogical approaches of teachers have so much more of an influence in schools. Teachers and schools have always looked at the constraints placed upon us by governments and then continued to design curriculum and learning in the best way they see fit.’

http://bit.ly/2o6hT34

The Real Agenda of “So-Called” Education Reform

‘What if I told you that the hidden agenda of those controlling public education policy has actually been to crush innovation, make children more obedient, force teachers to “dull & dumb down” their instruction, and do whatever else is needed in order to snuff out young people’s natural creativity, curiosity, independence, freedom of thinking and love of learning?’

http://bit.ly/2Hp16QP

The Pedagogy Of John Dewey: A Summary

‘John Dewey is one of the giants in the history of educational theory, and it’s difficult to isolate one of his specific theories to discuss here. He was influential in so many areas of educational reform, that to choose one theme would do him a disservice, so I will highlight several of the areas in which he was ahead of his time.’

http://bit.ly/2ypQ9x3

How should we group students in primary maths classrooms?

Grouping students in maths classrooms based on their ability or prior attainment is a notion that is increasingly being challenged by research (see also here and here). When we have engaged in so-called ‘ability grouping’ practices for so long, why should we think about changing? And what would the change involve? These are big questions that are concerning many teachers at the moment,  spurred by a nagging concern that traditional ability grouping may be missing the mark for a large group of students, along with wider conversations about equity issues in our school system.’

http://bit.ly/2BHakaF

On the Edge of Chaos: Where Creativity Flourishes

‘If it’s true, in Sir Ken Robinson’s words, that “Creativity is not an option, it’s an absolute necessity,” then it’s that much more imperative to find ways to bring creativity to learning.But first, we have to understand what conditions foster true creativity. One definition that scientists have agreed upon for creativity is the ability to create something that’s both novel as compared to what came before, and has value. “It’s this intersection of novelty and value, a combination of those two features that’s particularly important,”’

http://bit.ly/2HCESe2

From Bruce’s ‘goldie oldies’ file:

The forgotten genesis of progressive early education

‘My own experience has taught me that all the best idea have come from those who teach the very young children rather than with those working at the ‘higher’ levels  but this seems to have been forgotten. As children move up through the school system their experiences, their sense of agency and voice are replaced by subject requirements and teacher intentions. At the secondary little has changed in hundred years.’

http://bit.ly/2cBOYvp

Seymour Papert : The obsolete ‘Three Rs’ – blocking real change in education

All this Victorian emphasis on the ‘three Rs’  according to people like Professor Seymour Papert, a highly respected MIT expert in learning and computers, ‘expresses the most obstinate block to change in education’.’ The role of the basics’, he writes, ‘is never discussed; it is considered obvious’. As a result other important educational developments are being ignored.

http://bit.ly/1i5mRQ2

Education Readings February 16th

By Allan Alach

If you are a creative teacher who wants to do the best for their class, I strongly suggest you read Bruce’s article (below) “Creative teaching:Learning from the past – John Cunningham teacher 1970s”

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

‘The Cult of Hattie’: ‘wilful blindness’?

Yet another ‘debunking’ of Hattie – got the message yet?

‘Unfortunately, in reading Visible Learning and subsequent work by Hattie and his team, anybody who is knowledgeable in statistical analysis is quickly disillusioned. Why? Because data cannot be collected in any which way nor analysed or interpreted in any which way either. Yet, this summarises the New Zealander’s actual methodology. To believe Hattie is to have a blind spot in one’s critical thinking when assessing scientific rigour. To promote his work is to unfortunately fall into the promotion of pseudoscience.’

http://bit.ly/2BRTG9e

Five Ways To Shift Teaching Practice So Students Feel Less Math Anxious

‘Rather than focusing on the algorithms and procedures that make mathematics feel like a lock-step process — with one right way of solving problems — Boaler encourages teachers to embrace the visual aspects of math. She encourages teachers to ask students to grapple with open-ended problems, to share ideas and to see math as a creative endeavor. She works with students every summer and says that when students are in a math environment that doesn’t focus on performance, speed, procedures, and right and wrong answers they thrive. They even begin to change their perceptions of whether they can or can’t do math.’

http://bit.ly/2HdWgpE

Why forcing kids to do things ‘sooner and faster’ doesn’t get them further in school

‘Why do some children who learn to read earlier than their peers do so poorly in ways that matter later on? Why do children for whom every aspect of their education, from kindergarten onward, is tailored toward graduating from college often struggle to graduate from college?’

http://wapo.st/2CiMvm0

The Joy and Sorrow of Rereading Holt’s “How Children Learn

‘This clearly is a corollary of the point that children learn because they are motivated to do the things they see others do.  They are, of course, motivated to do whole things, not pieces abstracted out of the whole.  They are motivated to speak meaningful sentences, not phonemes. Nobody speaks phonemes.  They are motivated to read interesting stories, not memorize grapheme-phoneme relationships or be drilled on sight words.’

http://bit.ly/2G9jdJe

Contributed by Bruce Hammonds:

Creative teaching:Learning from the past – John Cunningham teacher 1970s

‘John wrote “It was the students themselves who effected the changing nature of the classrooms and I had to accept the children as who they are than what I wanted them to be”. Those who visited John’s classroom could not but be impressed with the quality of students work on display and of the way they were able to work independently.’

http://bit.ly/2DBcjLT

Teaching: Just Like Performing Magic

‘Education, at its most engaging, is performance art. From the moment a teacher steps into the classroom, students look to him or her to set the tone and course of study for everyone, from the most enthusiastic to the most apathetic students. Even teachers who have moved away from the traditional lecture format, toward more learner autonomy-supportive approaches such as project-based and peer-to-peer learning, still need to engage students in the process, and serve as a vital conduit between learner and subject matter.’

http://theatln.tc/2G7n5Kr

Personalized Learning Vs Personalization of Learning

‘Before she started speaking, I was skeptical because I have seen the idea of “personalized” learning happening in many schools where a student jumped on a computer and based on the information they share, the technology creates a pathway for that student.  Although the technology is impressive, it doesn’t mean that it is good.  Seeing a student completely zone out in front of a screen and letting the computer lead the learning is not where I hope education is moving.’

http://bit.ly/2G3uGtO

Technology can hurt students’ learning, research shows

‘Giving school students access to iPads, laptops or e-books in the classroom appears to hurt their learning, new research has found.

However, putting this technology in the hands of a teacher is associated with more positive results.’

http://bit.ly/2EUJATy

Non-Math Essentials for Learning Math

Focusing on these five qualities of thriving classrooms can help foster confident young mathematicians.

‘As a math consultant, I’m in many classrooms, and I get to witness lots of math instruction. I find that there are similar qualities among the classrooms that are really thriving—and those qualities quite often don’t really have much to do with math. There are five non-math qualities I see in the best-run classrooms.’

http://edut.to/2ElxhD2

The New Preschool Is Crushing Kids

(USA): Today’s young children are working more, but they’re learning less.

‘Until recently, school-readiness skills weren’t high on anyone’s agenda, nor was the idea that the youngest learners might be disqualified from moving on to a subsequent stage. But now that kindergarten serves as a gatekeeper, not a welcome mat, to elementary school, concerns about school preparedness kick in earlier and earlier. A child who’s supposed to read by the end of kindergarten had better be getting ready in preschool.’

http://theatln.tc/2o2col4

From Bruce’s ‘goldie oldies’ file:

Control your own destiny – do something!

‘The answer is for principals and schools to work to share their expertise and insights and to develop a group consciousness able to stand up to outside pressures. There will need to be courageous individual principals prepared to start the collaborative ball rolling. I can see problems with so called ‘successful schools’, or the competitive, ‘look at me’ schools, wanting to share, and as well schools who are struggling ‘owning up ‘and agreeing to being helped. But, if someone starts the ball rolling then, as Dean Fink writes, schools can, ‘shake off the shackles of conformity and compliance and imagine and create…. do something. ‘So the answer to stress is to work with others to ‘do something’ and to develop, what Fullan calls, ‘local creative adaptability.’

http://bit.ly/2o3UUF6

A new metaphor : Assessment tasks as performance.

“It is somewhat surprising that some educationalists have only just picked up on this way of assessing learning, one used naturally in the real world. The problem is that schools have been diverted from such an understanding by believing in tests, written exams divorced from reality, and an obsession with assessing atomised bits of learning. Such educationalists have not been able to see the wood for the trees. It is exiting to read, in a recent Ministry pamphlet ‘Assessing Key Competencies’ (written by Dr Rosemary Hipkins), that one way to think of assessment is to consider the demonstration of competency as a complex performance’.”

http://bit.ly/2o4AnjP

Education Readings February 2nd

By Allan Alach

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

Find Your Marigold: The One Essential Rule for New Teachers

‘Surround yourself with good people.

By finding the positive, supportive, energetic teachers in your school and sticking close to them, you can improve your job satisfaction more than with any other strategy. And your chances of excelling in this field will skyrocket. Just like a young seedling growing in a garden, thriving in your first year depends largely on who you plant yourself next to.’

http://bit.ly/2noMQyo

We are born creative geniuses and the education system dumbs us down, according to NASA scientists

‘The scientists then gave the test to 1,600 children between the ages of 4 and 5. What they found shocked them. This is a test that looks at the ability to come up with new, different and innovative ideas to problems. What percentage of those children do you think fell in the genius category of imagination? A full 98 percent!’

http://bit.ly/2nnxvyT

Contributed by Bruce Hammonds:

Summer has arrived – time to go outdoors. Some ideas to consider

‘The sooner students develop an awareness of their environment , and in the process learn to love and respect it, the sooner they will see the need to sustain and protect it. As the future generation they will need to see it as the number one world problem.’

http://bit.ly/2DPEKWw

The Feynman Technique: The Best Way to Learn Anything

How can you adapt this for your classroom?

‘The famous Nobel winning physicist Richard Feynman understood the difference between knowing something and knowing the name of something and it’s one of the most important reasons for his success. In fact, he created a formula for learning that ensured he understood something better than everyone else.

It’s called the Feynman Technique and it will help you learn anything faster and with greater understanding. Best of all, it’s incredibly easy to implement.’

http://bit.ly/2FsYWO9

When Success Leads to Failure

The pressure to achieve academically is a crime against learning.

‘The truth—for this parent and so many others—is this: Her child has sacrificed her natural curiosity and love of learning at the altar of achievement, and it’s our fault. Marianna’s parents, her teachers, society at large—we are all implicated in this crime against learning. From her first day of school, we pointed her toward that altar and trained her to measure her progress by means of points, scores, and awards.’

http://theatln.tc/2DLELuJ

‘Too much control’: Pasi Sahlberg on what Finland can teach Australian schools

Pasi Sahlberg from Finland gives advice to Australia (applies to NZ as well ?)

“Maybe the key for Australia is loosening up a little bit, less top down control and a bit more professional autonomy for teachers,” he says.  Maybe the problem is that things are tied up in a system that is not able to be flexible enough for teachers. “Maybe there is not enough trust in Australia in good teachers.”

http://bit.ly/2DTgm9R

After 100 Years of the Same Teaching Model It’s Time to Throw Out the Playbook

‘The transmission model of education is still the name of the game, although in some circles there are signs of its erosion.

I would like to take you on a journey in this post, starting from the 1950s banking model (Freire, 1968) of instructional design, before comparing it to my own schooling experiences as a digital native at the turn of the century. Then, finally, I would like to share my vision for C21 learning, and propose some ways that we can move forward so that we are meeting the needs of today.’

http://bit.ly/2BBEiJy

It’s OK to Say No

For those of you starting off in a new school:

‘Because the first year in a new role is a whirlwind, it’s easy to lose track of why you decided to take on the challenging role of educator. It’s easy to get discouraged with the many tasks and the overall state of being busy. I’ve learned to take time to center myself and remember why I’m doing the work I’m doing. Some might do more formal mediation or even reflective journaling.

Sometimes teachers take on so much work that they lose their sense of purpose. Here are a few steps you can take to avoid that.’

http://edut.to/2nk2R9k

Students Share The Downside Of Being Labeled ‘Gifted’

‘When growth mindset was still a fairly new concept in the education world, many teachers of gifted children saw its potential with that population, who often feel they’ve gained a special status for being smart. It’s not uncommon for gifted students to fear failure more than other students because they feel they have more to lose.’

http://bit.ly/2DItQlb

From Bruce’s ‘goldie oldies’ file:

Placing in depth inquiry learning first!

‘Creative teachers have always placed developing authentic realistic and first hand experiences followed by creative expression through the arts central to their programmes .Important to such teachers was the need to provide opportunities to develop all the innate gifts and talents of their students.’

http://bit.ly/2E65DZO

What the modern world has forgotten about children and teaching, and solutions to ensure all students learn

‘Modern Western learning and teaching based on ‘collecting data on human learning of children’s behaviour in school is like collecting data on killer whales based on their behaviour at Sea World.’

http://bit.ly/2bUnAZW

The rise and fall and rise again of teacher expertise

‘To see changes sometimes you to have to stand back at a distance and look for patterns. It is the same as with the difference between the weather and a storm – when you are in the middle of a storm it is hard to work out what is the weather pattern is. The same applies in education. Many people think major educational changes started in 1986 with Tomorrow’s Schools. This of course it not true. It was more just another nail in the coffin of creative teachers.’

http://bit.ly/2zbYi8a

Education Readings January 26th

By Allan Alach

The New Zealand school year is about to begin, so Bruce Hammonds and I are back again with our education readings. Hopefully New Zealand schools are well prepared to make the most of the opportunities provided by the dumping of national standards, although we have our concerns that too many principals and teachers will struggle to break their mindsets free from the raising achievement focused dictates of the the previous nine years.

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

Assessment too often fails to prioritise learning – let’s change that

‘By relying less on data and more on teachers’ judgment, schools can give student assessment greater meaning while also cutting workload.

Often the focus is on what tracked data tells us about student progress, but I know of no large-scale study that demonstrates the positive impact of data-tracking systems on learning. My hunch is that you could delete all this data and the students would never notice the difference in terms of the education they receive. The majority of teachers have excellent knowledge of their students, with or without the data.’

http://bit.ly/2DwI7Bt

IXL: Caveat Emptor & Personalized Misery

NZ may have been saved from this by the change of government, but …

‘As the computerized version of personalized [sic] learning continues to gather steam, we can anticipate increasingly aggressive marketing. Remember – you don’t win in a free market by having the best product, but by having the most effective marketing. Marketing for these algorithm-driven software packages of mass-produced custom education belongs to a special class of marketing – marketing that is designed to sell a product to people other than the actual end users… Education has always suffered from this problem– teachers get stuck using products that are purchased by district administrators who will never have to actually work with them.’

http://bit.ly/2DBRDaD

This is the one skill your child needs for the jobs of the future

‘Every child begins their journey through life with an incredible potential: a creative mindset that approaches the world with curiosity, with questions, and with a desire to learn about the world and themselves through play.

However, this mindset is often eroded or even erased by conventional educational practices when young children enter school.’

http://bit.ly/2E7697n

Contributed by Bruce Hammonds:

‘A World of Difference’: the philosophy of a Taranaki pioneer creative teacher – Bill Guild

‘In 2003 Bill Guild attended the Frankley Road 150th Jubilee, a school he had been principal of for 28 years from 1959 to 1986. An accomplished photographer, Bill complied a book ‘A World of Difference’ of the experiences and creativity of the students he taught to share with past students attending. Later an edited booklet was shared widely with teachers throughout New Zealand who knew of the quality of teaching he was well known for. Maybe it’s time to share his ideas again?’

http://bit.ly/2DASbgJ

Creative teaching:Learning from the past – John Cunningham teacher 1970s

Uncovering ideas worth sharing

‘The other day I was visiting my old friend John Cunningham. He had been recently sorting through old notes ( John is a bit of a hoarder) and had found some photos from his 1970 classroom and I suggested they might make an interesting blog.  In all areas of life we need to look backwards to move into the future; ‘ Those who do not learn from history are doomed to repeat it’ (Santana).’

http://bit.ly/2DBcjLT

Starting the year right – building learning-focused relationships

‘If we want students who are confident, connected, actively involved, lifelong learners, how do we maximise the beginning of the school year to ensure this happens? We often use words such as ‘learning’ and ‘learner’ with our students, yet how often do we stop and check that they understand what these words actually mean? It seems to me that with a new year before us we have an opportune time to unpack these concepts with our students. Learning-focused relationships with and between students will not happen by accident; they need to be nurtured through careful planning and design.’

http://bit.ly/2rCzvb4

Why Are Kids Impatient, Bored, Friendless, And Entitled?

‘I am an occupational therapist with years of experience working with children, parents, and teachers. I completely agree with this teacher’s message that our children are getting worse and worse in many aspects. I hear the same consistent message from every teacher I meet. Clearly, throughout my time as an Occupational Therapist, I have seen and continue to see a decline in children’s social, emotional, and academic functioning, as well as a sharp increase in learning disabilities and other diagnoses.’

http://bit.ly/2GdfZFf

Teachers celebrate the end of National Standards

‘Primary teachers sound excited after the sudden announcement of the dropping of National Standards, and their New Year’s resolutions for teaching in 2018 are about re-discovering the New Zealand Curriculum, and locally relevant learning. They’re talking about passion-based projects, vision, and innovation; about drones and gardens, marine reserves and whakapapa. The romance has been re-ignited.’

http://bit.ly/2FbzLzM

Ken Robinson – How Schools Kill Creativity

Now that national standards have been dumped in the rubbish bin of history, it’s timely to bring back Sir Ken Robinson.

‘And the third part of this is that we’ve all agreed, nonetheless, on the really extraordinary capacities that children have — their capacities for innovation… And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status… ‘

http://bit.ly/2GfruvK

Who should learn most about White Privilege—Māori children or Pākehā children?

Ann Milne:

‘Although, internationally, there is a significant body of research on Whiteness and White privilege (for example, see here, here, and here), in Aotearoa New Zealand we have been largely silent about White spaces in our “Whitestream” schools. The racist backdrop that is pervasive in our education system creates and perpetuates the White spaces that marginalise and alienate our Māori learners, yet it is a backdrop that we rarely name as being a problem.’

http://bit.ly/2rBpDy6

Secret Teacher: why can’t my school just trust us to do our job?

‘When I started my career in teaching, I was encouraged to be creative and experiment. I loved that freedom and I think it helped to make me a good teacher. I got used to reading around my subject and trying out different ideas. I made some mistakes, but I was always thinking, always learning, always trying to do better with my students. I got good results. I enjoyed my work. Contrast that with the situation I and many of my colleagues face today. My job and so much of what happens in my classroom is being controlled and my teaching hindered by excessive micromanagement.’

http://bit.ly/2n8FQ9E

From Bruce’s ‘goldie oldies’ file:

What messages does your school pass on to students?

‘It is important if students are to become active learners for them to tell their own stories, to pose their own questions and to make their own interpretations of what they experience. If their ‘voices’ are not recognised there will be many who will continue to disengage from their learning.’

http://bit.ly/2n9NRLn

Education Readings December 8th

By Allan Alach

As the New Zealand school year is coming to an end, Bruce Hammonds and I are taking a break from producing these education readings. We hope you all have a great festive season and we’ll be back at the end of January.

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

A Special Letter From Santa … Why Teachers Must Be Magic!

‘Please take a moment to read this very special letter from Santa! He takes a moment to describe the magic that you as an educator make happen every day!’

http://bit.ly/2B9fvkk

3 Signs Of Gender Discrimination In The Classroom You Need To Know

‘There are 3 signs of gender discrimination in the classroom that you need to know which are behavioral discriminations, achievement discrimination, and developmental discrimination. This articles discusses each sign and provides key components you need to know to avoid discrimination against boys and girls in the classroom.’

http://bit.ly/2AVqugL

Why Reading Aloud Helps You Remember More Information

‘The research, published in the journal Memory, finds that the act of reading and speaking text aloud is a more effective way to remember information than reading it silently or just hearing it read aloud. The dual effect of both speaking and hearing helps encode the memory more strongly, the study reports.’

http://bit.ly/2AXfqj7

Is your school feeding inequality?

‘Education is meant to be society’s great leveller. Offering public education supposedly gives everyone a fair chance to succeed in life in any capacity they might choose, but in reality … it doesn’t. In fact, I would go as far to say that it barely tries to. Now, If you’re an educator, that might upset you as I’m sure you are thinking “I try really hard to help all my students!” I know many teachers who are inclusive, flexible and cater for individual needs, but that doesn’t stop the systems they work within, undoing much of the progress they make.’

http://bit.ly/2iy4Zb5

Contributed by Bruce Hammonds:

Students can own Their Learning Through Creating Questions

A simple read but important.

http://bit.ly/2nEbYEO

Dr Ann Milne – Why not White Boys’ Writing?

‘Do we think White boys have an additional writing or reading gene that our Maori kids missed out on? Or do we think they had better parenting perhaps – you know, bedtime stories, books in the home, and all that? Or, here’s a thought, could it be that the whole system, the way we set up and structure schools, our teacher training, our obsession with copying failed policy from other countries which also marginalise their indigenous learners, the knowledge we value—and measure—is also White and it, therefore, benefits the children whose values match, and whose values are embedded in and reproduced by our schools?’

http://bit.ly/2B91bIA

What Do We Really Mean When We Say ‘Personalized Learning’?

‘The idea of personalized learning is seductive – it implies moving away from the industrialized form of education   that pumps out cookie-cutter students with the same knowledge and skills. After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences. However, that term has taken on several different meanings.’

http://bit.ly/2ks90jB

‘We help them flourish and bloom’: using nature to keep students in education

‘There is evidence to back this idea up. In 2015, Mind’s report Feel Better Outside, Feel Better Inside (pdf) found that activities such as gardening boosted self-esteem, improved physical health and benefited those at risk of developing mental health problems.’

http://bit.ly/2jm8him

Our education systems must focus on developing underlying human capabilities, not just knowledge and skills

It is absolutely clear that better, broader education will be essential in creating a positive future of work. However we still need to work out precisely what is the education that will be most relevant for tomorrow’s world.’

http://bit.ly/2AejOL3

‘Collaborative problem solving must be placed at the heart of our curriculum’

‘The latest Pisa rankings prove that if our pupils are to thrive in future workplaces, the importance of collaborative problem-solving, creativity and teamwork must be emphasised in schools, writes one educationalist.’

http://bit.ly/2iuISSG

From Bruce’s ‘goldie oldies’ file:

Time for a rebirth of the creative spirit.

Make the most of the end of national standards.

‘The time is right for a true educational revolution! We need to listen to lost voices and rediscover our own The spirits of creative teachers, long gone, will be with us. The secret is to seek out and network with creative teachers in your own areas to share their wisdom.’
http://bit.ly/1Vh3awH

Lester Flockton. Nothing wrong with being critical!

‘Lester wisely suggest that we need to reflect carefully on the ‘over stated claims’ based on this thing called ‘evidence’. It is almost impossible these days to avoid ‘evidence based’, or ‘best practice’ whatever, in any Ministry document! ‘Best practice’, when imposed through heavy handed contracts, can ‘mutate’ into, what educationalist Dean Fink calls, ‘educational sects’ that make it all but impossible for teachers to develop new creative approaches. If we are to be creative then there will be times that we can’t wait for the ‘evidence’. Schools must feel free to create their own ‘best practice’ through their own actions. Such an approach is what some scientists call, ‘enlightened trial and error’ – or simply common sense.’

http://bit.ly/1TBt7pu

End of year survey – tapping the wisdom of your class/school/community

‘At the end of the school year it is a good idea to gather information from the students you are passing on. Not only is this a chance for you to get some insight about your teaching but it is also a great way to value the ‘voice’ of your students. What are your students’ attitudes towards areas of learning?’

http://bit.ly/2k382Ix

Creative schools – schools as true learning communities.

‘When schools develop a culture of approved (and enforced) ‘best practices’ such schools can be defined as ‘best practice learning communities’. Where schools value the creativity of both students and teachers they fit the ‘learning organisation ‘definition.  Michael Fullan has written that it is ironic that few sc  hools are true learning organisations. A ‘community of best practice’ follows the guidance of experts from outside of the school or classroom while ‘learning organisations’ value the inspiration of creative teachers. The emphasis chosen makes a big difference.’

http://bit.ly/12PAYa0

We need a new story for our future.

‘What we need, as we make our way into the new millennium, is a new way of thinking to align our thoughts behind. We need a new story, myth, narrative, or metaphor, to replace current thinking – thinking based on a mechanistic emphasis on economic progress, exploitation and short term thinking.’

http://bit.ly/2jlTc00

Education Readings November 24th

By Allan Alach

The demise of national standards in New Zealand schools opens the door to a return to more progressive, child centred learning. In the first article, Bruce Hammonds gives his take on the possibilities in the post national standards classroom. All progressive teachers should read this.

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

Organising the school day for 21st Century Teaching – the Craft of Teaching

Bruce Hammonds:

‘What ‘message’ does the timetable, or the day’s organisation, in your classroom give? Does it reflect past expectations or future thinking? Which learning areas are given the most prominence? Which areas are neglected? With the termination of the reactionary National Standards the time is right for progressive thinking re classroom organisations to be considered.’

http://bit.ly/2mQ8azD

Progressive Education Is Not Just Child’s Play

‘Despite the incontestable evidence of what is best for young children, our society continues to tolerate – often celebrate – schools and educational methods that directly contradict several hundred years of evolving knowledge. At least among sensible educators, the importance of play and discovery for young children is a consensus belief, despite policies that often make it hard to teach that way.’

http://bit.ly/2B3V30f

The importance of keeping a beat: Researchers link ability to keep a beat to reading, language skills

Anyone want to have a go at trying this in their classroom?

‘Because hearing sounds of speech and associating them with the letters comprising written words is crucial to learning to read, the Northwestern researchers reasoned that the association between reading and beat synchronization likely has a common basis in the auditory system.’

http://bit.ly/2jOaztK

Why Art And Creativity Are Important For Kids

‘Schools that eliminate art programs are doing so at their peril. No one questions foundation subjects like reading and math for the development of competent citizens, but not enough people are inquiring about how important art and creativity are for kids.

The importance is paramount. Arts and creativity nurture well-being and assist learners in creating connections between subjects.’

http://bit.ly/2hN07OO

Always asking questions

‘Hopefully, in most cases, the entire experience is about asking questions. But the curriculum often militates against good question times. It is so stuffed full of unnecessary content, there is far too little time left for teachers to help children to frame their questions. They must make time, because the bloated curriculum shows no signs of going away just yet. Questioning is far too important to gloss over or push into a corner. Give the kids time to ask questions.’

http://bit.ly/2hL1f5l

Contributed by Bruce Hammonds:

Creative by Nature

“Every child is an artist. The problem is how to remain an artist once we grow up.” ―Pablo Picasso

‘All human beings are creative by nature. Young children know this in their hearts, but as we grow older most of us begin to have doubts. We live in a culture that discourages creative thought and wants us to believe that artistic ability is rare. Over time, most of us learn not to color (or think) outside the box.

http://bit.ly/2B4ljrf

What Should Schools Teach?

‘In the UK, decades of political meddling in the curriculum have resulted in endless lists prescribing what – and how – teachers should teach. How refreshing then, that unlike many educational policy prescriptions, What Should Schools Teach? does not offer a dazzling list of innovative academic hybrids, along with an interactively inspirational flowchart of how to deliver them.’

http://bit.ly/2zvpqjB

Genius Hour in Elementary School

‘Educators know a good idea when we see one (even if Google eventually ended the program). We want that vibrant creativity pulsing through our classrooms. We can visualize the end, filled with projects in which our students have connected with experts, filled journals with intelligent thinking, and explored with curiosity. How do we get from this euphoric idea to a classroom reality.’

http://edut.to/2iIA0cD

Have we forgotten that children are still just children?

‘We seem to be so desperate to jump on the next bandwagon, to shape our classrooms for the future, to teach these supposedly ‘different’ learners, who are so ‘different’ to how we were, in progressive ways. But what is it that has made them so different? My thinking has now meandered to this point….children are no different to how we were….they are still just children.’

http://bit.ly/2jhs4yB

Here’s How to Apply the 4P Approach to Building a Creative Classroom

‘What is a creative classroom? Creative learners are not linear thinkers. Contrary to popular belief, while others have a plan from the beginning, creative learners are different. They might need to play first and experience the medium before they begin to come up with ideas of their own. That’s why the students in a creative classroom strive for innovative solutions to unexpected problems.’

http://bit.ly/29A6uUX

From Bruce’s ‘goldie oldies’ file:

Learning is about constructing meaning.

Marie Clay was more than about reading

‘Marie Clay was ‘constructivist’ or more accurately a ‘co-constructivist’ believing, like such researchers as Jerome Bruner, Piaget and Vygotsky that students create their own meanings and that this is best achieved by sensitive teacher interaction, always leaving the responsibility of learning in the child’s hands.’

http://bit.ly/1kV5g08

John Holt quotes on learning – more pertinent than ever

‘The freedom and anti-authoritarianism movement of the 60s challenged traditional views in all areas of life. Creative teachers of the time had access to a number of writers spreading the message of an alternative approach to education. I am reassured that there are still  many creative teachers doing their best; unfortunately far too few innovative principals. With this in mind I thought the sharing of John Holt’s quotes are as relevant as ever.’

http://bit.ly/1NA7pAS

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