Education Readings June 16th

By Allan Alach

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

Helicopter Parents Are Raising Unemployable Children

‘Helicopter parents are in the news a lot these days. These are the parents who can’t stop hovering around their kids. They practically wrap them in bubble wrap, creating a cohort of young adults who struggle to function in their jobs and in their lives. Helicopter parents think that they’re doing what’s best for their kids but actually, they’re hurting their kids’ chances at success. In particular, they’re ruining their kids’ chances of landing a job and keeping it.’

http://bit.ly/2sv2EED

The Reading Achievement Gap: Why Do Poor Students Lag Behind Rich Students in Reading Development?

What has become clear over the past 35 years is that low-income students learn as much during each school year as do middle-class students (Alexander, Entwisle & Olson, 2007: Hayes & Grether, 1983; Heyns, 1978). But every summer, when school is not in session, kids from low-income families lose two or three months of reading growth, and middle-class kids add a month of reading growth.’
http://bit.ly/2sCZSwR

Play Misunderstood: The Divide Between Primary Classroom Teachers And Senior Managers

‘Teachers of children in years 1–3 are now recognising the need to respond to their students in a more developmentally appropriate manner at a time when more and more children are struggling to fit the mould that once was the traditional classroom. Yet many of these teachers report a key barrier to effectively implementing a learning-through-play approach in their classroom to be that of their school management team and colleagues.’

http://bit.ly/2s3WOZD

Rock On! How I Taught Focus to a Class That Wouldn’t Sit Still

‘As a teacher, every now and then we come across a class with an abundance of energy. Sometimes so much energy that teaching seems like an impossible mission. Students fidget with their hands, feet, dance in their stools and engage in constant side conversations with their classmates.’

http://edut.to/2ryKGfw

Your Pedagogy Might be More Aligned with Colonialism than You Realize

‘What if I told you that prevailing attitudes toward the language practices that students bring into the classroom are rooted in colonial, often racist, logic? What if I told you that by not disrupting these kinds of attitudes in your classroom, your pedagogy might be more aligned with colonialism than you realize?’

http://bit.ly/2ryG74V

Paperwork

‘There is something childishly naive about the bureaucratic belief in the power of paperwork to bend reality. This is not a new feature in education. You may recall that Race To The Top and RttT Lite (More waivers, less money) both featured a required plan for moving high-quality teachers around to districts in need. Nobody ever figured out how such a thing could possibly be achieved– but everybody had a plan about how to achieve it. The grandaddy of modern useless paperwork would have to be all the district plans for “aligning” curriculum…’

http://bit.ly/2t4L730

Contributed by Bruce Hammonds:

National Standards and the Damage Done, by Martin Thrupp

‘We will all have our views on the pros and cons of the National Standards policy and there’s likely to be some truth in even highly divergent points of view because education is complex and contextualised and so much depends, doesn’t it – it depends on the school, the classroom, the teacher, even the individual child. But my argument will be that on balance the National Standards are taking us down a data-driven path that will be very damaging for the culture of our schools and classrooms and for the education of individual children.’

http://bit.ly/2rtNkbt

Schools don’t prepare children for life. Here’s the education they really need

‘It’s only after you have left school and, in adulthood, gained a bit of distance, that you can be fully aware of the gaps in your education. History is a prime example. A group of British people together around a pub table and can probably weave together some kind of cohesive narrative across the centuries. In isolation, however, what you discover is that one person did the Romans, another the second world war, and a third spent two years on medieval crop rotation. Meaning that as a school leaver, you’ll have a vague idea about how it all fits together, but whole epochs remain shrouded in mystery.’

http://bit.ly/2srp6xt

Finland’s new, weird school ‘courses’ say a lot about how we teach our kids.

I don’t know if you’ve noticed this, but there is no such job as “math.”

‘Rather than teach subjects as dry, separate ingredients, from now on, it’s all cooking together.Finland’s concept is called “phenomenon-based learning.” Here’s how it works:Rather than focus on one subject like math, students and teachers sit down and pick a real-world topic that interests them — climate change, for example — which is then dissected from different angles. What’s the science behind it? How are nations planning on dealing with it? What literature is there about it?’

http://u.pw/2suQGea

Back to the Future: How has economic policy influenced the development of education policy and how the educational achievement of children in New Zealand primary schools is measured?

‘My final assignment for my Masters of Education paper, Education Policy traces the history of Standards in primary education and how we have come full circle from our original Standards based education, when compulsory education was established in New Zealand in the late 19th century, to the disestablishment of the Standards in the 1950s, through the development of a variety of assessment tools from the 1960s through into the 2000s and then the reintroduction of Standards in 2009’

http://bit.ly/2sv27m8

From Bruce’s ‘goldie oldies’ file:

Creative Leadership lessons from Stoll and Temperley

‘Creative schools depend on creative leadership. The trouble these days is that the pressures on principals to: be seen by parents as doing what is expected, from analysing endless tests ( all too often in a narrow range of capabilities); coping with the imposition of National Standards; and most of all pressure to comply with Ministry and the  Education Review Office requirements,  being creative is the last thing on principals minds. And of course creativity was never something one thought of when thinking about school principals!’

http://bit.ly/2sru7Gn

Bring back the Jesters!

Modern boards of directors are a bit like mediaeval courts where no one questions the king or the senior courtiers because they have become far too important to challenge. And as long as they can’t possibly be wrong, they can continue doing the wrong things all the time and never know it.The idea is worth spreading throughout all organizations to combat the blindness created by past success. It is one way to counteract the conformity which pervades top down management.

http://bit.ly/1PbtD8g

Education Readings June 9th

By Allan Alach

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

Finland Will Become The First Country In The World To Get Rid Of All School Subjects

Thanks to Phil Cullen:

‘How many times have you wondered if you were going to need subjects you were made to learn because the curriculum said so? Finland has decided to change this in their educational system and introduce something which is suitable for the 21st century.

By 2020, instead of classes in physics, math, literature, history or geography, Finland is going to introduce a different approach to life through education. Welcome to the phenomenon based learning!’

http://bit.ly/2qVv8mt

Persistent bullies: why some children can’t stop bullying

‘Persistent bullies continue bullying in spite of interventions and sanctions employed by schools. Why they persist remains unclear. These students were the focus of our research. We believe understanding their behaviour and why they may be resistant to change will be gained by accessing their lived experiences.’

http://bit.ly/2s2DGfx

Data Walls: Why you will never see one in my class.

New Zealand teacher Melanie Dorian:

‘While I acknowledge that children will always know if they are bottom of the class or not, we can give them the dignity of some privacy.  To display their next learning step or what they have achieved on some reading rocket is garish in my opinion and unneccessary.  There are other ways of informing students of their achievements, next steps and goals that do not make them despondent about learning.  As one of the first photos I published at the top of this post says, “How would you like to be Norissa?”’

http://bit.ly/2sReZiO

On the Wildness of Children

THE REVOLUTION WILL NOT TAKE PLACE IN A CLASSROOM

‘We have forgotten that these were the original purposes of the factory-like institutions that most of us grew up in; we speak of our familiar school experience almost as though it were an integral part of nature itself, a natural and essential part of human childhood, rather than the vast and extremely recent experiment in social engineering that it actually is.’

http://bit.ly/2r08Rbc

Research Finds The Effects Of Homework On Elementary School Students, And The Results Are Surprising

‘After over 25 years of studying and analyzing homework, Harris Coopers’ research demonstrates a clear conclusion: homework wrecks elementary school students.’ 

http://bit.ly/2bpQuFj

Contributed by Bruce Hammonds:

Black and brown boys don’t need to learn “grit,” they need schools to stop being racist

‘Everyone seems to think that a lack of “soft skills” is the reason why students of color aren’t ready for college and careers. More schools and after-school programs are teaching students how to have “grit,” compassion and a “growth mindset.” Rubbish! Soft skill training is disguised bootstrapping, which insidiously blames youth for failing in racist systems designed to block their success, and it abdicates the middle class from any responsibility to uproot inequality.’

http://bit.ly/2rzHZNS

Inside a Multiage Classroom

‘Dividing students by arbitrary birthdate ranges doesn’t make sense, advocates say.

Multiage education is not a return to the one-room schoolhouse of yore, in which students of all ages learned different subjects in one space. Instead, students from (typically) two grades learn together in an environment that, advocates say, encourages cooperation and mentoring while allowing struggling students enough time to master material.’

http://theatln.tc/2rGeBG7

Finland is famous for its education system. What makes it different?

‘For as small and homogeneous as Finland may be, its repeated success in national education rankings means there are at least a few lessons the US can learn.For one, the tiny Nordic country places considerable weight on early education. Before Finnish kids learn their times tables, they learn simply how to be kids — how to play with one another, how to mend emotional wounds.’

http://bit.ly/2s10Dz5

How Design Thinking Became a Buzzword at School

‘At a recent teaching conference in Richmond, Virginia, a session on “design thinking” in education drew a capacity crowd. Two middle-school teachers demonstrated how they had used the concept to plan and execute an urban-design project in which students were asked to develop a hypothetical city or town given factors such as population, geography, the environment, and financial resources.’

http://theatln.tc/2r6MAZF

Mindful in Middle School

One teacher’s experience incorporating mindfulness into her middle school curriculum.

‘Mindfulness is emerging as a technique adopted in education to address student anxiety and stress, increase focus and creativity, and foster stable behavior and patience. In this essay, I briefly discuss my journey in implementing mindfulness with my sixth and eighth grade students, implications for teaching practice, and lessons learned along the way.’

http://edut.to/2s16owL

From Bruce’s ‘goldie oldies’ file:

Negotiating the Curriculum

‘Learning is a process to deepen personal understanding or skill. This is best achieved with the assistance of a learning ‘mentor’. Such a ‘mentor’ negotiates learning with the learner, always leaving the ‘power’ to learn with the learner.In the book ‘Negotiating the Curriculum’, edited by Garth Boomer, four steps are suggested to negotiate a study with students applicable for any level of schooling. Essentially it is an inquiry model that emphasizes valuing the ‘voice’ of students in the their own learning. It is very much in line with the ‘co- constructivist’ teaching philosophy.’

http://bit.ly/1Kc8Kd3

Experience and Education -John Dewey 1938

‘Such a lot of the ideas expressed today have their genesis in the ideas of John Dewey.That Dewey’s ideas have yet to be fully realised says something for the power of conservatism in education. ‘Experience in Education’ is Dewey’s most concise statement of his ideas written after criticism his theories received. In this book Dewey argues that neither ‘traditional ‘ nor ‘progressive ‘ ideas are adequate and he outlines a deeper point of view building on the best of both.’

http://bit.ly/17J12HR

Education Readings June 2nd

By Allan Alach

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

Fidget spinner fad may point to deeper problem in the classroom

‘We need to look at making the curriculum more engaging so that fewer kids need fidgeting toys. Fidget spinners are the hottest new gadget among school children, and while they’re billed as useful tools to help kids focus, a University of Ottawa professor believes schools need to better accommodate students who get fidgety and need to move.’

http://bit.ly/2qHZ1Wp

Arts-Based Research: Surprise and Self-Motivation

‘A sense of delight in learning comes as much from encountering what you hadn’t expected as it does from seeing a project shake out the way you intended it. I love project-based learning for the sense of accomplishment it engenders in students, but I miss the sense of surprise — the notion that anything can happen. While it’s important to help kids see the path that will enable them to succeed, I also want them to get lost from time to time — not to take the road less traveled, but to leave roads altogether in favor of the forest.’

http://edut.to/2qI4VHg

Education Technology as ‘The New Normal’

I’m well known, I think, for fierce criticisms and cautions about education technology, and what I’ve prepared today is perhaps even darker and more polemical than I’d like, strikingly so on this beautiful campus. I confess: I am feeling incredibly concerned about the direction the world is taking – politically, environmentally, economically, intellectually, institutionally, technologically. Trump. Digital technologies, even education technologies, are implicated in all of this, and if we are not careful, we are going to make things worse.’

http://bit.ly/2rGnzUT

Boxing Creativity

‘There is a major difference between telling someone they can be creative and telling someone how to be creative. I’m firmly in the Everyone Is Creative camp. I don’t even mean that with the qualifier, “Until it’s beaten out of them by school/work/life/the Trunchbull.” I mean every single person on Earth, and everyone living in the secret moon base established by NASA in the ’70s, has the innate ability to be creative. And every one of us uses that ability on a regular basis.’

http://bit.ly/2qCzPlj

OPINION: It’s time to stop the clock on math anxiety. Here’s the latest research on how

Jo Boaler:

‘Unfortunately math continues to be taught in ways that are far removed from the research evidence on ways to teach well, and many ineffective classroom practices – timed tests, speed pressure, procedural teaching – are the reasons for the vast numbers of children and adults with math anxiety. They are also the reason that so many high-achieving students leave not only mathematics but the numerous STEM courses that require mathematics.’

http://bit.ly/2qCGLTh

Contributed by Bruce Hammonds:

Personalized Learning Pathways & the Gig Economy

‘Students need to be prepared for short-term jobs and not expect full-time employment. How empowering is that?  Sounds like the goal of this radical re-imagining of education is to produce workers willing to eek out a precarious existence in the gig economy.’

http://bit.ly/2qCaxHI

The Loose Parts Movement: Bringing Adventure, Nature and Imagination Back to Children’s Play Time

From Wayne Morris:

‘It is a disappointing thing to see new playgrounds developed in city spaces sit there empty each day, or to walk in the park and hear no laughter. What is missing here is not the children per se, but materials and environments that create challenge, imagination, and creativity that make children want to play outdoors. The absence of such play environments is not only influencing the quantity and quality of children’s play, but also affecting children’s health and well-being.’

http://bit.ly/2soJts3

Sight Words Are So 2016: New Study Finds the Real Key to Early Literacy

This article relates to what creative teachers in NZ  believe. Simply put, children who used invented spelling developed stronger reading skills over time, regardless of their existing vocabulary, alphabetic knowledge, or word reading skills.So, what exactly is invented spelling? Invented spelling refers to a young child’s beginning attempts to spell words. Using what they know and understand about letters and writing, children who use invented spelling are encouraged to create their own spellings based on their own phonetic knowledge.

http://bit.ly/2rGmo87

Efficiency Can Cost Education

There are very good reasons to resist (or at least be skeptical of) efforts to drive “efficiency” in public education.

‘One of the biggest reasons is that any attempt to maximize efficiency automatically elevates – some might say inflates – the role of performance metrics. Once we decide which indicators are going to define success and then set people off to find the swiftest and cheapest way to get those outcomes, we can begin to distort complex enterprises. Other outcomes become expendable, even if those outcomes are important.’

http://bit.ly/2rqInyJ

From Bruce’s ‘goldie oldies’ file:

Written in 76 – so what is new?

‘Making use of students own experiences, question and concerns as the basis for learning is still an important issue, as is making full use of the immediate environment. This is all the more important these days as far too many children spent too much time receiving a second hand edited world through TV and computer screens.From their own questions and concerns, and through environmental explorations, ’emerge’ real reasons to write , read, to count and measure, and to make art. All students need are teachers with the ‘artistry’ and confidence to take advantage and amplify such learning opportunities.’

http://bit.ly/2qC4dA8

Slow food movement – and teaching as well!

We need an educational equivalent of the ‘slow food’ movement

‘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.The standardized ‘fast education’, as exemplified by the curriculum statements of the past decades, has resulted in a loss of appetite for real learning. There is just no time.’

http://bit.ly/2rGpc4K

Putting the heart back into teaching.

‘Learning is about relationships. Relationships with content and with people who help us acquire it. It is about having mind changing experiences that tap into our desire to make meaning and express what we know.To be attracted to an area of learning relates to what attracts our attention and whether or not we want to put in the energy in to learn more. Curiosity is at the basis of all learning.’

http://bit.ly/1JT6S8O

Education Readings May 26th

By Allan Alach

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

What the Fidget Spinners Fad Reveals About Disability Discrimination

‘Autistic people (and others with developmental disabilities) have been fighting a war for decades. It’s a war against being forcibly, often brutally, conditioned to behave more like neurotypicals, no matter the cost to our own comfort, safety, and sanity. And those of us who need to stim in order to concentrate (usually by performing small, repetitive behaviors like, oh I don’t know, spinning something) have endured decades of “Quiet Hands” protocols, of being sent to the principal’s office for fidgeting, of being told “put that down/stop that and pay attention!,” when we are in fact doing the very thing that allows us to pay attention instead of being horribly distracted by a million other discomforts such as buzzing lights and scratchy clothing.’

http://bit.ly/2qYd6Bb

Arts education is vital to help foster creativity and innovation

‘I have a dream that this nation will achieve its full creative and economic potential and that Arts education will rightfully be seen as central to making this happen. It worries me that current thinking and policymaking around national innovation concentrates on increasing participation in STEM (science, technology, engineering and mathematics) subjects while the teaching of the Arts (dance, drama, music, media arts and visual arts,) is rarely even on the innovation agenda.’

http://bit.ly/2qY6baU

What Does it Mean to Be Educated?

‘Seeing all this, would a modern Rip van Winkle even send his kids to school? Or would he see school as helplessly behind the times and opt for a radically different path to give his children the education they actually needed to thrive in the modern world?’

http://bit.ly/2qlZXQ5

Reading Readiness Has To Do With The Body

‘We know that our little ones walk and talk on their own timetables. No rewards or punishments are necessary to “teach” them. Yet children are expected to read, write and spell starting at five and six years old as if they develop the same way at the same time. Academics are pushed on young children with the assumption this will make them better students. This approach is not only unnecessary, it may be contributing to problems such as learning disorders, attention deficits, and long term stress.’

http://bit.ly/2qdNz9R

Response: ‘The Toughest Part of Teaching Is…’

‘What do you think is the toughest part of teaching and how do you deal with it?

Teaching has no shortage of tough moments.  What are the most common ones, and how can we best get through them?’

http://bit.ly/2rj4qbq

Contributed by Bruce Hammonds:

How Children Naturally Learn

From Wayne Morris

‘In order for educational settings to be successful they need to be aligned with how children naturally learn. Children’s innate curiosity, enthusiasm, creativity, playfulness, individuality, imaginativeness, resourcefulness, social intelligence, and love of learning need to be respected and supported.This isn’t rocket science, it’s just basic wise parenting and effective teaching. Most of us have helped children develop skills and learn informally, before they went off to school. And all of us mastered skills on our own, so this is something we understand intuitively.’

http://bit.ly/2rBonK6

6 Traits of Life-Changing Teachers

‘In education there’s a lot of talk about standards, curriculum, and assessment—but when we ask adults what they remember about their education, decades after they’ve left school, the answers are always about their best teachers. So what is it about great educators that leaves such an indelible impression?’

http://edut.to/2qQQMLa

How People Learn: An Evidence-Based Approach

‘Teachers will always need to use their knowledge of students and content to make professional judgments about classroom practice. However, we believe the art of teaching should also be informed by a robust understanding of the learning sciences so that teachers can align their decisions with our profession’s best understanding of how students learn. Unfortunately, our education system is rife with misconceptions and confusion about learning. So let’s clear away the myths and focus on well-established cognitive principles and their implications for the classroom:’

http://edut.to/2rS1fo5

Why Handwriting Is Still Essential in the Keyboard Age

‘There is a tendency to dismiss handwriting as a nonessential skill, even though researchers have warned that learning to write may be the key to, well, learning to write.

And beyond the emotional connection adults may feel to the way we learned to write, there is a growing body of research on what the normally developing brain learns by forming letters on the page, in printed or manuscript format as well as in cursive.’

http://bit.ly/2rWjW9s

From Bruce’s ‘goldie oldies’ file:

Testing our way into the 19thC!

Those with their minds firmly fixed in a patronising, mechanistic, or technocratic approach, always see measurement as the ultimate way of guaranteeing progress.Like any simple solution to a complex problem it is wrong -and has been proved so. Standard based teaching was the approach of education in Victorian times – each class was called a standard ( standard one etc) that you progressed to if you passed the test. In the early days, in the UK, teachers were paid by results their students gained in the tests. Maybe that is next on our ‘new’ governments agenda.’
http://bit.ly/2rW9kHM

Cathy Wylie outlines new wave of change for New Zealand Schools!

‘In 1989 an ‘earthquake’ hit education in the form of ‘Tomorrows Schools’.Now, almost three decades later, A  NZCER  chief researcher Cathy Wylie has written a definitive and compelling story of school self-management .Cathy answers the questions: What was the real effect of ‘Tomorrows Schools’? Has the New Zealand Schools system improved as a result? And what changes are needed now to meet our expectations of schools?’

http://bit.ly/TNlnzy

A Question Based Curriculum

‘I wonder what would happen if all the expert’s curriculums disappeared; and all the standardized tests? And, with them, all the technocrats who believe that everything needs to measured and turned into data. Anyway such people never bothered to measure anything important such as, curiosity, love of learning and persistence; the very things that mark out successful innovative individuals Instead consider what would happen if we decided to create entire curriculums from student question and concerns?’

http://bit.ly/2qXPrk0

Education Readings May 19th

By Allan Alach

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

Workaholic Teachers

‘If you are a teacher then you are permanently busting a gut, not getting enough sleep, struggling to keep up and very often going to work unwell. Despite all this, you live and breathe teaching and you talk about leaving but know deep down that you won’t.’

http://bit.ly/2q16gbW

Schools told to ditch textbooks and let pupils experiment in science lessons

‘Schools are failing their pupils’ education by forcing them to regurgitate facts instead of letting them take part in practical science lessons, a leading expert has said.

Practical science can be overshadowed by factors such as a need to learn a “mountain” of information, a focus on English and maths and a lack of specialist teachers, according to Katherine Mathieson, chief executive of the British Science Association.’

http://ind.pn/2qX746B

The Saber‐tooth Curriculum

Following last week’s satire about a curriculum for teaching walking, here’s another satire:

‘New‐Fist was a doer, in spite of the fact that there was little in his environment with which to do anything very complex. You have undoubtedly heard of the pear‐ shaped, chipped‐stone tool which archeologists call the coup‐de‐point or fist

hammer.’

http://bit.ly/2qyaZFZ

Your Fidget Spinner Is (Maybe) Making You Smarter

Making use of the latest craze:

‘Why is fidgeting so hot? Because it’s an adaptation to deskbound lifestyles. Society increasingly demands mental work while enforcing unhealthy, sedentary physical habits. Fidgeting is a way to cope. It also has cognitive benefits.’

http://bit.ly/2q1714w

To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars

‘Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to deeper learning. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions — elective courses, extracurricular activities — was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education. ‘

http://bit.ly/2pYvdpe

We are teaching kids how to write all wrong — and no, Mr. Miyagi’s rote lessons won’t help a bit

‘We’re teaching writing wrong.

We must be, because when I meet people and they find out that I’ve spent 20 years teaching writing at the college level, they are eager to tell me how today’s generation can’t write worth a damn.

“What they write doesn’t make sense! I can’t even understand the sentences, let alone the message!”’

http://wapo.st/2qyj5ON

Contributed by Bruce Hammonds:

The Student-Centered Math Class

‘…Peter Liljedahl, a professor at Simon Fraser University. Liljedahl proposes three strategies that you can implement in order to create what he calls the thinking classroom: Start with good problems, use visibly random groups, and work regularly on vertical nonpermanent surfaces. I started using these three strategies in my math classes, and they have been an absolute game-changer.’

http://edut.to/2q14rvq

Creativity and risk taking

‘Our vision for Hornby High School (‘A centre of creative excellence’) is pretty big. Trying to get there could be likened to trying to eat an elephant (not that I am suggesting really eating these beautiful creatures…..)

How do you do that?” Well – one bite at a time, of course. So we broke the vision down into three strategic goals, one of which is “To foster inspirational, risk taking and enterprising leadership in all members of our learning community”.’

http://bit.ly/2qBUgPS

Saws, mud, rope swings, open fires – and not an iPad in sight

‘Yet an outdoor nursery which shuns modern technology and allows toddlers to roll around in the mud and even cut wood using a huge saw has been rated outstanding by Ofsted.Set in a forest and with no running water or electricity, the Elves and Fairies Woodland Nursery in Dorset says its goal is to teach the importance of nature.’

http://dailym.ai/2rwhYgE

Pity our children – they’re being turned into grammar robots at school

‘Last week the education select committee concluded that the evidence did not show that teaching specific grammatical techniques improved writing; and it recommended that the new Spag – spelling, punctuation and grammar – tests should no longer be mandatory for older primary schoolchildren.’

http://bit.ly/2q1pSwn

From Bruce’s ‘goldie oldies’ file:

Points of view from Mount Eden School

‘The NZ government’s reactionary National Standards has side lined an excellent curriculum but principal John Faire of Mount Eden School still provides  pertinent advice about how to implement it. Schools, he said, have ‘three choices’ – to ‘bolt it on’, to ‘rewire the school’, or to ‘redesign the school’.  He favours the third approach.With regard to the ‘new’ curriculum John said that for many it is a bit ‘back to the future’ and that the curriculum statements and accountability demands imposed since the early 90s had all but ‘squashed out the creativity’ that was to be seen in the 70s and 80s.’

http://bit.ly/1RbfgSj

The artistry of teaching and future learning attributes

‘The future of education will be substantially determined by the shared perception of the purpose of learning, and that this is best expressed in terms of the needs of the learner. A focus on deep and profound learning would determine the qualities of a learner of the future This in turn has implications for the quality of the teaching provided.’

http://bit.ly/1PsoX3j

Education Readings May 12th

By Allan Alach

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

A Provisional Curriculum For When Walking Is Taught At School

Kelvin Smythe wrote a similar satire over 25 years ago – coincidence?  Good read all the same.

‘To secure the quality and consistency of walking skills in forthcoming generations, it is anticipated that walking will soon be taught by professional teachers in properly equipped educational facilities. The following curriculum has been designed to achieve optimum results.’

http://bit.ly/2r3Kwho

Discipline, Punishment and Mental Health

‘In the past 25 years rates of depression and anxiety among teenagers in the UK have increased by 70 per cent. How has society managed to produce a generation of teenagers in which mental-health problems are so prevalent?

Has the depersonalisation of learning and migration to a teacher-centred and curriculum-focused approach to education been a factor in this increase?’

http://bit.ly/2r1NmCs

Kids Don’t Fail, Schools Fail Kids: Sir Ken Robinson on the ‘Learning Revolution’

‘Robinson delivered a keynote address in which he spoke to the “learning revolution,” arguing that the shift to personalized learning is a non-negotiable in the United States if education is prepared students for the future, instead of simply the “now.”

So, why then is personalized learning a non-negotiable?’

http://bit.ly/2r3oE5q

Dear Friend About to Leave Teaching…

‘As another school year comes to a close, I am once again surrounded by teachers who are ready to give up or change careers. There are always complaints about testing, administration, other teachers, students … the list goes on and on. Each year, it feels like you’re at your wit’s end.’

‘Before you give up and leave teaching, please consider these three things …’

http://bit.ly/2qtdCcO

Children need art and stories and poems and music as much as they need love and food and fresh air and play.

‘But if you don’t give a child art and stories and poems and music, the damage is not so easy to see. It’s there, though. Their bodies are healthy enough; they can run and jump and swim and eat hungrily and make lots of noise, as children have always done, but something is missing.’

http://bit.ly/2r1R539

Contributed by Bruce Hammonds:

Responsibility and Inner Discipline

We hear so much about children’s behaviour in schools . This short PDF  based on the work of Barbara Coloroso would make a good basis for a staff meeting.

‘A major goal of education is to teach students to conduct themselves in an acceptable manner. To do so, students mush acquire an inner sense of responsibility and self-control.’

http://bit.ly/2q4BgLq

The problem with tests that are not standardized

Alfie Kohn.

‘Many of us rail against standardized tests not only because of the harmful uses to which they’re put but because they’re imposed on us. It’s more unsettling to acknowledge that the tests we come up with ourselves can also be damaging. The good news is that far superior alternatives are available.’

http://wapo.st/2qUMtiZ

Why dividing us by age in school doesn’t make sense

‘Dividing children by age in schools doesn’t make sense. After few seconds of skepticism, I took his argument seriously and I realized that the idea of grouping students by age was an assumption I had never challenged before.What we take for granted and see as “how things are“, is often just “how things have been done lately“. The fact that we grow up doing things in a certain way tend to install in us the assumption that that’s the unique way to do them, and that humans have always been doing them that way.’

http://bit.ly/2pyKqMC

Be The Change You Want to See By Shifting Traditional High School

‘Great ideas and extraordinary teaching happen in public school classrooms all over the country, but these pockets of innovation often don’t get the attention they deserve. More often the schools held up as models for the future of learning started with a carefully articulated vision around change, a hand-picked staff, and even some startup capital. Changing the traditional approaches to teaching and learning that have been in place for decades within an existing school is extremely difficult work.But passionate teachers and leaders are doing just that.’

http://bit.ly/2q743gL

From Bruce’s ‘goldie oldies’ file:

Integrated learning at its best!

Flexible thinking in a traditional school – you don’t need flexible learning environments

‘It seems that modern schools require Flexible Learning Environments (FLEs) when what is more important is flexible or innovative thinking. Opunake Primary is one such innovative school which makes use of James Beane’s democratic ideas to empower kids  linked with  a powerful inquiry learning model and mixed age teaching. Add to this their emphasis on presenting student findings through displays, exhibitions, models’ demonstrations and a range of modern media and you have a school worth emulating.’

http://bit.ly/2q4vhWE

Creativity – its place in education

An oldie written by Wayne Morris

‘Is it important to our futures that creativity be taught?What place should creativity have in our education systems?Should we teach creatively or teach for creativity?“By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum should enable pupils to think creatively and critically, to solve problems and to make a difference for the better. It should give them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. It should enable pupils to respond positively to opportunities, challenges and responsibilities, to manage risk and cope with change and adversity.”Source: UK National Curriculum Handbook [p 11-12]:’

http://bit.ly/129fP7s

Superkids; the hurried generation!

‘This hurrying is understandable in an age of increasing speed and insecurity and there is a growing industry ready to provide whatever any parents requires to give their child an academic advantage, non the least the computer industry! Parents often feel guilty if they aren’t providing all they can.Unfortunately most of what is being provided goes against what we know as age appropriate learning.’

http://bit.ly/1qKnlqv

Education Readings May 5th

By Allan Alach

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

Teacher knows best? Not any longer as parents muscle in on the classroom

Feel familiar to you?

‘Abusive behaviour by parents is experienced by a third of primary teachers, either online or on the school premises, at least once a month. A fifth of secondary school teachers are exposed to such behaviour once a month, according to the study. Female teachers were more likely to report such experiences.’

http://bit.ly/2p7tooq

Projects, Passion, Peers and Play: Seymour Papert’s Vision For Learning

‘Papert had a vision of children learning with technology in ways that were revolutionary. He believed that kids learn better when they are solving problems in context. He also knew that caring passionately about the problem helps children fall in love with learning. He thought educating kids shouldn’t be about explanation, but rather should be about falling in love with ideas.’

http://bit.ly/2paokka

Can Technology Change How Teachers Teach? (Part 1)

Thanks to Tony Gurr for this one.

‘Judging whether teachers have actually altered their daily classroom practice is surprisingly hard to do. Teachers, imbued with the culture’s values, often say that they have changed their lessons from week to week, year to year due to new district curricula, tests, and programs. Yet policymakers and researchers are less certain of such changes.’

http://bit.ly/2qGKPNN

Contributed by Bruce Hammonds:

Will Computers Free Teachers to Teach More Creatively?

‘At a party of a friend recently I got into a discussion with someone about education and the use of computer technology. The person I was conversing with suggested that educational software could and should be developed to relieve teachers of the technical aspects of teaching.I argue that we do not need to focus on developing or advocating for such software what we need to do is  to focus instead on creative and critical thinking for the purpose of developing democratic citizens. There is a real lack of movement in that direction in the public schools.’

http://bit.ly/2pJv5N4

Gold Standard PBL: Essential Project Design Elements

‘If done well, PBL yields great results. But if PBL is not done well, two problems are likely to arise. First, we will see a lot of assignments and activities that are labeled as “projects” but which are not rigorous PBL, and student learning will suffer. Or, we will see projects backfire on underprepared teachers and result in wasted time, frustration, and failure to understand the possibilities of PBL. Then PBL runs the risk of becoming another one of yesterday’s educational fads – vaguely remembered and rarely practiced. To help teachers do PBL well, we created a comprehensive, research-based model for PBL – a “gold standard” to help teachers, schools, and organizations to measure, calibrate, and improve their practice.’

http://bit.ly/2pJlXrt

Bruce has put together a set of articles that provide ideas about how to make use of Flexible Learning Spaces that are now almost the norm in our schools.

Brightworks – Tinkering School

“The only way to appreciate how other schools work is to visit them. Lisa Squire  from Hobsonville Point Primary and her principal Daniel Birch are currently visiting schools in the USA featuring student centred  learning in flexible learning environment ( Modern Learning Environments/MLEs). Lisa is writing a blog to share her experiences and for teachers interested in such learning environments will find her blog enlightening. This blog is about her visit to a Brightworks a ‘Tinkering School’.”

http://bit.ly/2pH6R40

Nuevas Upper School – a flexible learning environment (FLE)

‘Another school recently visited by New Zealand educators is Nuevas Upper School which offers an educational environment in which students feel safe to be themselves, to step out of their comfort zone and to follow their passions. This is the highest rom  of both self discovery and collaboration. This will be of interest to teachers working in flexible learning environments (FLE). One of the central pillars of a Nueva School education, Design Thinking is thoroughly integrated, developing in the students a way of thinking, seeing, and doing that increases their effectiveness.’

http://bit.ly/2pH7872

Brilliant examples of project work from High Tech High Schools

‘When visiting schools the work on display indicated the range of content being studied and the depth of student thinking.  Below are examples of project work  done at  High Tech High Schools. It is their record of what they have done and how they achieved their results. Teachers can utilize ideas illustrated by the displays to get ideas for their own school. Through displays students can show their parents and friends the work that they have done, and the community can see how project based learning enables students to do and learn.’

http://bit.ly/2paaQon

Are we expecting too much too quickly of our teachers?

Interesting thoughts from New Zealand blogger about Innovative Learning Environments(ILE).

‘I sense that there is a deep exhaustion across the sector at all levels of the teaching profession. I think much of this exhaustion has come from under-estimating the enormity of the changes we are currently demanding of the sector. Moving to shared teaching spaces, or Innovative Learning Environments (ILEs) is one example of expecting too much too quickly.’

http://bit.ly/2qAJp8E

Transforming Secondary Education – the most difficult challenge of all.

‘One of the educationalists working towards a new conception of secondary education working in what we now call Flexible Learning Spaces (MLE) was Charity James of Goldsmiths College and in 1968 she published her book ‘Young Lives at Stake’. I think I must have one of the few copies available and it remains at the top of my favourite educational books. Charity James believed it was important to get secondary education right if all students were to leave able to take advantage of the exciting opportunities the future might offer. Her book provides ideas about how to organise learning in flexible spaces relevant to today’s challenges.’

http://bit.ly/1k3YTMR

New Zealand’s Minister of Education Hekia Parata has just stepped down – here are a couple of not particularly flattering tributes to her performance over the the last five years. Overseas readers may want to compare her to whatever flavour of educational politician they are stuck with.

A Report Card for Hekia Parata as the Minister of Education

http://bit.ly/2qGzGg2

Interpreting Hekia Parata’s legacy

‘As Hekia Parata steps down as Minister of Education, trying to assess the legacy she leaves behind is difficult. That she was the most passionate, most controversial and most polarising Minister is probably not debatable. But what did she achieve? Parata never gained the full trust of teachers. She continued to pursue an agenda that was completely out of step with school leaders, education academics and the teacher unions. So what is the Minister’s legacy?’

http://bit.ly/2qtdKc0

From Bruce’s ‘goldie oldies’ file:

Autumn – a chance to develop inquiry skills

Northern hemisphere readers will have to park this one for 6 months!

‘Autumn is too good not to take advantage of.All too often the results of Autumn studies seen in many classes ( usually Junior rooms) are superficial, to say the least, but this need not be the case.If there are deciduous trees in, or near, the school grounds what a brilliant opportunity to develop a small integrated study.The study could be prefaced with the provocation, ‘Why do some trees lose their leaves?’ Such questions introduce an inquiry approach to the students.’

http://bit.ly/2qGx2a3