The Learning Process

During week 5, 6, 7 of Term 4, I was asked to join the Skippers team to start to trial the Shotover Learning Process with students who were already half way through their concept for their Science Fair.  The Skippers team would be presenting their science investigations in Week 8.  The students were interested in learning about how hydroelectric dams work and had completed some research and brainstorming of ideas in the beginning few weeks of Term 4, developing a big question with their learning mentors.  We were also trialling a teaching kit.  From the kit we created a model turbine. We attempted but found great difficulty in creating a generator (the kit had not instructions or the right tools) and we briefly explored conductivity and insulation with squishy circuits.  Below is my reflections on the work that I supported them with.

What's happening?

• discussion around the language of the learning process (connect, create, communicate)
• connecting - asking questions, watching video clips, creating and organising notes
• creating - made a water turbine, investigated insulation and conductivity with squishy circuits
• communicating - via movie and through science board
• reflection on the learning process 
• understanding of how a turbine works

Lukas & Lucan from Shotover Primary School on Vimeo.

Squishy Circuits - Kizoa Online Movie Maker

What's not happening?

• deep/powerful learning around the generator and how electricity travels 
• understanding | independence in communicating via a science board/display

Graham Nuthall in the Hidden Lives of Learners states that students need to experience the complete set of information at least 3 different times to understand the concept.  In addition to understand new learning we need to:

• Make connections to prior knowledge - stored in their working memory
• Evaluate the new experience and what it implies to their prior knowledge
• Integrate into into our prior knowledge - changing it, being changed by it

Nuthall goes on to state that new concepts are not created and transferred to long term memory until enough information has accumulated in working memory to warrant the creation of a new concept.

How will I influence what's not happening?

With Nuthall's research in mind the students would benefit from:

• further investigations into how electricity travels from the power station e.g. a variety of different 'hands on' science investigations into insulation and conductivity

Work with teams at the beginning of concepts / projects to collaboratively 'nut out' and decide what the following points would look like for students at different ages and stages of learning within their habitats:

• teaching modelling/scaffolding in writing/science how to present information in a written format - breaking down each aspect into manageable bite size chunks with a greater defined success criteria
• develop visual presentation skills - colour theory, how to trim and present work, how to use a glue stick etc. Why?  It forms part of the communication aspect of the Shotover Learning Process  and is part of the English NZC

JPEG of Lucan's Google Doc - Clyde Dam Research.  The Google Doc was smart shared via Hapara Dashboard.  Within his document all the blue underlined questions/ sentences are hyperlinks.

PL with Tony Burkin

Last week I was part of 3 professional learning session on leadership with Tony Burkin.  From the session I had two take aways which resonated with me around developing my own growth in leadership.

TWO TAKE AWAYS:

1. Monitor - knowing which areas of my leadership I have fixed or growth mindset in
2. Intelligent failure - innovating, tweaking, piloting, trialling

Below are my notes I made in the first PL session with Tony.

Leadership is not planned - you can be blindsided!! Experience, wisdom and insight can help!

• how do we respond to feedback - is often a fight / flight response 
• feedback needs to be an honest conversation
• growth .v. compliance - how do we support are people to grow?
• we need to develop people to be leaders and not managers
• provocative / honest conversations grow capacity
• being collegial to work for the greater good of the community / culture of the school
• how do we create a school where staff and learners grow - invest in others
• high level of trust - hold yourself accountable (managing self)
• we are often relationally driven rather than living moral integrity and being honest

Mindset clashes - Affirmation (positive) .v. Developmental (negative)
“Assuming everyone has a growth mindset - help me when you ask me for feedback - lets establish the ground rules - give me 2 numbers e.g. +ve 40 / -ve 60 but you are asking me to be dishonest” Praise is different to feedback.

Mindsets can change - we can be both depending on the context - self management is key - as leader we have to monitor those moments - can learn from mistakes - knowing which areas of our leadership we have fixed or growth mindset.

3 types of failure

1. preventable - should never have happened as preventable - recipes, laws, guidelines, best practice teaching (recipes to success e.g. John Hattie)
2. complex failure - no quick fix
3. intelligent failure - innovating, tweaking, piloting, trialling (learning pit) - GROWTH MINDSET - where we want to fail!

Pedagogy verses Andragogy

Who gives feedback e.g. leader, teacher, student? Different rules apply to adults.

After the PL decided to brush up on my understanding of androgogy and found an interesting article from eLearning Industry based on Malcolm Knowles' "The Adult Learning Theory - Andragogy". My key takeaway from my readings is how adult learners need agency over their learning.

Knowles’ 5 Assumptions Of Adult Learners

1. Self-concept - As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being
2. Adult Learner Experience - As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to Learn - As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
4. Orientation to Learning - As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
5. Motivation to Learn - As a person matures the motivation to learn is internal (Knowles1984:12).

Knowles’ 4 Principles Of Andragogy

1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for the learning activities.
3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)

CREATE

Shotover Learning Process
CONNECT - CREATE - COMMUNICATE

We have spent a few days CONNECTING with the Bee-Bots; how they work, following instructions and how to look after them. The CREATE part of the learning process at Shotover was making a game to 'change' our learning in maths, from our maths pebbles.  We had to think about who would play our game and what the rules would be. Initially I though that to COMMUNICATE our ideas we'd write the instructions but felt that a movie would reach more students and hook in the students who I was working with.

Oscar & Elsie's Bee-Bot Maths Game from Shotover Primary School on Vimeo.

Reuben + Thomas Maths Game Movie from Shotover Primary School on Vimeo.

Fergus + Harrison Maths Game from Shotover Primary School on Vimeo.

Next steps could be: 

• create a Bee-Bot 'area' with QR codes for the games
• have our experts teach others how to use the Bee-Bots
• new Bee-Bot users to then create a how to use Bee-Bots movie

What's not happening:

• using the language of the learning process (connect, create, communicate) on a regular basis

How can I influence what's not happening:

• develop visuals with the language of the learning process to use in the learning habitats 
• at different points in our learning stop - and discuss if we are connecting, creating or communicating)

Learning Process

Recently we have been looking at our learning process.  A key wondering being - would the learning process be generic for all learning areas including reading, writing and maths?  So over the last couple of weeks I have started to complete 'dummy runs' of the Shotover Learning Process with small groups of students in the classroom, developing a common language of learning.

Shotover Primary School Learning Process

Connect (ask, find, sort) - Create (make meaning) - Communicate (action + influence)

With a small group of 5 and 6 years olds we looked at a technology + maths focus.  

CONNECT: we learnt how to use and care for the Bee-Bots

CREATE: we created maths games based on our maths learning pebbles 

COMMUNICATE: we taught each other how to how to play our game

Bee-Bots from Shotover Primary School on Vimeo.

In the slides below I've been aligning my thinking and unpacking of the NZC with our learning process.  My initial thinking around DATS was design thinking is key. That design thinking is a skill for ‘life’ - that can be applied to ANY context | curriculum area | problem etc. That there are good elements to the design technology curriculum. Design thinking needs to be iterative - no end product...we are constantly improving!  Wondering: does design thinking work with all learning areas?

In my research I've also looked at at a variety of learning models and identified the commonalities to see what the 'must haves' are in a learning process model.  Although the words are 'different' there are commonalities between the meanings of each phase or word.

Manaiakalani Cluster - Learn, Create, Share 

at Tamaki Primary Y7/8 teachers use this in their shared planning with the students

Red Beach School - Get it, Sort it, Use it 

in the centre of their inquiry model are the words: huddle, dialogue, question

Vauxhall Primary School - Collect, Connect, Create 

SOLO Taxonomy symbols in the centre of their inquiry model

Planning for co-teaching in an ILE (innovated learning environment)

Yesterday I worked with one of our learning mentors and the learners in one of the habitats using Define Maps. We reviewed their learning so far and then the SOLO terminology and symbols. We chalked up a define map on floor and used post-its for students to 'record' their ideas. I unpacked with the learners relevant and not relevant, they records and verbally shared their ideas around their concept. The learning mentor and I discussed teachable moments that arose of the understanding between questions and statements (3 students want to add 'wonders' or questions to the define map). We thought that the students' questions could be added to the wonderings wall as to value their contributions and understanding of how to use a define map, and the differences between statements and facts. 

We discussed the where to next - teacher modelling writing definition, that our define map was multistructural, the writing up could become relational if using the word 'because', and then writing definitions (their first definition from their question they had generated).  We discussed the possibilities of using the non-relevant part of the define map as one way to unpack any science misconceptions.

I left the learning mentor to then model writing definition with our class example and then for students to complete with their own questions - creating define maps and definitions.  This would collate students current prior knowledge, identify next learning steps and learning experiences - formative. At mid way point the learners, after their learning experiences, could then add to their initial define map (in a different colour) and then write a new definition incorporating their new understandings, enabling again to identify next learning steps and learning experiences - formative. Finally towards the end of the term students would repeat the process; adding to their map (in a third colour) and rereading/writing/rewriting their third definition - summative.

Note - 'writing' could be drawing a picture and talking to it (teacher as scribe), iMovie with photos/videos, or a more 'traditional' approach e.g. writing implement and paper or typing!

On reflection of the above learning I made a connection to Paul Cooper's Sabbatical 'Primary School Leadership in Modern Learning Environments' and the different models of co-teaching.  Our session was 'complimentary teaching' - I was sharing my experiences and knowledge of using SOLO Taxonomy and define maps with both the teacher and the students.  As part of my DATS Leadership role at Shotover Primary it could be beneficial to use the different models of co-teaching when working in the habitats alongside learning mentors and learners. Most important is to plan as a team when and where to use the different models of co-teaching to enhance the learning.  Modelling co-teaching could then be extended into all learning areas and teachers could collaborate with each other sharing our strengths and weaknesses enabling us to 'de-privatisation our practice’ "...in an open and supportive environment” (Osborne, 2013a, p.5).

My next steps is to read the OECD 'The Nature of Learning Using Research to Inspire Practice' and reflect further on learning and teaching in innovative learning environments.

Different models of co-teaching:

• Supportive teaching: where one takes the lead in teaching and the other floats in support
• Parallel teaching: when two or more work with different groups of students at the same time in different parts of the room 
• Complimentary teaching: when co-teachers do something to enhance the teaching of their colleague
• Team teaching: when two or more teachers take equal share of responsibility, leadership and accountability in all the aspects of teaching and support tasks

Graham Nuthall - The Hidden Lives of Learners

Towards the end of last term a small brown parcel arrived via snail mail.  I opened it to discover a copy of Graham Nuthall's The Hidden Lives of Learners, Remarkables Fudge (yum!) and a card welcoming me to Shotover Primary School.

My new role is DATS Leader (Design, Arts, Technology, Science).  During Term 4, 2015 I will working alongside the Shotover team to conceptualise the implementation of DATS across the school.

Over my next few blog posts I will be reflecting on the key points of the book with my reflections as I start my new role at Shotover, and will be returning to these ideas as we reflect upon them as a teaching team at Shotover.

Key ideas from 'The Hidden Lives of Learners' - Chapter 1: Effective Teaching & my thinking or wonderings

1. Educators use their own personal mix of teaching methods adjusted to meet needs of their students.  No one teaching method resonated with my own teaching beliefs - learning is our core business and everyone is capable of learning , and it is our role as teacher to adapt to the needs our our learners.  During my first day at Shotover we spent time with Ben on Shotover's vision.  We looked at aspects from page 37 of the NZC which “scope flexibility and authority”, “meaningful and beneficial to their particular communities of students”,  “allow teachers... scope..to make interpretations...meet needs, talents of individuals and groups.” We discussed the genius of the ‘and’ - not one or the other - but the freedom and licence to adapt our teaching methods to meet the needs of our learners.  
2. Assessment is 2 dimensional rather than 3 dimensional.  Immediately two ideas popped into my mind as I read: 1) transference and 2) The OTJ triangle (observation of process, learning conversations and tool outcomes).  Not to mention lots of questions to explore! If assessment leans towards being 2 dimensional how do we empower students to demonstrate their 3 dimensional learning? What is the importance transferring learning dispositions and knowledge/skills to ensure 3 dimensional learning - i.e. what English skills/knowledge can be transferred for example to Science, Arts and Technology? How can we ensure learners transfer and use the skills that they have learnt across multiple disciplines? What methods can use to monitor / assess transference, and how can we empower students to be assessment capable learners - to identify what they can do,  and show evidence across multiple disciplines?
3. Learning styles are about motivation and management. Motivation however does not necessarily lead to learning. We learn what we do - what learners do in the classroom day after day is what they learn and become expert in. DATS can provide opportunities for our learners to learn by thinking with their hands, working with readily available materials, getting their hands ‘dirty’, failing and bouncing back from that failure - opportunities for our learners to practice climbing into and out of the ‘Learning Pit’, to foster ‘grit’ and develop a growth mindset within real-life and fun contexts.  Social relations determine learning - we need to work with peer culture to enhance learning. Effective learning is built around big questions - based on the curriculum AND the lives and interests of the students. Student Agency | Choice | Agency is key as is focusing on on solving problem or big question, breaking down into smaller linked problems.  Teachers need to monitor evolving understandings of content and procedures. We need to allow learners to manage their own learning.  Effective learning is when learners internalise the procedures so it becomes part of their natural way of thinking.
4. Learning is about change.  What change is needed to embed DATS across the school? How can we link the above ideas design thinking?  How does design thinking (i.e. empathise, define, ideate, prototype, test) link to Shotover's learning model? What inherent similarities or differences are there between traditional models of inquiry and design thinking?  What links can be made to Science and different types of investigation and the science capabilities?  What is the nature of technology at Shotover?  How can we grow transference of English and numeracy skills/knowledge through DATS?

Lots of food for though from my holiday reading and my first day as DATS Leader at Shotover Primary School.

Permission 2 Play - ULearn 15 Pre-conference

'Permission to Play' (P2P) lived up to its name; educators tinkered with code, robots, 3D printing, e-textiles, making moves and gaming (to name just a few!) and became part of the global maker movement.  We connected, co-operated and paved the way for future collaboration.  The opening symposium with Prof. Jane Gilbert, Marc Osborne and Tim Carr was definitely one of the P2P highlights, igniting 'why' we have permission to play in our schools.

Prof. Jane Gilbert challenged our concepts of the make movement by asking three thought provoking questions:

1. How are maker spaces educative?
2. To what extent do they fit with and prepare children for our world now and in the future?
3. How can we use this to rethink education?

We are now in the 3rd industrial revolution which involves solving problems, protoyping creating and sharing - the maker movement in a nutshell.  The production process has been 'democratised' through the availability of 3D printing, robotics, e-textiles etc.  Prof. Jane Gilbert challenged educators to be agile and flexible in order to respond to a wide range of futures, to build our intellectual capacity and build our collective intelligence to work closely with others.

Tim Carr (self proclaimed Mindkits Ninja!) challenged educators to use new technologies to find ways to engage our students, bring learning alive by providing hands-on learning opportunities, grow students' passion for learning, and allow them to 'unravel' new understandings and ideas.

Mark Osborne identified the need to place student agency as a fundamental pillar of education, so that students can be the agents of change within their world, and to ensure the make culture within our schools are inclusive regardless of age, ethnicity or gender.

P2P was inspirational and fun!  My next challenge or goal is to develop DATS (Design, Arts, Technology, Science) at Shotover to engage, embrace and inclusively integrate the maker culture to respond to a whole range of futures!