Classroom Walkthroughs

Today I carried out a few classroom walkthroughs.  Classroom walkthroughs are opportunities for school leaders to get a feel for how things are going in individual classes in a snap shot.  They are a systematic and efficient way to gather data on instructional practices throughout the school.
Prior to visits, Rhonda (our Principal) decided what specific areas we were going to be looking at across the school and a template for the observations was created.  I spent 15 minutes in each room of one syndicate.  Having the identified focus areas, it was easy to settle straight in and begin logging what I was seeing. 
The first area of focus was classroom environments.  What I straight away recognised was that each room had text rich environments.  There were similar threads of displays across the syndicate with word walls, literacy cycles, maths stages and expectations, learning levels and culturally responsive work on all the walls.  All environments were warm and reflected a classroom culture of learning.  I did make note in some rooms, that student input could be increased, as it's important to show student voice to give chidlren a sense of ownership of the space they are in.

The second area of focus was engagement.  In each room, I was thrilled to see genuine engagement of students working in a variety of situations.  There were groups working with their teacher, others working with TAs, some working with a buddy and some independently.  In the classes carrying out math activities, there was student discourse around problem solving and teachers carrying out guided math lessons with developing student led lessons.  There is still some way to go in some rooms around student led learning, but there is evidence of progress made on this front, by teachers as well as students. 
The final area of focus was around digital learning and this was the obvious first default for learning and recording across the syndicate.  Students could show me the class site where they access their activities and shared their learning confidently with me.  They could explain what they are learning, how the activity ties to their recent learning, the purpose behind what they are learning and what their next learning steps are.  Each class reflects a fully digital learning environment, but the devices were obviously used as 'tools' in the learning.  There was still a definite sense of learner centered learning happening in the rooms. 
Walkthroughs are a valuable tool to school leaders and something recommended as a way for school leaders to give teachers feedback for reflection on their practice.  There are number of interesting articles around 'walkthroughs', google it for more information.

What is there for students who aren't succeeding in the classroom environment?

As a school, our staff take ownership of the learners who come through our gates.  We have a strong school culture where every person that enters our whare is 'someone' and they will leave here a 'better someone' when they move on.  In my many years of teaching, never have I been more aware of and indeed more concerned for those students in classrooms who aren't succeeding in their learning environments.  We work in an antiquated education system which was created 150 years ago with the prime objective of teaching children to read the word of god, and has developed into one that is heavily focused on academia.  If students have talents in other areas, they are to pursue it at their own leisure...there is no give in the three Rs of reading, writing and arithmetic.  I work in an elearning school, our students work in a digital environment.  We've seen a huge increase in engagement and our students achievement has grown pleasingly since we started our digital journey.  It's wonderful to be riding the wave of technology and be part of the that educational paradigm shift moving away from the old antiquated system of books and pencils.

But...it is still a system based heavily on academia and those who succeed - win!...and those that don't - lose.   How do we prepare these students who are not academic for success in life, if they told that they are failing at such a young age?  How do we give them success at school, no matter their grades or national standards?  How can we ensure they leave our school, confident, life long learners who will contribute positively to what ever community they are in?
We have a small group of boys who are struggling in their learning.  They have wonderful teachers who work with them, analysing their progress, identifying goals and designing education plans to meet their needs.  The boys as they are getting that much older, recognise that they aren't where they want to be in their learning.  In some instances, they have developed a closed/fixed mindset where they are not willing to try, instead using the dreaded 'can't' word right from the get go.  In some instances, they have started to act out inside and outside of school, making poor choices and finding trouble.  In some instances, they are beginning to develop a belief that they aren't 'brainy' or good enough.
So what of these students?
Over the past few weeks, we've been working with a group of professionals - SWIS, RTLB, MOE at developing a programme that builds these boys up - it's taylor made for them.  There is no name for this programme yet, but it involves a three pronged approach to work on the Hauora of each student -

1. Mana potential - an already established approach working with students to develop their minds through identifying values, places and people that matter.  This particular component will be aimed at student learning how to control their emotions, recognise triggers and develop strategies for dealing with conflict.
2. Mind sets - working at developing positive mind sets by tapping into areas of potential and success.  These include outdoor education, visual arts, music and drama.  Positive minds feed a positive attitude and students will learn about communication and leadership through activities which build self esteem and confidence.
3. Life Skills and Social Action: students will have opportunity to meet and speak with mentors who will offer guidance and advice.  Mentors will also work with students carrying out social actions which may include - helping the elderly, doing lawns, working with children with special needs, cleaning reserves, planting trees...Where ever they see a social need that they can help with. 

So, while we are still in the planning stages, we have a vision.  It's a starting place, and we are excited about what could be ahead for this programme.   The outcomes we hope will contribute toward developing students who are confident and are positive, contributing members of society.
Will keep you posted!!!

Student Lead Whanau Conferences (Parent/Teacher interviews)

This week we had 'whanau conferences' and many of our classes held student lead conferences.  Being digitally immersed makes the sharing of student work ubiquitous, so the conferences gives students the opportunity to explain their learning and progress to their families.   Prior to conferences, teachers work with students developing presentations to share their goals in core subject areas and to give students the process the conferences will take.   Below is a great little clip I discovered on Youtube, made by a teacher giving her students guidance on how they can prepare for their conferences.

Teachers guide the conferences more as a facilitator, ensuring that conferences are all about the learning - not on behaviour which, should there need to be parental communication, would take place at other arranged times. 
It was timely also, that I came across an excerpt from “Deeper Learning How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century,” by Monica R. Martinez and Dennis McGrath on a website which discusses student led conferences.   What spoke to me loudest in this article was the message that "As kids learn to advocate for themselves in this way, they discover how to let their parents know more specifically how to support them."  I was able to make connections with this through my own personal experience of parent interviews with my 14 year old son.  It was the first time we had actually attended the conferences with him, and all teacher's said the same thing...very capable, but does not apply himself. In the first 3 interviews, for English, Maths and Science, the teachers spoke consistently with no real opportunity for our son to contribute.  We asked a few questions, points were made towards our son, but he was not asked to contribute any further other than yes or no directed questions.  It was our son's Social Studies teacher who asked him how he felt he was going in class.  This opened a space where our son had to take ownership of his learning.  He explained to us what he did well, what he knew he could do better and what he needed to do as next steps in his learning.  I felt that this empowered him and encouraged him to do better.  His very next class project, he earned an 'excellence' grade.  This grade, in turn gave him something to aspire to and, we have noted, he is beginning to work harder towards.  His teacher encouraged him to watch the news, discuss world events and give his opinions to us at home - a great piece of advice for us as parents to use to assist in his learning.

Martinez and McGrath describe schools who practice this level of student voice as "Schools built on deeper learning principles".  We have just started on this path of reporting.  I would like us to develop this even further with having student voice in mid and end of year report writing...exciting next steps in our own development!!!

Kid President's Pep Talk to Teachers and Students!

I've begun collecting clips that we can use to open staff meetings, something to motivate teachers into participating and contributing during the meeting.  I want to find clips that inspire, motivate, have a relevant message and can generate discussion.  I love this little guy.  His message is one I think every students hopes their teacher hears...I know looking back, I wish my teachers had of heard this message!                             

Multiplicative Thinking - PLD meeting notes

Today's PLD for maths focused on Mulitplicative Thinking.  It was hands on learning, beginning with a puzzle of the key progressions of mult/div.  Starting from emergent, teachers had to arrange stages with number problems and explanations. 

It was really pleasing to see the content knowledge come out and the key questions being asked by teachers to Sue regarding identifying whether students are at certain levels using OTJs.  Teachers were reflecting on previous lessons and problems they have used and discussed where students strategies fitted on the progressions we'd just laid out.

Discussion moved to proportional thinking...WOW!  The example that Sue started with was 54x27...she then talked about thirding the problem e.g: 6x9 (54) + 3x9 (27) = 9(3+6)x9=81....and 12x33 go to doubling and halving e.g: 4x99=400-4=396....and then 14x6 doubled and halved is 7x12=84.  And these are examples of how proportional thinkers think!  I'm going to make a conscious effort to try a few of these...my mind was buzzing.

Students need to construct and coordinate three aspects of multiplicative situations:

• Groups of equal size
• The number of groups
• The total amount

Set language before symbols and then use things like arrays and games to develop understanding. Use materials to give students visual representation of what a strategy looks like.  E.g modelling skip counting by putting counter in cups - 1 cup has 2, another has 2 which make four, another has 2 which makes six...2, 4, 6, 8 etc.  You could introduce pairs to connect to counting in two and groups of two.  When putting materials in groups think about ways to define a group e.g: ladies birds on a leaf, or sheep in a pen etc.  It's important to for students to see groups in array so that they can see for example 6 groups of 5, but also 5 groups of 6.

Good maths story books are 'One Hundred Hungry Ants" by Elinor J Pinczes, and "Pete the Cat"...these can also be accessed on Youtube.

We looked at solving the problem:  A farmer has 8 paddocks and 296 sheep.  How many sheep will go evenly into each paddock.  We looked at:

• Rounding and Compensating  320 / 8 = 40  40 - (24 / 8) =   40 - 3 = 37
• Place Value   240 / 8 = 30  56 / 8 = 7   30+7=37
• Proportional adjustment   296 / 8 =    148 / 4 =    74 / 2 = 37
• Reversibility   8 x 30 = 240   8 x 7 = 56

Growth Mindset in the Classroom

Recently I've been spending some time reading and learning about the idea of Mindsets. This idea is not something new, but Carol Dweck has put into writing what many have thought about and indeed understood for a long time. How we think determines our own successes and failures.   I've experienced mindsets as a sportsperson, lived positive thinking and visualization on the court and the sports field, and have made connections between these experiences and the classroom. But, Carol Dweck has added clarity and direction to how we can effectively use this in an educational sense. It's an addon to what teachers have always pushed in their classrooms...for students to BELIEVE in themselves.  In reading about mindsets, I came across Matt Bromley's blog.  He has created a number of INFO graphics relating to mindsets in the classroom...these are great and I would definitely use them in the classroom to enhance my programme and build my students understanding of how their mind works and how they can grow their thinking!  It's crushing to listen to students who give up before they begin, who believe they have nothing and can offer nothing.  As teachers it's our role to show them that they are someone, as Rita Pierson explained of her students..."You are somebody. You were somebody when you got here, and you will be an even better somebody when leave here!"  So...bring on Growth Mindsets and lets watch our students be a active, motivated, positive members of our society!

In the old days.....

I often try to compare what paper work was like when I first started this journey...to what the expectations are of today.

When I first started in this career, we hand wrote reports on carbon paper and if you made an error, you had to re-write the whole report.  My LTP consisted of a term overview, and sometimes up to 20 pages of curriculum area planning (this was never checked!).  Then of course there was the good old weekly planning book, with pages divided up into 5 periods which were for reading, writing, maths and topic (science/social studies) with a smattering of the arts and regular PE/Sport.  We did spelling tests and running records and pre and post tests for maths and topic studies.  For summative testing we used the good ol' PATs which are still used to this day.  We created and used our own tick sheets indicating student achievement, objectives broken down to specific skills based on the outcomes we wanted at the conclusion of the lesson/unit/term.  Practically all of our 'assessment' was done through rich tasks, in the classroom lesson action.  I had an anecdotal notebook, which I divided up into student names and wrote in as I taught group lessons, or spotted something during whole class teaching, or noticed something while I was marking work.
I didn't have any professional peers observe me teach, nor was I modeled for.  PD consisted mostly of day courses, usually on my own, and chosen by me around what caught my eye in the course folder or was mentioned in staff meetings.  My LTP overview was checked each term and, my weekly planning was checked maybe once a term.
When planning for the week ahead, I tried to set nights aside during the week (usually on a Wednesday and Thursday) to plan the following weeks reading and maths lessons...and then I'd complete the rest of the planning on a Sunday for a couple of hours.  If I didn't get the reading and maths planning done during the week, my Sunday planning would go anywhere from 3-5 hours.  I don't consider that my planning was just me sitting down writing in my weekly planning book - it including making the resources I wanted to use during the following weeks lessons.  To guide all of this was the NZ Curriculum, which consisted of a number of different documents/books covering each curriculum area.  They were very specific and 'full', it was difficult to fit it all in.
Teaching back then was simpler because it didn't include the accountability that is required these days.  But I worked hard!  On top of all that planning was the marking, monitoring and anecdotal notes.
These days, we have computers.  Reports are typed, and if an error is made we just delete it and fix it on the spot and this generally happens before we print.  Long Term Planning consists of a yearly overview, a term overview, an integrated unit plan (collaboratively developed in teams) and data analysis.  Weekly planning is done online and consists of an overview and detailed whole class and group lesson plans which include learning intentions, success criteria, key learning ideas, key questions, lesson sequences and underlying 'thinking' the teacher wishes students to achieve.  This planning then threads into the 'class site' which is the students access to their learning.
People generally type 100 times faster than they write, so one bonus is that creating planning is a lot easier - but we tend to do more of it (not keep it simple).  There is a lot available on line, so making resources using pen/felt and paper isn't needed as much.   Planning is checked regularly by lead teachers and critiqued.
Assessment consists of Easttle (reading/writing/maths), running records, GLOSS, JAM,  PATs and STAR.  We try to spread these out, but some tests obviously take longer than others and each test is expected to be analysed to inform teaching.  To add to this is 'student voice' which includes self assessment from the students, and student reflections.   To guide all of this we have the NZ Curriculum, which includes the wonderful Key Competencies, and over the past 5 years...National Standards.  Mixed in with this are other documents like the ELLPs.

The main difference I see in today's teaching world, compared to yesteryear, is the accountability.  Teachers are held to account a lot more today than they ever were 20 even 10 years ago.  The magnifying glass constantly hovers, leaving teachers feeling stressed and tired at the mountain of paperwork expected of them.  I also think this leaves student feeling stressed and tired at the overwhelming curriculum that they are expected to cover in one year.  Students are pressured by parents, teachers and their peers to reach every expectation.  Gone are the days children came to school to read and write, develop social skills through play.  Now, it's all about striving to reach that next level!  As teachers, we have to remember - kids won't learn if they don't like it, and they will learn if they're having fun.  We just need to find the balance and understand that classroom teaching is the job that NEVER ends...there's always something to be done!  So, prioritise, think smart, and keep things as simple as possible at every level.  Work SMARTER, not HARDER!

Rita Pierson: Every kid needs a champion

This particular TedTalk is one I've gone back to a number of times...it's reminds me "Why" I'm in this profession.  It's the relationships that should be at the forefront of what we do - not just with the children we teach but with the colleagues we teach with.  As the old saying goes...it takes a village to raise a child...it takes a whole school to educate a child!  As teachers it's important that we support each other, collaborate with each other...and yes...like each other.  The strong, collaborative environment and the relationships I have with staff and students is what I get out of bed for each day.  I am a very lucky teacher!

Waimairi School - A goal without a plan is just a wish!

Wairmairi School is a school on a mission.   While listening to the Principal, Mike Anderson, a quote most certainly came to mind..."A goal without a plan is just a wish".  Mike's vision for Wairmairi involves teachers being 'designers' of learning not merely planners of it.  While we walked through classrooms, I was taken with the design of the spaces that were made within classrooms, showing innovative ideas, practical flow and accessibility.  Classes ranged from old single prefabs to MLEs.  Mike believed that teachers needed to design spaces which involved prototyping learning spaces.  This design process was spread over 3 years and is ongoing...all in preparation for the re-building of this earthquake damaged school.
In the beginning, the school held a 'convention' on site.  Money raised by this event, was then used to fund a 'study tour' for all staff of the school (including auxillary staff) to Melbourne.  While in Melbourne staff sought out information and resources around contemporary schooling and on the last day of their tour, staff attended a work shop on developing shared design principles.  This set the scene for the Wairmairi journey of renewal.
Part of Mikes vision is to 'design outwards' through discovery learning and planned settings using inquiry, solo (Pam Hook), learning-by-design (Dr Julia Atkin), ako and shared knowledge.
Mike ensured staff discussed the vision behind the New Zealand Curriculum and teachers use the essence page of the NZC to review their programmes against the curriculum. 
Mike shared the Alan Watts short video about Music and Life - he encourages his teachers to 'make music' with learning...listening to him speak, I heard his music!  I think life at Waimairi School is an orchestra of instruments.

Mindsets - in Maths

During our Math professional development, we have touched on Carol Dwecks ideas around "Mindset" and that we can grow our brain's capacity to solve problems.  While we discussed Carol's ideas and watched her talking about the different sets of 'fixed' and 'growth' mindsets, I was constantly reflecting on my own mindset, the mindset of some of my family members, staff members and students in our school. 
Below is a short clip of Carol describing two ways to think about a problem that's slightly too hard to solve.  Are you 'not smart enough to solve it'...or have you 'just not solved it yet'?

When we viewed the types of language used by 'Fixed' and 'Growth' mindsets, I could make connections between the way I think about things, not just in the classroom, but in life too.  The power of 'yet' also resonated with me as it gives a pathway to the future that the word 'fail' doesn't - particularly with the students I work with.  This PD was an opportunity to reflect on how and why I think the way I do.  It highlighted to me how important it is to know the learners and to think about the responses I give them to ensure they reflect a positive, growth mindset.
I can see 'mindsets' as a whole new feather to my cloak and I can't wait to set it in motion...starting tomorrow!!

Real writing at work.

This week I am on the Manaiakalani Principals Tour. I have A LOT to blog about on this tour and will when I get a chance to sit down and go through the notes and photos I'll be putting my experiences and new learning and 'wonderings' on my blog.
For now though, I want to briefly write about my visit to one of the classes at Waitakiri School.  This is a great school with an amazing Principal, staff and children.
While walking through the school I was privileged to met a young little learner called Shiloh.

Shiloh is 7 years old and was happy to take time out of her busy learning to share with me a wonderful piece of writing she was doing about being a passenger on a ship from England in the 1850s. Her writing was very descriptive, she wrote of the movement of the ship, the sky above and the sea below. She told of her feelings about going to a strange new land and beginning a new life.  Her teacher and class mates were on a journey together to find out about what life was like for earlier settlers to our country.  Shiloh used what she had learned through her inquiry to create the story she was writing during literacy time.
I found Shiloh to be a very articulate, curious learner who enjoyed writing and was proud of her work.
Thank you Shiloh, for sharing your learning with me and taking me on a small piece of your wonderful learning journey.

A fantastic little Ap to have!

Being in a digital school there's lots to show and tell when we have guests come to check out what we do...and we have many guests.  So, as you can imagine, there has been many a time when 'murphy's law' comes to play with setting up and showing a presentation to guests only to find there's a glitch in the technology.
Well, this fantastic little ap should take some of that stress away...we hope!  Love the concept and the efficiency that this ap provides.

Ruben Puentedura on the Impact of the SAMR Model

Amazing what a live experience can do!

Some people are fortunate enough in this life to have a wide range of experiences presented to them as children.  Indeed, many take experiences for granted such as trips to the beach or snow with family, school holiday outings to movies or the zoo and for really lucky ones, traveling holidays to visit relatives in another town or city or flying overseas to holiday in far flung places.
Unfortunately, for some, real life experiences don't go far past their front gate or the community they live in.  The only knowledge they have gained or real life experiences they have some knowledge about is seen through reality TV or what they've been told by others.

Recently, we have had school trips to participate in education outside the classroom.  Firstly was a trip to the Auckland Museum where our Y7&8 students, making connections between ancient worlds through myths and legends and a trip to the Auckland Zoo for Year 1 to 6,  to see animals and their habitats - once again making connections between animals and myths and legends.

  Both trips were extremely valuable to students learning, not just in relation to their topic of study, but to their own life experiences.  Both trips were guided tours, with trained educators with specific areas of expertise.  Students were given opportunities to share their thoughts and ideas, ask questions to people who knew their subjects and were absolutely buzzing having the opportunity to experience the animals and artifacts first hand. 
These trips proved to show that we must keep education outside the classroom alive in our practice and advocate for our students to be able to access these opportunities! 
They are absolute GOLD!

Bikes in Schools - FINALLY!

Well, after YEARS of preparation and funding proposals, our 'Bikes in Schools' programme is finally here.  We managed to fundraise $60,000 to pay for this programme to be in our school, and the facility to be open to our community.
Bikes in schools offer our students an opportunity to learn about road safety on bikes and encourages a healthy, active lifestyle.  Over the last 6 weeks we have had our tracks designed and built, a storage container modified and fitted for over 50 bikes, and we've purchased 50 bikes in a range of sizes to suit our students. 

Having bikes in school has had a huge impact on our students playground activity.

Before we had our track, there would be an average of 5 students who would ride bikes to school in the morning.  Since the track was finished on day one of this term, we average 15 students bringing their own bikes to school.  We always thought our students were pretty active, always participating in games on the field or on the courts.  But, having bikes in the playground has taken participation up another notch.
Students who have their own bikes are free to ride them at break times and students who don't are able to ride the school bikes when their class is rostered to ride on our bike timetable.  Every week, each class is rostered a lesson time and a break time.  There are blank blocks of time on our timetable also, so anyone who wishes to get in an extra session in during the week, is welcome to book one by writing their block time on the staff message board.

We are also very fortunate to have 2 satellite classes in our school with 10 beautiful students with special needs.  Our school is next door to Sommerville special school.  We have rostered our satellite classes and Sommerville to also use the tracks and bikes.  Part of the programme implementation was bike training for teachers from Auckland Transport.  All teachers, including Teacher Aides, have participated in the PLD, and this has also been extended to Sommerville.  It's all very exciting! 
Teachers on duty, and those whose class have the bikes at breaktimes also get out on the track with their students.  We included 2 teacher bikes in our bike collection.  These bikes are all white and are 'step in' bikes with comfortable seats and mud guards.  Staff joke at how we all look like Mary Poppins on our retro bikes.  Children love to ride with the adults and there is always laughter and fun coming from the tracks at lunchtime and session times.

So, if you were considering bringing bikes in schools to your school, I would highly recommend it.  It doesn't matter what socio-economic background your community come from...there is funding out there if you look for it and have people committed to finding it.  This initiative is one of the best things to happen in our little school and just makes our place that little bit more special!

Less is More - Work Smarter, Not Harder!

Finland...the #1 country in Education in the world.  Children don't start formal schooling until they're 7, they have breaks every 15minutes in their day, they don't have a lot of 'formal testing' in their curriculum.  Reading about the Finnish system, I'm sure that every Kiwi teacher would be nodding their heads and raising an eyebrow at the idea of having shorter days, more non-contact time, children coming to school ready to learn, less curriculum to teach (fewer topics-more depth), less testing and analysis, fewer students, same students for 6 years (not sure how that would pan out with student/teacher personality clashes), and Masters qualified teachers.  

I found that I was constantly wondering what difference their systems and structures would make in the context of our schools.  New Zealand teachers consider themselves pretty good at what they do, and our system to be inclusive, cutting edge, indeed world class.  I work in a decile 1a school, where all students are nurtured through their learning.  We have a solid curriculum , that is current, engages students and achieves positive outcomes for our students..but, our achievement levels still aren't where we want them to be against National Standards. Teacher's work extremely hard,  many going above and beyond in striving to build upon their own teaching practice and providing students the best opportunities to learn.  After reading a blog post from FILLING MY MAP it got me thinking about the Finnish mantra "Less is More" and how this would work in our crammed curriculum.  I began reflecting on our expectations of classroom teachers and the pedagogy and practice of what they teach. 

It's not uncommon to hear of teacher stress levels being at breaking point due to the curriculum expectations and pressures put on them.  I believe our curriculum is sound and that we need to work smarter not harder in its delivery.  I related 'Less is More' mantra to Maths PD we are currently undertaking.  We've been encouraged to cut back on the number of problems we give students in a math lesson and focus on one problem solving activity.  The purpose for this is to have teachers and children drill into strategies through talk.  Lessons go for up to 45mins and children finish with a more in-depth look at the 'how's of problem solving.  Instead of solving 5 problems in one lesson, one problem is completely unpacked and each possible strategy explained, examined and shared with the children/by the children.    These groups are often taught in whole class or half class settings - meaning children are specifically taught by the teacher daily.  Teachers monitor learning, moving around the room looking for examples to be shared when the group comes back to share their problem solving strategies.  When the group returns the teacher engages in 'talk moves' (specific questioning techniques).  While sharing different strategies, the teacher then directs students in making connections between strategies, giving an opening (if warranted) for explicit teaching.

Before this approach, Teachers usually would have up to 4 or 5 maths groups in their classes, giving groups 20-30mins of rushed lessons to push through a guided strategy and then a number of similar examples for students to practice as a group, in pairs and finally independently...only really seeing each group twice a week (more often obviously with younger students - but shorter lessons to get through everyone).  These lessons are heavily teachers directed.

Literacy Across the Curriculum offers more when focusing on one topic and bringing depth to it through all areas of the curriculum.  Once again, we're looking at working smarter here.  Making connections to a single topic across the curriculum gives students opportunity to delve into a theme from many different angles and gives teachers opportunity to be creative in their practice using a variety of tools, media and pedagogical approaches in teaching their students.  With this variety, differentiation is more simply met.  Ultimately student voice and student direction should be the goal for teachers to nurture and grow students in to their learning.   I believe if we can simplify our teaching, we can grow the learning in a broader sense.
The less is more mantra...something to think about in our teaching!

TALK MOVES example - taken from YouTube

TALK IT Modelling - Maths PLD

Today we observed Sue Pine, our Maths facilitator, modelling talk move strategies during a maths lesson.

 There are 5 talk moves that were well displayed by Sue, they are:

• Revoicing- restating a previous speaker’s utterance.
• Teacher initiated requests where a student repeats a previous contribution by another student.
• Teacher elicitation of student reasoning e.g., “Do you agree with Amy’s suggestion?”
• Teacher requests students to add on e.g., Does anyone have more to add to this.
• Teacher wait time.

We are working at developing our dialogical practice and productive talk within our maths lessons.  Students were encouraged to share their 'thinking' around problems solving and looked at ways they could explain their thinking, making it clear to others. 
What I observed today was student dominated lessons. 

Sue was able to draw dialogue from students using each strategy.  As we watched her teaching at different levels it was evident that were some talk moves the students were not used to.  Initiated requests was a move I saw that could be used further at the junior level, at first the students were not used to repeating what other students had said.  Using this technique drew students into discussion and set the scene for the lessons - making the children comfortable speaking to the group.
The structure of each of the maths lessons observed were:

• Knowledge Check
• Introduction of a problem - asking general questions to gauge understanding of the question.
• Sending students off to independently 'think' about the problem - use paper and pen to show the working of the problem.  It is stressed that we want to see the working of the problem - more than the answers.
• Buddy up and share the working of the problem.  Emphasis is placed on listening and repeating others ideas and clarity of explanation.
• Come together as a whole class group and share their ideas of working out the problem.
• Discuss the different ideas and strategies, drawing out clarity through questioning, repeating, rephrasing and agreeing within the group.

Giving students their independent think time, asking them to use pen and paper to draw/write/show their strategy for finding the answer to the problem for some students, was new and many had nothing on their papers.  But, when asked to share their ideas, show their buddy how they got their answer - the dialogue was more fluid. It was really interesting to see how quickly the students responded to the move of 'repeating', ensuring the group remained focused and prepared to repeat what another had shared.

So it was a day with loads of learning.  It was great to see the students comfortable in their learning environment, even with a new teacher taking their lesson.  Children were enthusiastic in their learning, wanting to share their ideas.  There is much for teachers to take away and use in classrooms and I look forward to watching the teaching strategies develop further across the school.

Moderation - the key to making the standards work for us.

On Friday I attended a 'cluster writing moderation' meeting.  Each school sent teachers and management along with four samples each to be moderated within the cluster group.  Attending these meetings shows how far our cluster has come with regard to collaboration between schools.  In sharing our writing, and moderating it, the feeling of collegiality is strong.  There is no animosity nor is there any person trying to push an agenda or trying to prove a point.  A strong sense of opportunity to learn is on offer and a determination to get things right is at the forefront of all those with the responsibility of representing their school at these meetings...and to take new learning back to the classroom.
So, what did I take from today's meeting?

• The depth of writing across the cluster is improving with each sample I read.  The use of a device gives students an opportunity to put more on paper, add greater detail and description and develop their writing with more depth.   
• The writing rubric is a great tool that requires consideration of interpretation.  Open discussion is required in order for those who use it to get the best out of it.  Teachers can't be precious about their views around the rubric, they must open to interpretation from others and take ideas on board where agreed.
• Our cluster is miles ahead in collaboration.  We have so many opportunities to work together that the comfort of knowing each other and willingness to collaborate is comfortable and open.  In cases where agreement wasn't reached, the 'agree to disagree' was collegial and had the minds ticking over to explain points for and against each case.

 The formative information that comes from the rubric and in moderating with colleagues is immense.  It's important that all teachers and management teams have an open, collegial environment to ensure the best conditions for collaboration are nurtured.  Manaiakalani is very lucky that there is such collegiality between schools and it is wonderful to be part of such a forward thinking community.

What's the ELEPHANT in your room?

We had another stand out day at the Manaiakalani PLG at Summerville Special school.  I always come out of these meetings regenerated and excited about what we're doing in our Cluster.  Today we were given photocopies of elephants and asked what 'elephants' were revealed through the data and feedback we were given from the researchers of the Manaiakalani programme from 2014.  It was a great experience sharing our thoughts and ideas around what the data revealed and as a group this activity gave us an opportunity to reflect deeply on what our challenges were and what solutions we could produce to meet them.  It was also wonderful to see that we all recognised the same 'elephants' and were very keen to listen to the ideas shared around these challenges.

The year 7-10 dip was an area I chose to initially focus on and the group I was in during this discussion was thoughtful, considerate and highly motivated.  The ideas, questions and light bulb moments shared were brilliant and then when we shared our elephant with the whole group we could see common threads between all the elephants in the room - this was excellent.
What will I be taking back to my school after today?

• Looking ahead - further develop our relationship with the college to ensure our teachers know what our students need, what the expectations are the next level up, what their next teachers want them to be able to do when they get there.
• Raise our own expectations - don't just teach what they need at their own levels but look beyond and teach up (don't limit students with boundaries set by levels - give them a go!).  
• Teachers MUST be "Life Long Learners" - Pedagogical content knowledge and curriculum knowlege is never ending.  Keep learning, keep developing, keep implementing....
• LEARN, CREATE, SHARE - for teachers in their own learning...the ethos works for EVERYONE!!!
• Consistency across the school - taxonomies, curriculum language, PLD - keeps everyone on the same page, on the same track, striving for 'school wide' goals.

So we looked at the elephants identified across the cluster.  You may think this approach would be like opening 'a can of worms'...but with collegiality and collaboration, what we ended up doing was changing those elephants into mice!

Leading from the Front...or the Back!

How does a manager inspire those at the chalk face when they haven't been at the chalk face for years?  In this ever changing educational evolution, it's important that school managers keep up with what is happening at the chalk face.  The digital age has sped up change so much that more often than not students know more about some things than their teachers.  With the introduction of the digital environment comes the inevitable paradigm shift in pedagogical practice - now this is where I think many managers become scared. 
It's a bit like the introduction of BETA videos in the 80s - I was 12 when my father bought a new 32 inch TV and a video player.  He brought it home, and it sat in the lounge for 3 hours before I got home from netball practice - waiting for me to show Mum and Dad how to turn it on...and connect the video...and show them how the remote worked.  It took them a good month or two to become comfortable with playing videos, and didn't usually put anything on without me being in the house to get them started.  My parents were afraid that they'd break the machine, push the wrong buttons and blow a fuse.  Needless to say, each time a new piece of technology has been added to my parents now impressive collection of necessities - this includes a laptop, ipad mini, smart phones, digital TV and GPSs - I get the job of coaching them through the new gadget (...and believe me this is a daily job!).

I sometimes wonder...why bother?  They get new gadgets all the time and I do recall some being shoved into the back of a cupboard never to be seen again - the kitchen whizz and the ipod (mum still doesn't know how to upload new music onto it).
Bare with me while I connect this story with school management...
With the implementation of digital tools in the classroom, management have it tough because they aren't at the 'chalk face' (so to speak).  It is very easy to feel uneasy about not having the knowledge, but wanting the technology because you know it will enhance the learning and it's what the future is all about.  But, how do managers do this without feeling afraid they are being left behind...because surely some do - a bit like my parents and their gadgets.  Management aren't in the classroom, they don't develop the planning, they aren't practicing what they preach.  For many managers, the classroom is a very different place to when they were last in one (...as a full time classroom teacher).  So how do Managers overcome the fear?
I believe it has everything to do with leading from the back.  It's important when following as a manager to do so with an open mind and a willingness to hand over control to those with more knowledge - learning from them as you go.  Managers have to understand the process, weigh up the benefits, identify the barriers, assess the big picture affects and decide on the best approach.  I think on reflection, managers also need to recognise if they themselves are barriers to learning and if so, what do they need to do to change that.  Professional development is the key to the implementation of new pedagogies and ALL managers need to participate in what ever PLD their staff participate - it also helps if PLD is school wide and not just carried out by individuals. 
So what about managing mentoring or coaching in the classroom, when teachers clearly have more practice around the technologies and pedagogies?  Once again, it's the leading from the back that comes into play.  Good managers don't pretend to be the fountain of knowledge, they identify the strengths of their staff and work with their expert teachers in developing the technologies and pedagogies of staff.  That's not to say that leaders shouldn't have any input here, but they should  acknowledge the strengths of their colleagues and utilize their abilities - without feeling intimidated.  I think its a matter of letting go - being a school manager is not the same as a classroom practitioner.  It can be scary and it's easy to let self doubt sneak in...but the best managers are the ones who share the responsibility, distribute the leadership and more often....lead from the back.

So going back to my parents and their gadget collection - they are scared every time they bring something new home.  But, they're excited by what the new gadget can bring to their lives.  They may stumble sometimes in gaining knowledge around it, but are happy to pass the buck onto me to set things up for them and take them through the motions of how to use it.  The benefits always outweigh their fear of the unknown...and they keep buying them.  God help me when they invent flying cars!!!!!

2015 - And so it begins....

It's the beginning of a new year and after a long and well rested break, I'm now getting back into school mode.  It will be an exciting year, with a lot of new learning to be had by all.  So, as we like to encourage students to set goals in their learning, I'm going to set goals in my learning in the role as a school administrator.

I guess my biggest goal this year is 'Clarity'.  Clarity in my communication with colleagues, clarity in my organisation, clarity in my decision making and clarity in my application.  Being in the role I am, I find that I am often more 'mind full' than 'mindful' of what I am doing.  I get so tied up in the business of the day, that I forget to take time to stop, reflect and see clearly what it is I am achieving and why.  I need to be more 'mindful' as apposed to 'mind full' - be clear about what I hope to achieve in a day, a week, a month, a term...a year.