Ownership - Self Directed Guidance

My Teacher Inquiry Goal this year is to provide an increase of student ownership in our
classroom. I mention 'our' because at our school we teach in teams of 2 (3 if you include our release teacher). At the moment I would describe our learning programme as...

 'Using individual learning pathways through a process of guided goal setting. We co-construct our learning goals and help students select goals that lead to a flipped learning / workshop based programme within an inquiry context.'

Wow. It sounds like a mouth-full so to break down the teacher jargon we simply;

• Use our curriculum to help the students set their goals
• They use these goals to select their workshops
• They can learn before, during and after these workshops at their own pace and time
• The learning they are doing always helps them gain the skills and understands to move ahead with our overall inquiry.

If this sounds like a lot of hard work and with the potential for chaos...then YES! I have to admit that at times my finely tuned 'teacher chaos radar' is pinging off bright flashing lights. BUT, the benefits we are seeing in engagement, achievement, motivation and learning dispositions (the ability to learn and take ownership over learning) is huge.

However, one of the reflections I am making from watching what is happening, and talking with the students, is how to help guide the students to be making the best decisions for their learning in a way that both gives structure and support to those that need it, as well as giving the opportunity for those increased 'agency' for those who are ready. Basically, how do I give 'just the right amount of cage' for each learner? We are very good, or better, at differentiating the learning for our students but what about differentiation in terms of the guidance and structure we put in place to help the learning happen.

This term we have added some management structures which to help students do just that. Our question was, 'What can we do to help the students be in the right place at the right time and go where they need to go to access the learning that is right for them?'

Here are 3 things we have set up with some thoughts on their effectiveness so far.

1. Student Calendars and Timetables.

Since last term we have create a class timetable on a Google Calendar and embedded that into our Ultranet Class Page. The embedding aspect has some teething problems by-passing our domain restrictions (it reads 'busy') but we also have it showing on a wide screen TV on the wall. Teachers and students can see what is coming up next, especially the workshops that are happening next door and it even has a function as a planning sharing tool for release teachers who access the workshop notes through the event details.

This week we've started giving each student a paper timetable that we record their workshops on and it also includes an overall picture of events and changes that happen in a lively, colourful school. It's early days with this one but the majority are learning a lot about self management and reading tables and have even started colour coding the learning areas and what they're working on.

There is increased accountability with this timetable as well because we can quickly see if they have booked themselves in for 2 maths and reading workshops. Thanks to @fuse11 and the team of teachers at Russel St School in Palmerston North for this idea.

2. Workshop Selection Tables

We've made a Google doc for each set of workshops for the week. There is a designated 'Mother Ship' imac we have set up to a large screen where the students can move their names from one workshop to the next. The names are an image from comiclife and they are easy to move withon the table - no deleting and typing, just click and drag.

It's been a great way to keep a record of who has attended which workshop and the students check in on the screen often.

3. Ako Hubs

This was an idea we borrowed from @msbeenz  and her classroom. It's a buddy system that gives each learner someone to ask, question and help make great learning decisions. We start our day in these hubs and often throughout the day. They change their hubs each week and have different people to work with often.

We started working in hubs of threes but with the number of students in our room we found it easier to move to pairs. This has lessoned the likely hood that one of the students were left out of the conversation, too. We're finding this a great accountability tool where one student will quickly let us know that their Ako buddy has not picked a maths workshop, or has lost their timetable. We're also really pleased with the modeling that is going on from the student's with high agency for those still learning.

Next Steps?

For a digitally minded teacher it's been an interesting transition this year to having so much paper as a part of our programme. The students have their goals, timetables and books - all paper. For us at the moment it just makes access to all of these things instant and easy. There is no logging in, opening up etc and we have a very 'the right tool for the right job' attitude to what we do.

BUT, in saying that,  I'm really aware that some students would prefer to have a digital version of these tools, just like I would! One student has shown me his ipod Google Calendar and how it's synched with our class calendar. He's really keen to start using this as his timetable and add his calendar over the top. This could be our next step! It's all about choice as there are lots of children who prefer the tangible version.

(Cartoon from http://www.usabilityprofessionals.org/uxmagazine/rubes-cartoon-i-roll/)

What's your Dream Class?

If you could run a dream classroom programme... what would it look like? Imagine an unlimited budget and the freedom to follow your own pedagogical path! This was a provoking thought I've come across lately and I thought I'd share a glimpse into what I think would make a great 2013 with my students!

Bottle Bivy Beginnings!

Today we started out bottle bivy project! Here's a sneak preview of the 'gawker' (timelapse video) I'm planning to make with the class once the making is over.



We're also asking for each student to bring a gold coin donation to help with the costs of the glue gun sticks - the build take over 60 to get the job done. Thanks to everyone who's brought bottles into school. We couldn't have started without your help and team work!

Project Based Learning

This video, spotlighted by @web20classroom on this blogpost, made by commoncraft (who make some amazing explanation videos - well worth using as a model for students to try their own) explains what 'Project Based Learning' is. If you think broadly then it sums up what Inquiry Learning is..in a round about way.

One of the reasons I like about this video is that it emphasises the fact that students are still having their knowledge based broadened. It's about the content being discovered and reinforced within a meaningful context.

The process goes something like

- have a problem

- ask questions

- seek answers

- devise solutions

- put solutions into action

What do you think? Would this be a good explaination of what inquiry really is for those of us who are always getting conflicting, vague messages?

Leaders should Lead and not just Manage.

One blog I'd recommend following is Derek Wenmoth's. In a recent post he recalled a session he was in with Scott McLeod about adapting to the new digital era we are in. (Incidentally, I knew McLeod was in the country because I read a random article in the Southland Times about his ideas - no local reference, just there it was.)

The message that came through at the end of this session was this strong challenge -

Leaders lead! They don’t follow. They aren’t simply reactive (to government policy, constraints of policy, funding etc). They lead. They are compelled by a vision of what can be, and work with the resources available to them to achieve that. - Scott McLeod (Derek's summation)

This challenge, he writes, was in response to the talk of barriers to this adaptation - those Ministry policies, mandates, lack of funding and so on. And I'm standing on my metaphorical chair, waving a flag to his next statement. Derek goes on to say that it's time for leaders to have some courage start taking risks and be okay about failing. - They should lead and not just manage.

What are some things I'd suggest that school leaders could be doing to lead? Here are three ideas.

1. Know where you are going.

What is the direction and goal of your school in the next five years? Having a vision for the future takes time, thought and being connected to the right people to appear. There is a massive conversation taking place all over the world and online about the future of education and it's a dialogue that is too good to miss.

2. Start identifying those who will follow in your school and community.

This video captures the idea that it's the first few who follow who will start the movement. Who is on your staff, BOT and in your community that have the potential to support and carry out any initiatives you put in place.

3. Be willing to make a decision and make mistakes.

It's very easy for leaders to put decisions off. Especially when we are talking about technology , for example, and you are told to, 'Wait until November when there is a new model coming out!' I like this saying

- You don't have to get it right. You just have to get it going.

We can learn a lot from the student led inquiry model about the process of change and mistakes are only problems if we don't learn from them!

Also - the danger of collaborative leadership styles is that we wait for everyone to get on board before we act. I'm not sure that school's have any more time to wait!

There you go - I'm sure there are more ideas. Do you have anything to add?

(Photo by divinenephron, Photo license: Attribution, Noncommercial, Share Alike)

Ulearn10 BOT Presentation

Here's the presentation I gave to the Board last night. You can fill in the gaps, I'm sure.

Inquiry - Classrooms like an Airport - Part one

One of the issues for many teachers, when considering an inquiry approach to learning, is the concern that many students are simply ill-equipped or incapable of taking control of their own learning. There seemed to us to be many learners who just don't, or can't, be motivated enough to inquire without us pushing and prodding them along. It seems great for about half our class, we reflect, but what about the rest? An inquiry approach just doesn't seem to work for them.

Every teacher wants to engage every student in their class. I think it's very easy for us to look at our class and only see failure if every student isn't totally absorbed and self motivated. What I'd like to propose is another way to view success for our students - that is to view our inquiry based classrooms like an airport.

Every airport has a bustle of activity with planes of different sizes, capacity, speed capabilities and destinations all taking off, landing, refueling and grounded for 'maintenance'. Every one of our students have developed varying skills, competencies and apptitudes for curiosity and I think it's helpful to describe three different types of students as flying in different roles and different types of planes. (I'm sure you'll be impressed with the lengths that I'm willing to go to develop this analogy...)

The Fighter Plane Pilot

This student seems to refill with rocket fuel every time they land in our classes. They are extremely easy to motivate, they are extremely adaptable and reflective and can adjust their flight plan during their inquiry with very little difficulty. It's often likely that a teacher will only need to check in with them occassionally (they are so self sufficient) to guide, facilitate and direct their flight when needed. The fighter plane also creates enormous thrust and energy to the rest of the airport and it's easy for other planes get swept up in their enthusiasm.

The Boeing 747 Pilot

These students take a little more time to refuel and build up speed. They can take some support and guidance, even when in flight, and regularly land for loading and unloading. The great thing about these students is their ability to take a number of passengers with them (described below). They are very capable of leading a group in getting to a destination while sharing the experience along the way. These pilots tend to take one direction and rely on a teacher's control tower as they pick up skills and competencies along the way.

The Passenger

The Passenger students are the ones taking the journey with one of the Boeing Pilots. They haven't really developed the apptitude to pilot an inquiry but do benefit from being a part of the journey and getting to the destinations. Occasionally these students will listen to the Pilot announce over the intercom, they may visit the cockpit from time to time but will mostly sit back, absorb the experience and enjoy the ride.

The Terminal Sitter

These students are those that prefer to watch planes fly in and out of the airport and generally people watch. They rarely travel anyway, are satisfied to be a part of the hustle and bustle, will follow airport rules and customs and unfortunately do the bare minimum required to be able to stay (move around the airport to avoid security and even carry fake luggage to blend in with the crowd).

What I'm becoming comfortable with is allowing students to engage in Inquiry at their level. It's my role as a teacher to equip, guide and inspire them to travel further (I want to write about the teachers role in part two) but we shouldn't allow terminal sitters to hold back the fighter planes and the Boeing Pilots - we need THEM to fly higher so they can provide momentum and lift for the rest of the airport.

I think that airports are fantastic places - they're full of energy and excitement. People arrive and land with freedom and generally, a high level of self responsibility. To many an airport could seem almost like chaos but we all know the incredibly high level of supervision and guidance that makes it safe for all of us.

I also think it's extremely important for our classrooms to have both of components of responsiblity and guidance. Students should be able to take off in their own directions and land when they need support. Equally, I think that our classrooms should allow for students to have those safety guidelines that keep all learners safe.

We should, then, develop a classroom that allows every learner to fly in their own manner; both where they want to go, how they could get there and with the help and support they need.

An energetic, orderly and diverse airport of learners.

(Photos used under Creative Commons License - sourced from Flickr.com)

Inquiry Presentation

This is the slideshare I'll be sharing as the conclusion (if there is such a thing) to my engagement inquiry. It's been a process of pulling together the parts and isn't exactly staggering or ground breaking. I guess that's not the aim of a teacher inquiry but more to help us improve our own teaching and learning.

Student Engagement

View more documents from riverdaleschool.

Where would I like to go next?

I met with our Principal and some people from the Ministry last week. They're involved in creating a government project that helps schools with their LMS and efolio platforms. One topic that came up was the lack of academic research (evidential) into the benefits of e-learning and digital tools for student learning - anywhere.

That's a pretty hefty elephant sized bite to take but it's captured my attention.

Engagement Ideas for Fractions

I'm a huge fan of using digital tools in the learning process but I'm equally passionate about children being outside, active and getting their hands on things.

I hated being told, 'Don't touch!' when I was younger. I still do. It bugs me, then, when I hear myself saying it to students in the classroom. This week I've made an extra effort to get outside and let the children 'loose' with some P.E equipment to solve a fraction based problem.

This activity required the pairs of students to
arrange their 'sheep' (the cones) into three equal paddocks. They could move the 'electric fences' (skipping ropes) inside the farm and put the sheep where they thought they could go. It became a great way for the group to encounter fractions for the first time this without even knowing it.

The group then followed this with another 'farm' that needed 15 Lhamas (frisbees, and you can use your imagination) divided up amongst three paddocks. The thinking led us to discover 1 third, 2 thirds and then 3 thirds of 15. They were then able to draw their thinking in chalk on the pavement.



Another small group technique I've started is something I've used for writing groups. It's amazing how motivated students are when they have a whiteboard pen in their hand!

Each student has a laminated white sheet to draw and show their thinking. I do, however, have to confess to using, "3.2.1 hands off!" to regain their attention but the increase in student focus has been amazing to see.




The last development to our maths programme has been the use of an online quiz from Proprofs Quiz School. This is an application that you can embed into a website or blog that records a students results, is incredibly easy to construct and enables embeded video and images.

The quiz tells you when you have answered correct or otherwise and you are given a certificate of achievement at the end. This week I had a relatively low achiever in maths email me his result because he scored 100%. I was able to show him how to email a jpeg version to his Grandad and his face literally shone.

It's amazing me how much progress the entire class has made in a short time we have been learning about fractions. What I'm noticing, so far, is that nearly ALL of the students are achieving success but it does come at a cost.

The reading I've made into student engagement has suggested that there is a difference between engagement and compliance. Some research shows that compliance results in co-operation while engagement results in learning.

It's great to see these activities drawing otherwise detached students into their maths.

Student Motivation Survey

This week I surveyed my class about how engaged and motivated they thought they were (my teacher inquiry this year is on student engagement within a maths context. The format I used was an online survey called Survey Monkey. It's amazingly easy to set up, free and very interactive (exactly what we expect in our rather spoilt, Web 2.0 existence). The results were far from shocking, in fact, they were quite reassuring.


I asked the students a range of questions on topics such as how much they thought they were learning and what helped them stay focused and motivated. Here were some snapshot statements on the results.

- Nearly 80% think they are mostly or always motivated to learn in class.

- 67% think that computers mostly or always motivate them to learn and 73% think that the
computer has helped them learn.

- 84% find hands on activities help them stay motivated during maths small groups.

- The highest rated options to alter small group maths times were
- hands on activities,
- increased time,
- more web based tools / interactives.

The idea that hands on learning and digital environments increase student engagement are not new by any stretch. This survey has, then, validated and encouraged me to continue along the path our class is on.

There were some results, however, that are contrary to what research tells us. The class rated 'Knowing the reason why we are learning something' as the least likely to motivate and engage them. Maybe I haven't promoted this aspect enough in class for them to experience the benefits? Perhaps, also, they don't feel like they have had the permission in the past to ask or even think why.

So, how will this impact my teaching?

- More Hands ON activities?
- More Digital Tools?
- More TIME?

Skype in Classrooms

I became a fan of Skyping when my parents moved to Russia for work. It's amazing how, at the end of a skype call with them you really do feel as if they have just popped around for a visit. It's almost as if you don't miss them quite as much because, 'We see them all the time.' We often have the kids show them a toy they just bought, do a dance or piano recital and one time Dad took us for a tour of their apartment with an extra long laptop cord.

This term our class had some ebuddies set up with a teacher in Alabama, USA. We set up a combined wiki to pose some questions and used the skype call as a motivation to teach the students questioning and conversational skills - we even had co-constructed a success matrix to help us write some open questions (a skill that we have much road to travel on!)

The Skype calls were a huge success, in terms of a rich learning experience. We learnt a lot about questioning, how to have a conversation and were even opened up to the obvious cultural diversity that exists, even between two western countries; the students in Alabama were quite taken with the fact that a lot of our children wear bare-feet all day, quite unheard of for them.

Next term we are looking to use Skype for some research into our 'biotechnology' inquirys - as well as renewing our connection with Alabama! I'm setting up a media room in the corner of the class that has our school logo behind the camera and a sliding door to block out some noise. It's all very exciting and helps us to achieve a goal for this year - to branch out of our four walls and connect with the outside world, even if that means digitally as well as physically.

Here's a fantastic set of links to skype in the classroom related resources from Teachingdegree.org

This video is an excellent introduction to the world of Skype. Thanks to sayitvisually for the upload and Richard Byrne for the link (Freetech4teachers).



(Photo above used under Creative Commons, by Shareski, from Flickr.com)

Replacing the 'dis'.

I often listen to podcasts while I run. Dr Gaston Weizs podcast, 'School Psychology', has some great insights in basic behavioural psychology that relates to the classroom.

One podcast described the reasons for challenging behaviours. Dr Weizs describes the behaviour as being a learned action that someone uses because it gets them a desired result. He says that we do what we do because of the three 'E's' - it's easy, efficient and effective. This is to say that the student 'acts out', for example, because it's their first reaction, it gets the desired attention and then the desired result.

The majority of behaviour management in schools is precisely that; management. How often do we simply deal with a negative behaviour after it happens, 'mop' up the damage and dish out the punishment. And then we foolishly believe that the student will learn something from the episode.

Dr Weizs suggests that we should be teaching the student to 'replace' the negative behaviour with something that is equally the three 'Es' but much more positive and socially acceptable.

I can already think of how this approach might be successful with one student who continually challenges authority if he believes he is being dealt an injustice - no matter how small or insignificant and in a disproportionate manner. We already have an arrangement where he reflects on an incident afterwards and I think our next step is to construct a strategy that will replace his outbursts with something equally easy, efficient and effective.

The more challenging behaviour to replace is a student's disengagement from the learning process, the topic of my teacher inquiry this year. If I was to apply the three 'Es' to this behaviour (as a way of understanding the action more deeply than, 'They are just lazy!') could I, perhaps, be on a journey to helping the student replace this disengagment with engagement?

Maybe a way forward will involve some conversation time with the students involved. My instinct tells me that the disengagement is a learned behaviour that has developed from a lack of confidence, a fear of failure and low self efficacy.

I'm sure there will be some interesting conversations around the corner.

Photo left used under Creative Commons License from 'Foreversouls', sourced from flickr.com. Image above from http://drweisz.blogspot.com/

Student Engagement - Not my problem?

My teacher inquiry context for this year is around the issue of student engagement. Shortly I'll be posting my official plan (which, apparently I'll change anyway) which has an outline of what I'm planning to do, what the research has told me so far and so on.

A conversation I had today with a teacher I respect started me thinking about the level of responsibility I have towards ensuring students stay on task and motivated during the day. I have often reflected at the end of the day and almost felt a 'weight' or burden over a student's lack of focus. It's easy for us to feel less than successful as teachers if we fail to engage every student in what we're doing - after all, a great teacher has the entire class buzzing, enthusiastic and running home at the end of the day all pumped up and loving being a learner... don't they?

This teacher believed that the bulk of a teacher's time should be spent with the students who want to learn and have the right attitude. They felt that our responsibility lies in creating an engaging environment for learning and that the rest, to a degree, was up to the student to respond in a positive way. It sounds so liberating to us less experienced teachers who still want to change the world for every kid but have enough class time under the belt that classrooms aren't like that. It's also something I'll keep reflecting on.

This slide share, by Steve Wheeler (thanks again, twit machine), has a quote that jumped of the screen at me.

Self Organisation and Virtual Learning

View more documents from Steve Wheeler.

He states on slide 4 -

'We cannot 'manage' self organised learning for our students.
We can only create conducive environments within which students will
organise their own learning.'

He's obviously talking within the context of self management but I can see his belief about teachers creating environments for students to respond to. It's this environment that, to a greater or lesser degree, that I feel I should be focusing on creating.

6 ways to meet my responsibility and create a positive learning environment.

1. Utilise both extrinsic and intrinsic motivators that are positive and negative (but focus on the positive) - have incentives and appropriate rewards for active engagment, provide opportunities for students to monitor and reflect on their own learning, have consistent and negotiated consequences with ready access for progress to 'redemption'.

2. Making the learning relevant and authentic - discuss the 'why' we're learning somthing and have a meaningful purpose or goal.

3. Provide opportunities for student responsibility and praise them when they respond.

4. Create and foster a sense of a learning community - encourage all points of view, experimentaion and risk taking. Role modeling 'thinking aloud' and encouraging 'wrong - good answers'.

5. Making the class fun! - having fun and allowing yourself to look silly in front of the class.

6. Creating and maintaining 'one to one' relationships with each student. - "A student won't care what you know until they know that you care."

(Images used under Creative Commons - Zen, Sahtu Wildlife. Sourced from flickr)