I know I've only just arrived, but you can keep up with all the latest on my new blog http://mrnorbs.wordpress.com/.
Tuesday 2 April 2013
Wednesday 27 March 2013
New Term Resoultion # 1: Self-directed Learning through Genius Hour
The nearing end of the term brings with it the enevitable "gonnas" for next term. I have gradually instituted the concept of reflection and students becoming more aware of how they learn, rather than what they learn. I'm looking ot build on this next term by making these reflections real world through newsletters and blogs. My next step is to see if I can get the students to teach themselves something.
With the English syllabus so content heavy, I'm looking to see how I could create a "Genius Hour" routine so that my students can spend a lesson learning anything of their choice (hopefully born from their studies in English!) This is certainly something that needs some thought. I mean, I could definitely just give it a go and see what works, but I think its best that this project be well-thought out.
Firstly, I'd like to clear up the way I'm approaching the term "genius." The Greeks used the term in relation to a god-like spirit that possessed you and enabled you to produce. Therefore, when not referred to as a spirit, the term was then used to describe production, "to beget." Thanks to online etymology dictionary for clearing that up. It was just those losers in the late 1500s who started thinking "genius" was something only few of us had. It was probably Shakespeare's idea, apparently everything else that was thought of in that time period was thanks to the Bard. With the Greek concept of 'genius' in mind I am looking for students to find the intrinsic motivation to produce a project that they can appreciate and be proud of.
Here goes.
This excellent article outlines the process of self-directed learning, the issues that can arise and the key strategies to employ. http://classroom-aid.com/2013/03/23/self-directed-learning-well-explained/
Using this article as a basis, I am formulating a plan.
Step One:
Identify the outcomes that such a project could cover
Firstly, the new NSW syllabus focuses heavily on texts as representations of the real world and as means of exploring and learning about the world. Outcomes 6, 7, 8 & 9. Focus on individual and cultural expression in and through texts and therefore could be used quite effectively to frame the project.
Step Two
Upon looking at the outcomes it is evident that the project needs a frame. Especially for first-timers, freedom can be just as limiting as structure as students can find it very difficult to cope with the responsibility. Plus, I need to ensure that I'm teaching the syllabus.
Reading/Responding:
Exploring multiple texts about your interest project - this way students can identify how different texts in different cultures and times explore their area. It also opens up the discussion "What is a text?" Anything we read and interpret - wouldn't it be wonderful to hear 15 year olds discussing how the world is a text that they interpret!
Creating:
Presenting results of the project - obvious choices for this would be a blog with consistent reflection on the stages of their project and of course a finished product which students use to share their knowledge. This would be wonderful for students to display their knowledge in an area that is their strength. We have a "Showcase" in Term 4 of student work. Ideal for this style of project. This is where our usual Outcomes 1 - 5 come in handy as they involve the skills students use in the presentation of their text.
Anti-frames:
One of the ideas with this project is that students EXPLORE, so its important that they don't just pick a topic and research it. There needs to be time for tangents. This is when connections can be made and creativity can be fostered. Yay! I knew I was doing this for a reason. So, maybe there needs to be a guideline that you explore your first idea and then find a better one!
Starting points:
Students need a tactic. A way of beginning. I feel that if I stepped in front of the class and said "Go forth and teach yourself something!" They would interpret that as "I've had it! You can teach yourselves!" Strange how similar those two comments sound. Makes me realise why I was such a self-motivated learner at school.
Here I will borrow from http://www.teachthought.com/learning/project-based-learning/27-actions-that-promote-self-directed-learning/
These actions ae the basis for students to begin a project. This will require some modelling. Lucky I've been doing some self-directed learning of my own about creativity.
Research Skills: There are English lessons to be had about collecting digital sources, how to organise bookmarks and categorise texts according to content. I feel I'm teaching English better already (especially Outcome 8). The best thing about teaching this skill is that the content is of interest to the student, using a format (the Internet) that they use regularly for content exploration.
If after an hour of thinking (and talking to mum on Facebook) I can identify key English skills and syllabus outcomes that such a project could cover, I am confident that this concept is very relevant to the subject and other being a generally enriching experience, could in fact be just as effective as any concpet driven unit where students are given the paramaters in which their thinking can take place.
What do you think? Any ideas?
With the English syllabus so content heavy, I'm looking to see how I could create a "Genius Hour" routine so that my students can spend a lesson learning anything of their choice (hopefully born from their studies in English!) This is certainly something that needs some thought. I mean, I could definitely just give it a go and see what works, but I think its best that this project be well-thought out.
Firstly, I'd like to clear up the way I'm approaching the term "genius." The Greeks used the term in relation to a god-like spirit that possessed you and enabled you to produce. Therefore, when not referred to as a spirit, the term was then used to describe production, "to beget." Thanks to online etymology dictionary for clearing that up. It was just those losers in the late 1500s who started thinking "genius" was something only few of us had. It was probably Shakespeare's idea, apparently everything else that was thought of in that time period was thanks to the Bard. With the Greek concept of 'genius' in mind I am looking for students to find the intrinsic motivation to produce a project that they can appreciate and be proud of.
Here goes.
This excellent article outlines the process of self-directed learning, the issues that can arise and the key strategies to employ. http://classroom-aid.com/2013/03/23/self-directed-learning-well-explained/
Using this article as a basis, I am formulating a plan.
Step One:
Identify the outcomes that such a project could cover
Firstly, the new NSW syllabus focuses heavily on texts as representations of the real world and as means of exploring and learning about the world. Outcomes 6, 7, 8 & 9. Focus on individual and cultural expression in and through texts and therefore could be used quite effectively to frame the project.
Step Two
Upon looking at the outcomes it is evident that the project needs a frame. Especially for first-timers, freedom can be just as limiting as structure as students can find it very difficult to cope with the responsibility. Plus, I need to ensure that I'm teaching the syllabus.
Frames of reference
Reading/Responding:
Exploring multiple texts about your interest project - this way students can identify how different texts in different cultures and times explore their area. It also opens up the discussion "What is a text?" Anything we read and interpret - wouldn't it be wonderful to hear 15 year olds discussing how the world is a text that they interpret!
Creating:
Presenting results of the project - obvious choices for this would be a blog with consistent reflection on the stages of their project and of course a finished product which students use to share their knowledge. This would be wonderful for students to display their knowledge in an area that is their strength. We have a "Showcase" in Term 4 of student work. Ideal for this style of project. This is where our usual Outcomes 1 - 5 come in handy as they involve the skills students use in the presentation of their text.
Anti-frames:
One of the ideas with this project is that students EXPLORE, so its important that they don't just pick a topic and research it. There needs to be time for tangents. This is when connections can be made and creativity can be fostered. Yay! I knew I was doing this for a reason. So, maybe there needs to be a guideline that you explore your first idea and then find a better one!
Starting points:
Students need a tactic. A way of beginning. I feel that if I stepped in front of the class and said "Go forth and teach yourself something!" They would interpret that as "I've had it! You can teach yourselves!" Strange how similar those two comments sound. Makes me realise why I was such a self-motivated learner at school.
Here I will borrow from http://www.teachthought.com/learning/project-based-learning/27-actions-that-promote-self-directed-learning/
These actions ae the basis for students to begin a project. This will require some modelling. Lucky I've been doing some self-directed learning of my own about creativity.
- Challenge something
- Make an observation
- Draw a conclusion
- Question something
- Revise a question based on observation & data
- Critique something
- Observe something
- Revise something
- Transfer a lesson or philosophical stance from one situation to another
- Improve a design
- Identify a cause and effect
- Compare and contrast two or more things
- Test the validity of a model
- Separate causes from symptoms
- Identify the primary and secondary causes of a problem
- Adapt something for something new
- Make a prediction and observe what occurs
- Narrate a sequence
- Study and visually demonstrate nuance
- Identify and explain a pattern
- Study the relationship between text and subtext
- Elegantly emphasize nuance
- Critically evaluate a socially-accepted idea
- Extract a lesson from nature
- Take & defend a position
- Record notes during and after observation of something
- Form a theory & revise it based on observation and/or data
Research Skills: There are English lessons to be had about collecting digital sources, how to organise bookmarks and categorise texts according to content. I feel I'm teaching English better already (especially Outcome 8). The best thing about teaching this skill is that the content is of interest to the student, using a format (the Internet) that they use regularly for content exploration.
If after an hour of thinking (and talking to mum on Facebook) I can identify key English skills and syllabus outcomes that such a project could cover, I am confident that this concept is very relevant to the subject and other being a generally enriching experience, could in fact be just as effective as any concpet driven unit where students are given the paramaters in which their thinking can take place.
What do you think? Any ideas?
Monday 25 March 2013
Project Essay: Stage 5 students reflecting and evaluating to deveop their skills
We've been having some major issues in Year 11 and 12 getting students to write effective essays that discuss their ideas about topics. In fact, we've had some serious issues ensuring that students are developing ideas of their own and being confident enough to express them. We wanted to get our Stage 5 students confident in their own ideas and possessing the basic skills for writing an effective essay so tat when they reach Stage 6 they don't feel incapable of expressing a coerent idea.
So we made a plan.
An assessment task that allowed time for students to develop ideas, consider arguments, develop coherent paragraphs and create a well-constructed essay. The assessment's aim was to familiarise students with the processes and allow students plenty of opportunity for reflection and evaluation. It has worked a treat!
The assessment causes students to focus on what they do throughout the construction of the essay rather than the fianl product and as a result we have had some wonderful discussion. The students focus on reflection and the process because the assessment criteria and marking focus on it. This means those students still possessing the desire for high marks as their key motivation can still find the rewards. One of the most wonderful aspects of this assessment has been the conversations about the topic, about writing and about student's writing styles. The students have completed most of the activities and have written some outstanding essays. The funny thing is, I've barely taken notice of what they've written, but I've been overwhelmed with HOW they've written it. These guys have gone through pages in their books of drafts. They have done everything we want an HSC student to do, and they have done it because of the reflection element of the assessment. I am very confident that without it the students would have only made single attempts at a finished product. The results are very encouraging.
All classes in Stage 5 have reported the same success thus far with student output and quality of reflection. They have used the metalanguage of the criteria when reflecting and evaluating which is reinforcing the key skills they have learned throughout the process. If you are considering getting your juniors to tackle essays, I strongly recommend this process based, reflectve assessment as learning approach! Feel free to use the copy of the assessment below and improve it!
So we made a plan.
An assessment task that allowed time for students to develop ideas, consider arguments, develop coherent paragraphs and create a well-constructed essay. The assessment's aim was to familiarise students with the processes and allow students plenty of opportunity for reflection and evaluation. It has worked a treat!
The assessment causes students to focus on what they do throughout the construction of the essay rather than the fianl product and as a result we have had some wonderful discussion. The students focus on reflection and the process because the assessment criteria and marking focus on it. This means those students still possessing the desire for high marks as their key motivation can still find the rewards. One of the most wonderful aspects of this assessment has been the conversations about the topic, about writing and about student's writing styles. The students have completed most of the activities and have written some outstanding essays. The funny thing is, I've barely taken notice of what they've written, but I've been overwhelmed with HOW they've written it. These guys have gone through pages in their books of drafts. They have done everything we want an HSC student to do, and they have done it because of the reflection element of the assessment. I am very confident that without it the students would have only made single attempts at a finished product. The results are very encouraging.
All classes in Stage 5 have reported the same success thus far with student output and quality of reflection. They have used the metalanguage of the criteria when reflecting and evaluating which is reinforcing the key skills they have learned throughout the process. If you are considering getting your juniors to tackle essays, I strongly recommend this process based, reflectve assessment as learning approach! Feel free to use the copy of the assessment below and improve it!
Networked Knowledge
I have been spending some time with TED. I love TED. TED makes me love the world. TED makes me see all the possibilities out there. TED inspires me. I am in the midst of a crisis. I am so inspired that I am unsure that I can maintain all the projects I wish to use this blog post to organise my thoughts. TED has helped me recognise what it is I'm looking to achieve. A better world. Simple.
TED and I have been interested in each other for some time now. TED is always looking for things to say, and I'm always interested. Here is why.
I have watched a series of talks that demonstrate how the world is going to be a better place.
You can see them here:
Amanda Palmer "The Art of Asking"
Don Tapscott "Four Principles for the open world"
These two talks discuss the value of networks, of how online communities can become valuable real-world communities. They prove that meaningful connections can be made using the Internet and can make physical relationships even more rewarding. The four principles Don Tapscott discusses are collaboration, transparency, sharing and empowerment. These four principles are in action in Amanda Palmer's speech about asking people to pay for her music. It is these four attributes that I am looking to encourage in my students in the classroom. Suddenly it all makes sense. I am striving to help develop creative individuals who will succeed in the future world and I am focused on developing their cognitive and creative capacities. I am looking to complete a research degree that explores how we foster creative individuals for a world that doesn't exist yet. I can't complete this research because this "future" world does exist, its just that only some of us live in it.
I pledge that our classroom will be a place of collaboration, transparency, sharing and empowerment and that we will use all the online tools available to us to make this an effective and positive environment that demonstrates to students that they can make the world a better place.
Year 7 will
TED and I have been interested in each other for some time now. TED is always looking for things to say, and I'm always interested. Here is why.
I have watched a series of talks that demonstrate how the world is going to be a better place.
You can see them here:
Amanda Palmer "The Art of Asking"
Don Tapscott "Four Principles for the open world"
These two talks discuss the value of networks, of how online communities can become valuable real-world communities. They prove that meaningful connections can be made using the Internet and can make physical relationships even more rewarding. The four principles Don Tapscott discusses are collaboration, transparency, sharing and empowerment. These four principles are in action in Amanda Palmer's speech about asking people to pay for her music. It is these four attributes that I am looking to encourage in my students in the classroom. Suddenly it all makes sense. I am striving to help develop creative individuals who will succeed in the future world and I am focused on developing their cognitive and creative capacities. I am looking to complete a research degree that explores how we foster creative individuals for a world that doesn't exist yet. I can't complete this research because this "future" world does exist, its just that only some of us live in it.
I pledge that our classroom will be a place of collaboration, transparency, sharing and empowerment and that we will use all the online tools available to us to make this an effective and positive environment that demonstrates to students that they can make the world a better place.
- In Year 11 Advanced English they will create an online blog that builds on their personal learning journals in order to connect with a wider audience.
- develop their class blog, with a view to creating individual blogs by Term Three.
- create a letter in favour of the rights of an individual on the Write for Rights website.
- submit their essays about conformity to the "What Matters?" compettion
- Create a class newsletter that outlines what they learn each fortnight, distributing to parents with a view to publishing on the Internet.
- Collaborate and create an authentic performance poetry piece about something that matters strongly to them and perform it at a poetry slam night.
- Find a "pen" friend
Year 7 will
- Create a class newsletter that outlines what they learn each fortnight, distributing to parents with a view to publishing on the Internet.
- Write a persuasive letter to their parents explaining what they need to do to be happy (it makes sense in context)
- Enter it into "The kids are alright" competition
- Find a "pen" friend
Saturday 23 March 2013
Being scared of our own reflection
Basically I have some key goals that I need to share in relation to this blog:
- Increase parent interaction
- Reflect on teaching practice
- Develop a writing portfolio for a MPhil (Communication) focusing on creativity
- Provide a basis for a class newsletter
Back to the Blogoshpere
I have returned to the Blogosphere with a new blog and a new aim. With this blog I intend to not only post my thoughts, activities and research in education, I also aim to create a connection with the parents and students of my local community so they can become more involved in each others' learning. The aim here is to develop regular connections between the classroom, home and the wider world so that students and parents can share in their education.I'll focus on how students are learning, sharing the most interesting moments from the classroom and the victories we share in. I hope the parents of BHS will join in and interact with the world of the blog!
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