Archive | September, 2018

Authentic Learning

14 Sep

giphy

Authentic learning is a measure of connectedness based on pertinence, interest, and immediacy of a given context. Relevance is critical. Teachers will have a difficult time increasing rigor for learners who do not find the tasks at hand very relevant.

There are degrees of relevance. Something is less relevant if it is an isolated experience and far more relevant if it offers knowledge and skills to support life-long endeavours. Relevance is also contextual. Studying the setting of a story will seem less relevant to a student who hates reading literature than it will to a student who aspires to be a novelist. Fortunately, teachers can increase the relevance for everyone by helping learners find personal value in the studied content or skills. For example, disinterested readers can understand that their entire lives are defined by their personal settings. They can then begin to explore the variables within their own control to alter their settings for the better, making setting a relevant concept to explore beyond literary options. When content (e.g. literature) is used as a medium (not the end goal) to explore critical, real world skills, then relevance is maximized.

When considering if learning is relevant, as a teacher I explore the following questions:

  • Are the questions, prompts, or tasks interesting for the learners? Consider age, region, and modern trends as variables.
  • Might the questions, prompts, or tasks unintentionally exclude some learners (e.g. those who aren’t interested in sports, those who don’t have access to gardens, those who don’t wish to become historians, etc.)?
  • Do the questions, prompts, or tasks replicate processes that are authentic to ‘real world’ applications?
  • Will the questions, prompts, or tasks be fun or engaging? Will they be explained in the context of life-long application?

Few learners will accept robust challenges if they 1) don’t believe someone is there to support their efforts, and 2) can’t find a worthy reason to engage in something that will not be easy.

Advertisements

Whakawhanaunga

13 Sep

41452167_1075552865939685_7153783423268552704_n

 

Last week a note I wrote about expectations. As we raise the bar on our expectations that all learners can be successful, we must also raise the bar on rigor for all learners.

When trying to meet the demands of supporting all learners, it is impossible to increase rigor without also attending to whakawhanaunga (relationships). My daughter recently met Helen Clark ONZ. Nobody could fined a better role model as wahine toa.

Personally I have an interest in the tuakanateina relationship, an integral part of traditional Māori society, provides a model for buddy systems. An older or more expert tuakana (brother, sister or cousin) helps and guides a younger or less expert teina (originally a younger sibling or cousin of the same gender). In a learning environment that recognises the value of ako, the tuakana–teina roles may be reversed at any time. For example, the student who yesterday was the expert on te wā and explained the lunar calendar may need to learn from her classmate today about how manaakitanga is practised by the local hapū.Relationships matter greatly. The concept of the tuakanateina relationship, is one that interests me. An older or more expert tuakana (brother, sister or cousin) helps and guides a younger or less expert teina (originally a younger sibling or cousin of the same gender). In a learning environment that recognises the value of ako, the tuakana–teina roles may be reversed at any time. For example, the student who yesterday was the expert on te wā and explained the lunar calendar may need to learn from her classmate today about how manaakitanga is practised by the local people.’

Marzano (2011) notes: “Positive relationships between teachers and students are among the most commonly cited variables associated with effective instruction” (p.82). Simply having positive relationships with tamariki and colleagues will not increase achievement. Quality teacher to student relationships impact student achievement in 4 significant ways:

When teachers build trust and rapport with tamariki, tamariki are more likely to take the necessary risks required to learn at deep levels. As mistake making is an inherent part of the learning journey, tamariki need to feel safe along the way.

When tamariki feel safe, they are more likely to offer teachers the necessary insights and feedback that can support the teacher’s ability to respond appropriately.

When teachers strive to understand each learner’s desires, needs, and assets, they have the necessary ability to connect the learning in targeted and specific way that ensures the learner can be successful.

When teachers know their tamariki well, they can better interpret the meaning behind a student’s unconscious nonverbal responses to the learning at hand. Raised eye-brows, tapped pencils, and deep sighs represent different emotional responses based on the learner exhibiting the behavior.

Unless a teacher knows the tamariki well, it is challenging to make learning relevant or rigorous.

Growth (Acceleration)

10 Sep

download

Growth or Acceleration is on my mind as I design pathways for students for 2019. Growth is a personal endeavour, and it happens differently for every person.  Some people start physically growing before others do, while others don’t grow at all and then overnight.  There is one inevitable truth about growth, and it is this. It will occur.

That is why it is important that we remind our students and staff that it is not always best to compare ourselves to others through the lens of standardization especially when it comes to their current state or proficiency in learning.  It is, however, very healthy for students to analyse their unique progress over time and determine if they are making the necessary growth that pushes them toward mastery in learning.

One thought that we must always remember about growth is that it’s not a race.  It is, however, a journey.  Some will grow faster while others will grow slower.  Furthermore, we must convince our students to believe that growth shouldn’t be based on speed, but on their commitment to owning their growth and personal development, for that is how we ensure that we convince kids to set their sights on making lasting growth instead of growth that is fast and more likely unnecessary or even unsustainable.

Expectations

9 Sep

images

Being a Restorative School and being a PB4L school has taught me a number of things. Threats of consequences without follow-through result in deafened ears the next time the threat is made. Failure to affirm expectations met leads to a “Doing Well Doesn’t Matter” mindset.

Expectations mean little to nothing at all until they are coupled with accountability. 

Accountability solidifies expectations when words don’t. Accountability keeps the standard high because threats won’t. Accountability adds value to a job well done.

Talk is cheap. Actions matter. Leaders of excellence set the same high expectations as everyone else, but the expectations that mean the most to them are the expectations they set on themselves to hold everyone accountable for meeting the goal.

Do your expectations matter to those you lead?  The answer is not in their adherence. It’s in your leadership skill of accountability and your support to guarantee that expectations are actually met by all.

 

Our Collaborative Trial

6 Sep

download

And if the students develop interdisciplinary pathways which leads to “independent confident individuals who learn how to learn” we would’ve made a start at crossing boundaries and making connections (Duerr 2008)

This week I have done some work towards our collaboration project in Term 4. I got to thinking if the interdisciplinary approach to teaching and learning has been around for decades, why have we not embraced it? And what’s the goal? Mathison and Freeman (1997) said that the goal is to help students synthesise discrete information and connect knowledge to everyday needs, applying learning methods to real life situations. To help facilitate these sorts of discussions we have set up Professional Learning Groups (PLGs) which are interdisciplinary in the past but the beauty of our Term 4 project is that the work is authentic.

Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf

I really enjoyed this clip which got me thinking.

 

 

Trust

2 Sep

photos-of-people-holding-hands-6934

Bryk and Schneider (2002) described trust as the basis for developing social capital, and identify three types:

Organic Trust is based on the moral character and designated authority of leadership and is given unconditionally. This kind of trust has often been seen in faith-based environments, clergy and lay-leaders, had almost unquestioned trust. Yet, this basis has been somewhat eroded today, as we frequently see tragic cases of abuse of such trust.

Contractual Trust is transactional. Basic actions and outcomes are agreed upon, in accordance with stated terms. In this era of high-stakes testing and parent expectations and government agendas, it is a fear that education could be translated to these terms.

Relational Trust, John Dewey observed that a good school is more like a [functional]  family than a factory (Bryk and Schneider, 2002). Relational trust forms the basis of the ‘family’ interactions. Despite personality differences and clashes, there is a bedrock of connection that enables relationships to be maintained.

Relational trust is the foundation of the effective professional learning community, and essential for effective and lasting change.

Mytwosentences

Thoughts and Observations from Edward Roads

Danielle Anne Lynch

Music, Theology, Religion, Education

Learn To Love Food

Food Fun For Feeding Therapy and Picky Eaters

youreffectiveleadership

This WordPress.com site is the cat’s pajamas

NotesFromNina

Meaningful learning and effective teaching with a Finnish twist

where the mountain meets the surf, anything is possible

karen spencer

Let's talk about learning.

Education in the Age of Globalization

where the mountain meets the surf, anything is possible

Teaching & E-Learning

Learning in Today's World

A View from the Middle

where the mountain meets the surf, anything is possible

Powerful Learning: It's a Digital Thing

where the mountain meets the surf, anything is possible

Search Msdn

where the mountain meets the surf, anything is possible

where the mountain meets the surf, anything is possible

Artichoke

where the mountain meets the surf, anything is possible

Mike's Blog

where the mountain meets the surf, anything is possible

Back2skool

Technology lessons from the classroom...

Welcome to the Frontpage

where the mountain meets the surf, anything is possible

Mark's Learning Log

Director of Learning Inquiries Pty Ltd (an experienced educator from Principal to Coach)

Mal Lee

where the mountain meets the surf, anything is possible

where the mountain meets the surf, anything is possible