Beginning the School Year 3

Beginning teaching - or starting a new year

Robert Fried is worth reading. Another of his books is called the 'Passionate Teacher'. In his book the 'Game of School' he writes about how students learn to play the game of school to get along. I remember one of his anecdotes was about a grade one student coming home and being asked by his anxious mother what he had learnt during the day? He told his mum he learnt that their were two kind of kids. Good ones who did as the teacher asked of them and bad kids who didn't. Conformists and non conformists. Kids learn quick.

Fried's book outlines several groups of students from those who work to please the teacher, those who work because they love learning , and others who get their satisfaction by confronting teachers, and those who try to remain invisible.

Beginning teachers face a dilemma.

It is obviously sensible to 'find out what is important around here' and to get on with doing it.

Good advice to start with but the danger is that it is all too easy to conform unthinkingly to bad habits as well.Compliance and conformity to school expectations ( for better or worse) is more the name of the game for new teachers.


For example there is a lot of talk about the importance of inquiry and creative learning - about integrating subject disciplines around relevant problems. However when school timetables are passed out it becomes pretty obvious schools are centred around two traditional areas - literacy and numeracy.

In fact it is hard to see where inquiry and creativity actually fit in.

The only solution, if you are a new teacher, is to do your best to develop literacy and numeracy skills that will be used to ensure deep and meaningful inquiry studies. Students should see inquiry learning as the most important thing.. They should see literacy and numeracy as a means to an end -as vital 'foundation skills'. They need to see the difference between 'real' maths and 'practice' maths.

This is easiest in literacy ( I prefer the heading 'language arts') by basing comprehension and information research skills on the current inquiry topic but most inquiry topics also need mathematical skills to be in place. And it is important for students to see the connections as well.

One task I would do is to get the class to complete an informal survey of attitudes, or feelings, towards all aspects of the school curriculum. Ask students to show their interest using a one to five scale or sad or smiley faces.

Developing a love of learning and developing a 'feeling for' each area is vital. If the results are less than wonderful then you will know where to place your effort as teacher.

It strikes me teachers spend hours each week on mathematics for little effect. At the end of schooling far too many students leave with a poor attitude ( and achievement level) in maths and this ought not to be the case. If you placed poetry on the list I bet not many students would say they liked it but I also bet that, with interesting teaching, all students would come to see poetry as a fun activity.

So what do your students think of various school subjects? The survey is a good first day activity. Better still if the list were drawn up by all teachers and used as an important assessment tool.

If you know about the mindset research of Carol Dweck add :

1 Do you think were are born as smart as you are ever going to be ( 'brains' or sports ability) and there are some things you just can't do ?

Or

2 Do you think you can get better at anything if you try hard and practice?

The first is a 'fixed mindset'.Low ability students get their lack of ability affirmed at school ( through ability grouping, national testing or streaming) and high achievers ( often girls) do not risk their status by new areas of learning becoming risk averse. Those with a 'growth mindset' just have a go at anything believing in effort and focused practice and see not succeeding as a challenge.This 'growth mindset' underpins the New Zealand Curriculum; ' have a go kids'


Click on the links below for some good advice to read before starting the school year.

Great expectations -advice for beginning teachers

Starting the school year..Lots of practical activities to choose from

If you want some practical ideas to start the year check out action plans and lessons.


Make this the year to break out of traditional patterns and assumption and to develop active literacy, mathematics and inquiry programmes - ones that value students' 'voice' , questions, ideas and creativity.

There is no rush but don't be trapped by yesterdays timetables and expectations.

Remember the revised New Zealand Curriculum has as its vision for all students to be 'confident life long learners' ( or inquirers) and for them to have the competencies, or 'habits of mind', or 'learning power', to be 'seekers, users,and creators of their own knowledge'.

Few schools have achieved such a vision - yet! Or if they have the vision they have a reality gap between what is said and done

Read more »

Posted in: Action Plans and Lessons,Creative teaching,inquiry learning,Integrated Learning,Personalized Learning,project based learning,teaching and learning

Beginning the School Year :2

Beginning the school year - some activities

My previous blog had ideas about beginning teaching and some links to articles with ideas to to think about. This blog just adds a few more.

Teaching is one profession where there is no shallow end. From day one you are presented with up to thirty plus young individuals for you to shape into a learning community; and every class community will be different. Even experienced teachers have second thoughts about starting a new class as at the end of the year they will have left students who have learnt to work with each other and their teacher.

Developing this learning community is the real challenge for any teacher. Good schools will provide structures, organisations and curriculum guidance to assist but it always worth having ideas up your sleeve.

First impressions count and the students' parents will be waiting to hear from their children what their teacher is like so it is important not to leave it to chance.

A good idea is to begin by introducing yourself to your students with a small potted history of yourself based around a number of questions. The students can then use this model ( or scaffold) to write up something similar to share with you or even, in small groups, with each other.It is a good idea for then to write a draft, or make a mind map, before they start - and this also you can model.

Keep this reasonably short and ask them for their best writing - this will give you an idea of their personal best they bring with them.

You might like to have 'mini lesson' on the school vision, mission and values and what they mean if they are available. This could be developed later into a class treaty of expectations and positive behaviours and linked to a 'mini study' on the Treaty of Waitangi. If so it is a good idea to get them to draft out , or mind map, their 'prior views'. After this done students can complete research to clarify their knowledge.

The idea of valuing students 'prior' ideas, or skills, should be part of all learning activities.

During the first day you might share with them one of the best things ( most memorable or exciting) you did during the holidays. Then get them to do something similar. Emphasize the importance of writing as if they were back in the situation, what they felt , heard. or saw, and get them to write about what they were thinking at the time. This is an opportunity to introduce students to the idea of valuing their personal 'voice' and going for quality - not length or most words.

Think of continuing this personal narrative writing throughout the year as a weekly occurrence - completing one from idea, draft to realisation once a week in a writing journal . This is the best way to let students know you value their experiences and for them to contribute to developing a learning identity.

Personal narratives can be illustrated ( often for homework) but, if so, students need to be taught the skill of powerful drawing. Some students will have already decided that they are not artists and, if so, this is a chance to change their minds. One idea is to get them to complete a self portrait with their biros. First let them draw without instruction ( to see their 'prior' skills) and then guide them ( 'scaffold' them) through the process. This is another chance to introduce the idea of quality. Once again value individual differences. The lesson is outlined in the link on the previous blog.

One way to develop students drawing or illustrative skill is to base their drawing on a digital photo of themselves - possibly doing something exciting during their holidays. If so get them to focus on the dramatic aspects, or close up views, not long distance shots. Combine their portraits with them holding perhaps a fish or some food for example. Get them to include as much texture, or details, as they can.

Both the above can be expanded to develop as a major piece of art.

Another way is to get some school journals and then students to select an illustration they like and to copy it into their language book. It maybe be useful for them to copy only part of the drawing to introduce the idea of focus. When complete add the artists name. This is an excellent language activity and illustrates to the students wide range of artists styles and genres ( there lots of approaches to being an artist from the real to the bold). This is a fun activity to use whenever new journal arrive.

Observational drawing, a vital science/art skill, is a good activity to get students to do. Once again get then to draw an object ( kawakawa leaves are great) without instruction to assess their 'prior skill' and then instruct them to draw carefully, to go slow, and to take their time. The two efforts be compared and lessons drawn from the activity.If you are planning a small environmental study then this skill can be put to use. A 'mini study' of cicadas is one idea, or shells collected from the seashore during the holidays. Wild flowers, grasses or a flax study are possible studies.

A good idea for maths ( after you have surveyed their prior attitudes ) is to study what maths is and get them to research the history of number development through the ages. You could cover how different cultures have their own number system. Find out who developed the zero and why it is so important. It is important to humanize maths if all students are to gain a 'feeling for' the subject. Famous mathematicians can be researched. It pays to keep maths as applied as possible.

It might be useful to share with them the main ideas of each Learning Area covered in the New Zealand Curriculum if so make time to gain their collective 'prior ideas' first. The main ideas coud be copied into one of their books?

For writing,after you have assessed their handwriting abilities, it is fun for the class to research the development of writing from cave drawing to word processors. The history of writing ,and the various writing media, is a fascinating one.

One final thought.

All students buy a set of exercise books to begin the year. Some schools I know have reinvented these books as portfolios as they ought to show qualitative improvement (the Japanese call this continual small improvement 'kaizen'). The first days of school is the time to introduce students to this expectation. It is a good idea to introduce them to simple graphic presentation ideas. It is also a good idea to aim, by Easter, for all books to show improvement.In the schools that have developed their books as portfolios all books are sent home before parent interviews for their comments and later to discuss during interviews.

When a research study is undertaken students should be shown design or graphic 'scaffolds' to help them present their work. As with all 'scaffolds' it is important, that once in place, students be encouraged to show their individuality and creativity.

One you have thought out all the possibilities map out a programme for day one and week one. If you are in a proactive school your fellow team member will provide you with ideas to include.

Share your daily plan with the students at the beginning of the day. At the end of the day (and each activity) have reflective session to clarify what has been learnt. At the end of the day discuss with the class the three main things learnt during the day - their mothers will want to know!

Even if you don't use all the above suggestions they all remain available for later use. It is important to do fewer things well in depth.

The overall 'message' you want to leave with them is that you want them to do their best work - to aim for quality; you want then to to value their own 'voices', experiences, questions and ideas; and you want them to value their individuality and creativity. This is the essence of a learning community.

Best of all slowing their pace of work (many students will arrive with a 'first finished is best' attitude) will help you to get them to value perseverance and effort and to develop a concept of personal excellence.

Not a bad start.

Read more »

Posted in: Action Plans and Lessons,Creative teaching,Personalized Learning,project based learning,teaching and learning

Beginning the School Year :1

Beginning the school year - 'keeping the end in mind'.

If you want a book to inspire you to become aware of the possibilities of your environment this is the book for you.Ideal for any adult wanting to expand their awareness but for teachers a most valuable classroom resource. Full of practical ideas to use with your class to help them retain ( or regain) their natural curiosity. Very creatively and visually presented. A fun book. Not written by a curriculum consultant which makes it even more valuable.
Check link for more info.

Business philosopher Stephen Covey, in his book 'The Seven Habits of Highly Effective People', writes that it is important to ' keep the end in mind'. It is too easy to get bogged down in the present just trying to get through and in the process lose sight of the 'end in mind'.If this happens you can easily end up losing your way. As the saying goes, 'it is hard to remember you came to drain the swamp when you're up to your backside in crocodiles!'

So what is the end in mind for a teacher beginning the school year?

This ought to be defined by the agreed vision,values ( agreed behaviours) and teaching beliefs of the school. And if this is important, and not just rhetoric, then success ought to measured by achieving this vision. Of course this is rarely the case - schools are all too often concerned with the 'crocodiles' of day to day hassles. Tradition, or past unquestioned habits, seem to rule the minds of most schools. Just look how they apportion their time - it would seem few have escaped from the Victorian emphasis on the 'three Rs'.

So what would be the end in mind to keep in mind?

A good place to start would be the vision pages of the revised New Zealand Curriculum 2007.

Nothing should get in the way of NZC Vision of ensuring all students become 'confident life long learners' - or life long questioners and inquirers.

This means really focusing all teaching interactions on developing the 'key competencies' of the curriculum; learning to think, work with others, persevere and use every means to communicate effectively. Some call these 'habits of mind' (Art Costa) and others 'learning power ' ( Guy Claxton). Once it was just called 'learning to learn'!

To achieve 'confidence' and 'learning power' requires teachers make certain that what is studied is seen as real and relevant by learners.

Good advice is for teachers to to do fewer things well and to continually diagnose what each individual can do and, where there are gaps in skills or understanding, teaching the missing information.Positive attitudes for, or 'feelings for', the particular learning experience are the key to successful learning.

One key phrase in the NZC ( on the vision page and in the thinking competency) is for each student to be a 'seeker, user and creator of their own knowledge'. The teachers role is to ensure all students have the skills and attitudes to achieve such personal knowledge creation. The challenge for the teacher is to ensure all students develop 'feeling for' whatever they are learning. Successful teachers really care about what their students think and feel particularly those who have lost confidence in the ability to complete any task. Valuing each learner's 'voice', questions, and ideas is vital.

Such a vision is student or learning centred one in contrast to students simply asked to do what teachers expect of them. This doesn't mean letting students do what they like ; the teacher role is a very creative one.

Teachers need to negotiate with students to ensure empowerment or a sense of ownership and to hold students to completing what they have agreed to do.

This requires firmness and teacher artistry to assess what it is each learner is capable of and then ensuring students gain the skills to continually improve their personal best. As educationalist Jerome Bruner says, 'teaching is the canny art of intellectual temptation'.

Thankfully students are easily trapped by their innate curiosity if what is put in front of them appeals. The challenge for teachers is to think up ways to tap into this sense of curiosity in all learning areas.

With such a vision in mind teachers can slowly , as students develop skill, pass greater responsibility to their students..

When it seems difficult to negotiate learning then it is honest to say 'we just have to do this so lets do it'. With maths it is possible to develop relevant studies but when practice is required then just call it that, practice. Remind students that to do anything well you need to have the skills in place and that sometimes skill practice is important , but only to be able to get back to the real learning. Literacy blocks ( and maths where possible) ought to focus on providing the research skills necessary to undertake in depth inquiry studies.

The vision of the revised curriculum's is a personalised approach to learning - helping each learner at their point of need. Students will see the point of practicing learning missing skill if it helps then achieve the 'end they have in mind'.The whole purpose of education is to develop in every learner a powerful learning identity, a strong sense of self, of being a valued and worthwhile person. This involves the teacher really listening to their students and validating them.

A good idea is to start the year with a discussion with your class of what makes a powerful learner. Work through the introductory pages of the NZC with them and develop an image of a great class - a true learning community of inquirers 'hunting' for meaning in their tasks. Such a community requires rights and obligations (agreed behaviours) for both the teacher and the class members to hold themselves to.

'Their' powerful learning attributes ( 'merged' with the NZC 'key competencies') can then be referred to, as required, to ensure students keep the 'end in mind' and do not get lost in pointless ( to them) activities.

Keeping the 'end in mind' is valuable advice for both teacher and learners

Read more »

Posted in: Action Plans and Lessons,Creative teaching,inquiry learning,Integrated Learning,Personalized Learning,teaching and learning

Are we losing interest based teaching?

Seven and eight year old children study Fuchsias.


I have been busy cleaning out all the students work I have kept over the years - one teacher Bill Guild left me an amazing collection of research work, language and art.
I used to take selections of this work to show schools but I got the impression they thought it all beyond their own students ( 'students are different these days Bruce'). On two occasions I took work back to the schools that the work originally came from and in both cases teachers thought it was beyond their low decile students!

Teaching is about high expectations and skillful teacher interaction where teachers come alongside the learner assisting but taking care not to  do the work for the children. In this respect helping is an art form - the 'artistry' of the teacher is won through experience.

When visiting schools recently I have seen student work, some 'scaffolded', where it is hard to tell one students work from another. This applies whether it is research writing, layout of work, language and, worst of all, art.This of course is not what 'scaffolding' was meant to result in - student creativity and individuality was meant to be protected.

The Fuchsia study illustrated resulted from one teacher who had a particular fascination for fuchsias - it is amazing what individuals become fascinated in! As a result she took her students to visit a fuchsia nursery where the children were amazed by the variety of fuchsia and watched how fuchsia were propagated.All students left with a fuchsia cutting to propagate back at school.

At school students learnt about the fuchsia family ( discovering there were two native fuchsias they were unaware of), completed careful observational drawings, learnt about the structure of flowers and their role in pollination,  how to propagate plants, and wrote up notes of all they had learnt.

All very simple stuff but involving  a set of skills to be in place - how to go about observing, using water colours (and later pastels as they extended their ideas into pieces of creative work), and note taking and research writing.

It is from such experiences ( not always arising from teacher interests) that provide the means to develop creative learners and it is through such experiences student will develop their own set of personal interests - some of which may lead to a career or simply a life long interest.

The last few weeks of the year is great time for students to study aspects of their environment to demonstrate all the skills they have in place - what better form of evaluation could there be?.

One good study is  looking at the flax plant which is currently in flower.

Read more »

Posted in: Action Plans and Lessons,Creative teaching,inquiry learning,teaching and learning

Placing in depth inquiry learning first!

Exploring the animal life in local stream, studying adaptation of the animals, investigating pollution, working out speed, depth and capacity of the water and, in one case in our province, exploring the river from its source on the mountain to the sea. This is the stuff of real learning.

Creative teachers have always placed developing authentic realistic and first hand experiences followed by creative expression through the arts central to their programmes .Important to such teachers was the need to provide opportunities to develop all the innate gifts and talents of their students. Today the emphasis being imposed by the government is on literacy and numeracy and, along with the conservative nature of most teachers, this has lead to less real in depth inquiry. And it needs to be made clear that creative teachers did not ignore literacy and numeracy but rather did their best to integrate it into their studies or at least to make it personally relevant to the learners so as to develop a positive attitude for such areas.

Even with inquiry being popular in schools as encouraged by outside experts it seems the emphasis is more on showing the process and not the in-depth understanding of the students of the content chosen. As someone has said , 'it is all recipe and no cake'. In earlier days pioneer creative teacher Elwyn Richardson warned that 'a study with no content is a study at risk.'

Today it is vital that teachers 're frame' their literacy and numeracy programmes so that , as much as is possible, they contribute the skills and knowledge required for students to be able to dig deeply into any content they are studying. It is all matter of emphasis. In depth content will call upon all the isolated skills often being taught out of context (and thus easily forgotten).

Jerome Bruner wrote wisely that teaching was 'the canny art of intellectual temptation' and teachers who appreciate this , and the innate curiosity of students, keep their eyes out for ideas to tempt their students with. They also tap into their students interests and concern and seasonal environmental experiences.

And they know the value of doing fewer things well.

With this in mind the following is a list of possible themes, topics, challenges that might be useful to tempt students with - topics that naturally involve a number of learning areas. Interested teachers can add greater depth to any of them. Many would fit under Learning Area Strands.

1 Animal companions - our relationship with certain animals, their welfare and habits....
2 Barriers -all about edges, frames, borders, boundaries - and things that stop us.....
3 Camouflage - how things merge into their surroundings in nature and man made.....
4 Changes - chemical, changes, life cycles, seasonal, cooking , fashion, art eras.....
5 Colour - colour mixing, meanings in colour, rainbows, how we use colour....
6 Dirt - what is it? .Different kinds of soils and rocks. Dirt and germs....
7 Faces - family resemblances, portraits, face maths, emotions, , face protection, masks..
8 Feet - types of feet, bones, what we put on them, specialised coverings, shoe fashions...
9 Flags and trademarks - countries, companies, logos, designing, history of....
10Food - where it comes from , how sold, preserving, healthy food, when it goes off...
11 Funny things - importance of humour, jokes, why we laugh ...
12 Inside/Outside -bodies, x-rays, openings, windows , doors...
13 Layers and cross sections - x-rays, fruit, cakes, buildings, skeletons, maths...
14 Life and death -life spans, wars, birth, seeds and fruits, extinctions, life after death...
15 Light - light sources, the sun, importance for plant growth, neon, electricity, shadows...
16 Looking - optical illusions, telescopes, perspective, memory and observational art..
17 Me - my appearance, dreams, things I own, habits, family tree, signature, interests...
18 Miniatures - replicas, scale models,working small, modern technology.
19 Money - history of, designs,counterfeiting, alternatives....
20 Pairs - things that come in twos, fingerprints, twins, shoes, binary numbers,symmetry..
21 Noises - sound effects, silence, scary noises, deafness, drawing sounds...
22 Reflections - mirrors,,distorting mirrors, refraction, mirror writing, history of mirrors..
23 Reproductions - of art work, printers, copiers, cloning, animal/plant reproduction...
24 Shadows - making shadows , sun dials, shadow puppets...
25 Surprises - surprise titles, surprise endings, birthdays, puzzles, jigsaws....
26 the Bush - plant life, animals, ecology, planing natives...
27 Time - old things, clock science, time lines, geological, memories, museums...
28 Wear and Decay - preservation of things, food and people, rust.....
29 Wet and Dry - keeping dry, melting ice, puddle evaporation, fountains....

Read more »

Posted in: Action Plans and Lessons,inquiry learning,Integrated Learning,project based learning,teaching and learning

The power of visiting other schools

A display of work from Woodleigh School New Plymouth. Room environments are  important  'evidence' of what is held to be important by the school or teacher. Room environments send out powerful 'messages' to students and class visitors.

Last week I accompanied group of rural principals from out of the province  visit a selection of local schools worthy of observation. Schools were limited to ones I am familiar with and all were involved in inquiry learning to greater or lesser degree. None were totally inquiry focused schools with inquiry as their number one priority - this is difficult in today's environment.

It is my belief that focused school visits ( hence the need for a guide) are the most powerful means to gain professional development and, in particular, to gain insights in to what other schools/teachers feel important. This is all the more necessary as schools are increasingly under pressure to distort their teaching programmes by the need to respond to the reactionary and politically inspired introduction of National Standards.

What visitors gain depends on what they individually  bring to the situations visited. If ideas gained are to be made best use of then there needs to be focused action plans, assisted by an  independent 'outsider',  to implement ideas seen in their own schools and, at an agreed point, to evaluate progress.

I have to admit not being an entirely biased guide. As a result of my own experience I am influenced by an approach to teaching and learning that is somewhat in conflict with some of the idea currently being imposed or being implemented in schools.

My own agenda is:

To place in depth student inquiry studies central to all learning and for such inquiries not only to focus on the inquiry process but also to develop  in-depth understandings. Inquiries need to challenge and extend students' prior views. The most important phrase in the 2007 New Zealand Curriculum is for students to 'seek , use and create their own knowledge'.

To 'reframe ' literacy and, to a lesser degree numeracy, to ensure all the skills students require to undertake in-depth inquiry are in place.

Students need all the skills in place to 'seek and use' information. As for mathematics it needs to be based on real life or relevant inquiries to develop real 'feel' for mathematics.In my opinion the key to maths  is to do less maths and what is done to be done in depth. Conventional teaching places literacy and numeracy as the most important areas of learning and this will be further reinforced by National Standards.

 Literacy and numeracy  need to be seen as 'foundation skills' vitally important to be in place so as to allow students to complete their inquiry studies. I am also opposed to ability grouping and 'streaming' of such learning areas. I cannot see the latter suggestions being taken up by  teachers

To value the individual creativity, 'voice' and imagination of all students and in the process identify and extend every student's unique gifts and talents - every student's needs their own Individual Learning Programme.

With this in mind it would be interesting to learn what ideas individual visitors gained, what idea they saw that conflicted with their current ideas and what they intend to action on return to their own schools?

The challenge for teachers visiting inquiry based classrooms that value in depth understandings and student creativity, is to  begin with 'the  end in mind' by considering classroom displays, students' book work,  and students' competencies required, and then to to consider all the various skills  that would need to be in place for students to develop and take responsibility for their own quality work  - both process and content.

Inquiry displays to have key questions , processes, and quality examples of finished work including research , language  and art - both descriptive, or observational, and creative.

Teachers should do their best to base their studies on students' questions and concern and to negotiate with their students  inquiry and learning tasks and also criteria for evaluating their achievements.

Students to have observational drawing and descriptive writing skills in place   in particular how to write 'research writing';  the writing up of experiments or activities; and  how to acknowledge sources of their information. Such skill teaching ought to be the focus of   'reframed' literacy and numeracy programmes.

Displays and student book work ought to illustrate studnts' prior ideas -answers ( theories) to their first questions;  learning can be evaluated by the degree students have extended their ideas.

Students need to be taught design /presentation skills so as to present their work in pleasing ways. If such 'scaffolds' , 'wizards' or guides are developed students need to be encouraged to make use of their own creativity.  Many students have never been taught how to layout their work. Best models are exhibits for Science or Maths fairs. Visual language skills need to be included in literacy programmes.

To achieve quality in depth  work students need to be placed in safe secure organisational patterns. Such patterns are best seen in the  literacy  and numeracy blocks but the group task idea needs to be extended to the afternoon inquiry studies. Few school do this.

In inquiry classrooms information technology ( ICT) is best integrated as a natural part of inquiry studies. New technology skills  could be introduced as a part of the literacy programme.

Other important aspects of a creative inquiry based  classroom.

Personalised writing about students' own lives. Student's able to focus on a small event in their lives and to write thoughtfully about it. Personal writing is the best way to ensure each child's voice is acknowledged. Such writing could be part of the literacy programme - with one piece completed , with an equally focused illustration, each week. Such writing could be an important part of any early reading programme.

Last thoughts:

Do fewer things well.

Slow the pace of students work.

Ensure students have skills and time to complete work

Value student's perseverance, effort or 'grit'.

Do the 'messages' of your classroom reflect and celebrate your students creativity .


Related blogs

Classroom displays

Quality student work

Student work

Observation skills

Personal writing

Read more »

Posted in: Action Plans and Lessons,Creative Schools,Creative teaching,inquiry learning,Integrated Learning,Personalized Learning,project based learning,teaching and learning

An eye catching study topic!

A quick trip to any classroom if you have had a lot of experience visiting schools will soon indicate the quality of the learning in the classroom - the 'messages' of the room can be seen in a 'blink'. As they say you don't have to drink a whole bottle of wine to decide it is quality wine.One of the criteria is the depth of learning exhibited on the display walls.

It is interesting taking visiting teachers around classrooms in other schools, something I have been doing for decades.

I have aways believed that the best professional development comes from visiting and talking to other teachers but, to be successful, those visiting have to be open to what they are seeing.This, of course, is easiest if the visitors are already heading in a similar direction as the mind seems to want to confirm itself and resists disruptions.

However it is when the mind is challenged that real learning begins, particularly if you are unhappy with your current directions. If not, I note, teachers who feel happiest when they see rooms that more reflect, or confirm, their own teaching beliefs.

Anyway I am a great believer in studies that result in informative exhibitions for visitors to learn from what they have been studying. And I am a great believer in an active inquiry approach to learning across the curriculum. Iam really enthusiastic when I see the language arts (I dislike the narrow term literacy) and mathematics programme 're framed' so they contribute to developing research and expressive skills and in-depth content.These are programmes that reflect the New Zealand Curriculum's statement that students are to be seen as 'seekers, users and creators of their own knowledge'.

Back to the classroom display illustrated. I guess it was the result of a maths study around statistics but involved researching information about that unpopular vegetable Brussell Sprouts. The display of the work of an inventive teacher. Often these small studies reflect the best thinking.

A quick look around the room also showed a range of studies the students had explored.It was a room where the 'inquiries' were the important thing. Real content had been 'constructed' by the students but the vital thing was the attitude of students about learning that had gained by being in the room. It is this 'tacit' learning that remains and will inform students' future learning.

It is a shame that the emphasis on literacy and numeracy means that this tacit learning is undervalued - teachers and outside authorities judging success on qualitative data in these two areas.

Limited thinking.

Our kids deserve better.

Give them more Brussell Sprouts.

Read more »

Posted in: Action Plans and Lessons,Creative teaching,inquiry learning,Integrated Learning,teaching and learning

Quality presentation requires explicit teaching of a range of skills - use them or lose them!

A very simple format for students to present their research - a half cartridge piece of paper folded to make a four page booklet. Suitable for all ages. To complete such a simple task requires a number of skills to be in place -and once in place students can then innovate and develop their own creativity.

Teachers will begin the second term with a new inquiry study, one hopefully negotiated with the students to develop ownership. Better still would be an inquiry based on what the students want to know. At the very least any study should be based on the student's questions and, to ensure question are valuable, a good idea is to introduce the topic with a motivating experience or display.

To ensure the students develop an in depth understanding of the content chosen teachers need to consider the 'big ideas' , or concepts, they want their students to come to understand through undertaking a range of activities or tasks.

Wise teachers will use the literacy time ( literacy in its widest interpretation to include the various media and design/presentation/mathematical skills) to introduce students to the content and to challenge their current 'prior views'. Uncovering these 'prior views' is itself an important literacy/inquiry task.

One way to focus students is to consider what formats they want their students to celebrate their ideas.

Once decided on a format teachers need then to consider what sets of skills will be required and then to arrange for these to be developed , using content from the study, to do so.

One simple way to focus students thinking, and to decide on skills to be introduced, is to develop a simple four page booklet. There are many other alternatives but it is best to start simple.

What skills are involved? Remember any finished product should show the reader the students' ability to 'seek, use, and create their own knowledge'( NZ Curriculum 07).

Literacy time ought to teach students how to 'seek' knowledge from a range of sources; to 'use' this knowledge critically; and then to 'create' their finding in a way that illustrates their own thoughts, ideas and understandings.

A quick read of past studies will show if these skills are in place.In my experience they are lacking - proof that stand alone literacy tasks have not been transferred.

What skills are required for a quality four page booklet?

To attract attention an interesting cover needs to be designed. Students need to study a range of book covers to get ideas. They also need to look hard at illustrations relevant to their study - copying ones that are relevant to their study and useful to include in their booklet. Such 'hard' looking is a useful way to develop questions and also as a basis for descriptive or imaginative writing. Such activities develop visual literacy.

The remaining pages should be used to write our their findings to the three or four research questions they have chosen. This research should have been drafted out during the literacy time and, when added to their booklet, ought to illustrate their 'voice', their queries, their answers to their questions, and their web or book references. If digital images, or graphs, or diagrams, are to be included, these too need to be drafted during literacy time. All students writing should have been read by the teacher who needs to challenge some of the students findings.

The booklet might include a piece of imaginative writing based on the topic and, if so, such thoughts need to be drafted out, and read by the teacher, before inclusion. And it might be useful for students to include an evaluation of the study and even questions that they would like to explore further.

To ensure booklets are well presented students need to be aware of the use of margins, how to include illustrations,and how to make attractive headings. All these can be part of literacy time. Computers have 'wizards' to provide models

As students learn to appreciate the importance of the process of 'creating' their ideas they will be keen to develop more interesting ways to express their ideas with more individuality.

A quick read of current students' booklets, charts, or study booklets, illustrates clearly the quality of their thinking - or lack of it!

Having an end point in mind provides students the point to the skills they need to develop and also gives point to teachers actions.

Simple stuff but , done well, a powerful means to focus teaching and learning.

Read more »

Posted in: Action Plans and Lessons,inquiry learning,Integrated Learning,project based learning,teaching and learning

Putting critical information literacy skills into action - use them or lose them

Part of a display following a visit to a museum to study the land Wars. To make good use of such an exciting experience students need a full range of literacy, numeracy observation , inquiry, and expressive skills in place. Real literacy requires a context, or need, that students can see the point of acquiring such vital skills. Literacy and numeracy are all about gaining meaning and power.

Exciting studies provides the context for such learning. The trouble is, these days, classrooms seem to place emphasis on literacy and numeracy as stand alone subjects and, by doing so, lesson students engagement and ability learn deeply about whatever the class is studying.

The first term ought to have been the opportunity to ensure the appropriate learning 'how to learn' skills are in place through reasonably guided studies. And the success of such studies will depend on how well a wide range of literacy skills have been implemented. By now teachers will have a better idea of what they need to focus on to ensure in depth understanding and presentation of whatever the current inquiry topic is. Students need to comprehend, pick out key points, learn to write persuasively about questions that they have chosen ( with their teacher's help), and to present their ideas through a range of media.

Such learning is based on a vision of what inquiry ought to look like appreciating that a powerful inquiry topic provides the context for acquiring required literacy skills.

The following components of an inquiry study are:

1 The need to immerse students in the topic to be studies to invite curiosity and wonder. A good way to start is to make a display around the study to capture the students interest. Literacy time is vital at this immersion stage. Students need to be helped to define study questions, consider their prior knowledge, and to explore background content material. During literacy time students can undertake guided reading of well chosen experts, and illustrative material, related to the study. Through such focused literacy activities students gather ideas to answer their chosen study questions. As well a range of presentation techniques ( including information media) can be introduced for students to make use of as their study progresses. Some of this material can be added to the original teacher display.

2 From the initial immersion students need to be helped to develop open questions, to search for information and to discover answers expressing their own 'voice'. All this can be done during literacy time. Students can work individually or in small groups exploring aspects of the chosen study. And during this time teachers can help their students learn how to source, and refer, to information using book resources the web, or through first hand experiences. Perhaps the most important role of the teacher is through dialogue with their students to ensure they are gaining in depth understandings and to ascertain what skills their students might need - diagnostic teaching.

3 From the above students need to be helped to pull together the information they have been exploring to ensure focused learning. Whatever is expressed should be referenced to sources or state that it their own view or opinion. It is important that students appreciate that quality of thought is more important than quantity - the idea of digging deeply into chosen aspects rather than 'cutting and pasting' ideas glibly.

4 Finally students need to demonstrate their understandings and share their learning. This can be done in a number of ways each way requiring its own subset of skills to be learnt. They can create well presented booklets withe well chosen illustrations and diagrams, charts, websites, blogs, articles, videos, PowerPoint's, parent evenings ... Much of this work can be added to the display, or presented for viewing on the classroom walls with suitable headings. A class evaluation of the study can be added as well. Students need to reflect on what they have learnt, what new skills they have gained and areas to work on for their next study.

Literacy and inquiry -all part of the same learning process.

After an in-depth study you would expect to see:

Some imaginative language based on the study.
Research writing ( not 'cut and paste') based around 3 or 4 chosen study questions
Illustrative art featuring aspects of the study ( or included as part of student research)
Creative art based on the study.
A wall display with: a heading (as provocation), key questions and or agreed tasks, prior ideas about chosen questions, examples of creative language, research findings, models, appropriate mathematical data/graphs and diagrams associated with the topic,imaginative art and possibly a final class evaluation about main ideas learnt. Even ideas for further research.

Each study should result in three or four specific outcomes ( selected from above) and each outcome will need to have skills in place - or to be introduced during the study time. It is such skill development that ought to be the focus of the literacy time. Preparing simple research report needs several skills to be in place to achieve quality learning - persuasive writing, how to focus on answering questions using their own 'voice', how to reference material, how to layout/design the work, how to introduce illustrations, how to design a cover ,if one is requited, and none the least handwriting skills if not using the computer.

Students should feel , at the conclusion of the study, that they have only scratched the surface of the topic.

Read more »

Posted in: Action Plans and Lessons,Information Technology,inquiry learning,Integrated Learning,Personalized Learning,project based learning,teaching and learning

Ideas for lessons on Japanese Earthquake, Tsunami and Nuclear Crisis.

A New York Times blogger offers great resources for teachers to use with classes. I just thought it might be useful for schools.

http://learning.blogs.nytimes.com/2011/03/11/teaching-ideas-the-earthquake-and-tsunami-in-japan/?pagemode=print

Another excellent site for resources on the Japanese Earthquake is to be found on this Utopia site ( a site sponsored by George Lucas of Star Wars fame). The Utopia site is all about experiential learning - making use of information technology.

An excellent student centred inquiry study process is also included on this site.

"The devastating earthquake and tsunami in Japan is on the minds of all of us, including our students. The event and aftermath is tragic and the continuing nuclear emergency is a reminder of how fragile society can be.

As educators, we can help our students make sense of these events and give them the opportunity to gain a deeper understanding of their world.

In their book, Comprehension and Collaboration, Daniels and Harvey provide a comprehensive vision of what inquiry can look like in the classroom.

They describe the following components that can easily be used to bring the Japanese earthquake into your classroom.

Immerse: Invite Curiosity and Wonder

Introduce the topic by asking your students what they already know about the disaster. Follow this by brainstorming a list of “wonderings” that students have. You may want to set the context for the discussion by reading a small excerpt from a news article or by showing a video.

Investigate: Develop Questions, Search for Information, and Discover Answers

Individuals or small groups select and refine a broad question that they find interesting. You should help students with their question so that it provides an opportunity for them to delve into a topic and consider multiple sources of information. Students can use the web, library resources, and other media to search for information.

Coalesce: Synthesize Information and Build Knowledge

Students should identify a small number of “knowledge claims” that they have learned from their research. These claims should be supported by evidence from multiple media sources.

Go Public: Demonstrate Understanding and Share Learning

Students can share their learning in a variety of ways. For example, they can create newspaper articles, videos, audio podcasts, posters, or infographics. The resources below provide a variety of perspectives on the Japanese earthquake. Some of the resources may not be suitable for all children."

Read more »

Posted in: Action Plans and Lessons

A lesson around Waitangi Day.

A wise teacher should take advantage of important events in New Zealand history such as the signing of the Treaty of Waitangi.

As the celebration comes early in the year it is a good opportunity to introduce the students to how they will be expected to learn in the class; how to work together to develop critical thinking; how to value their own ideas; how to deepen their understandings and how to apply lessons learnt to their own class.

The message teachers need to give is that in all learning students need to follow up their own questions, to learn how to make use of whatever resources are available and, as a result of their efforts, to gain a deeper understanding.

Such a study could begin before the day and conclude the days following.

The first thing is to ask the students what important New Zealand event is happening over the weekend? Some students will be aware of the Treaty.

When the Treaty is in their minds the next thing is to ask them what they know about the Treaty.

This can be done individually, in small groups ( that could report their combined ideas back to the class) or done as a whole class discussion (with the teacher writing up their thoughts).

From such activities the teacher can then help the class write up all their 'prior' knowledge , misunderstandings included. Older students could write out their own 'prior' ideas - when such ideas are read by the teacher the range of understandings will be apparent.

At this stage teachers need to introduce some resource material for the students to study - most schools have facsimile copies of the Treaty to display and there is a range of pictorial and written resources that can be studied as part of the literacy programme as guided reading. A map of Northland would valuable to introduce focusing on the Bay of Islands. A chronological time line of events might be drawn up to clarify the happening before and during the signing. This is the time for some old fashioned teaching about the facts about the Treaty.

During the afternoon inquiry time the information gained from resources available can be used for students to answer key questions. Early in the year it is possibly best for teachers to help students define a small range of 'thinking' questions. Question should encourage comparisons and ask for students' opinions and feelings and not just be copied out as is often the case. It is a good idea to encourage students to list the resources they have made use of.

A range of outcomes could be negotiated with and developed by the students.

The teacher might take the opportunity for the class to develop a set of class rules and this could be written out on a suitable piece of paper to look like the original Treaty.

Students could study some of the main characters in and observers to the signing of the Treaty and write accounts from different peoples' perspectives - how such people might be feeling about the Treaty. Students would need to call on the knowledge gained during literacy time.

Junior teachers could write a 'big book' by scribing students thoughts about the Treaty.

Older students could complete a study chart, or booklet, following guidelines from the teacher.

The whole scene of signing the Treaty could be acted out with students dressed in suitable clothing ( which will involve considerable research). Students could compose some thought poems about the happenings of the day. Perhaps they could compose diary entry for the day -as no doubt people would have done ( those who could write that is).

Each student could choose an element of the signing that appeals to draw and later enlarge to paint or crayon. Once again this requires visual research and assistance from teachers to ensure the painting has some dramatic focus. In such times artists would have recorded the events by drawing - students could consider how such event would be recorded today.

To conclude the study parents might be invited to look at the work at the end of a school day or students ideas gained written out and sent home.

At the very least students could copy into their study books their prior thoughts and what they now know with suitable illustrations.

An event such as the signing of the Treaty provides an opportunity to bring history alive for the students as well as introducing ideas about how they will be expected to learn in the class

Read more »

Posted in: Action Plans and Lessons,Creative teaching,project based learning,teaching and learning

Beginning the school year - 'keeping the end in mind'.

If you want a book to inspire you to become aware of the possibilities of your environment this is the book for you.Ideal for any adult wanting to expand their awareness but for teachers a most valuable classroom resource. Full of practical ideas to use with your class to help them retain ( or regain) their natural curiosity. Very creatively and visually presented. A fun book. Not written by a curriculum consultant which makes it even more valuable.

Check link for more info.

Business philosopher Stephen Covey, in his book 'The Seven Habits of Highly Effective People', writes that it is important to ' keep the end in mind'. It is too easy to get bogged down in the present just trying to get through and in the process lose sight of the 'end in mind'.If this happens you can easily end up losing your way. As the saying goes, 'it is hard to remember you came to drain the swamp when you're up to your backside in crocodiles!'

So what is the end in mind for a teacher beginning the school year?

This ought to be defined by the agreed vision,values ( agreed behaviours) and teaching beliefs of the school. And if this is important, and not just rhetoric, then success ought to measured by achieving this vision. Of course this is rarely the case - schools are all too often concerned with the 'crocodiles' of day to day hassles. Tradition, or past unquestioned habits, seem to rule the minds of most schools. Just look how they apportion their time - it would seem few have escaped from the Victorian emphasis on the 'three Rs'.

So what would be the end in mind to keep in mind?

A good place to start would be the vision pages of the revised New Zealand Curriculum 2007.

Nothing should get in the way of NZC Vision of ensuring all students become 'confident life long learners' - or life long questioners and inquirers.

This means really focusing all teaching interactions on developing the 'key competencies' of the curriculum; learning to think, work with others, persevere and use every means to communicate effectively. Some call these 'habits of mind' (Art Costa) and others 'learning power ' ( Guy Claxton). Once it was just called 'learning to learn'!

To achieve 'confidence' and 'learning power' requires teachers make certain that what is studied is seen as real and relevant by learners.

Good advice is for teachers to to do fewer things well and to continually diagnose what each individual can do and, where there are gaps in skills or understanding, teaching the missing information.Positive attitudes for, or 'feelings for', the particular learning experience are the key to successful learning.

One key phrase in the NZC ( on the vision page and in the thinking competency) is for each student to be a 'seeker, user and creator of their own knowledge'. The teachers role is to ensure all students have the skills and attitudes to achieve such personal knowledge creation. The challenge for the teacher is to ensure all students develop 'feeling for' whatever they are learning. Successful teachers really care about what their students think and feel particularly those who have lost confidence in the ability to complete any task. Valuing each learner's 'voice', questions, and ideas is vital.

Such a vision is student or learning centred one in contrast to students simply asked to do what teachers expect of them. This doesn't mean letting students do what they like ; the teacher role is a very creative one.

Teachers need to negotiate with students to ensure empowerment or a sense of ownership and to hold students to completing what they have agreed to do.

This requires firmness and teacher artistry to assess what it is each learner is capable of and then ensuring students gain the skills to continually improve their personal best. As educationalist Jerome Bruner says, 'teaching is the canny art of intellectual temptation'.

Thankfully students are easily trapped by their innate curiosity if what is put in front of them appeals. The challenge for teachers is to think up ways to tap into this sense of curiosity in all learning areas.

With such a vision in mind teachers can slowly , as students develop skill, pass greater responsibility to their students..

When it seems difficult to negotiate learning then it is honest to say 'we just have to do this so lets do it'. With maths it is possible to develop relevant studies but when practice is required then just call it that, practice. Remind students that to do anything well you need to have the skills in place and that sometimes skill practice is important , but only to be able to get back to the real learning. Literacy blocks ( and maths where possible) ought to focus on providing the research skills necessary to undertake in depth inquiry studies.

The vision of the revised curriculum's is a personalised approach to learning - helping each learner at their point of need. Students will see the point of practicing learning missing skill if it helps then achieve the 'end they have in mind'.The whole purpose of education is to develop in every learner a powerful learning identity, a strong sense of self, of being a valued and worthwhile person. This involves the teacher really listening to their students and validating them.

A good idea is to start the year with a discussion with your class of what makes a powerful learner. Work through the introductory pages of the NZC with them and develop an image of a great class - a true learning community of inquirers 'hunting' for meaning in their tasks. Such a community requires rights and obligations (agreed behaviours) for both the teacher and the class members to hold themselves to.

'Their' powerful learning attributes ( 'merged' with the NZC 'key competencies') can then be referred to, as required, to ensure students keep the 'end in mind' and do not get lost in pointless ( to them) activities.

Keeping the 'end in mind' is valuable advice for both teacher and learners.

Read more »

Posted in: Action Plans and Lessons,Ministry NZCurric,Personalized Learning,teaching and learning

Beginning the school year - some activities

My previous blog had ideas about beginning teaching and some links to articles with ideas to to think about. This blog just adds a few more.

Teaching is one profession where there is no shallow end. From day one you are presented with up to thirty plus young individuals for you to shape into a learning community; and every class community will be different. Even experienced teachers have second thoughts about starting a new class as at the end of the year they will have left students who have learnt to work with each other and their teacher.

Developing this learning community is the real challenge for any teacher. Good schools will provide structures, organisations and curriculum guidance to assist but it always worth having ideas up your sleeve.

First impressions count and the students' parents will be waiting to hear from their children what their teacher is like so it is important not to leave it to chance.

A good idea is to begin by introducing yourself to your students with a small potted history of yourself based around a number of questions. The students can then use this model ( or scaffold) to write up something similar to share with you or even, in small groups, with each other.It is a good idea for then to write a draft, or make a mind map, before they start - and this also you can model.

Keep this reasonably short and ask them for their best writing - this will give you an idea of their personal best they bring with them.

You might like to have 'mini lesson' on the school vision, mission and values and what they mean if they are available. This could be developed later into a class treaty of expectations and positive behaviours and linked to a 'mini study' on the Treaty of Waitangi. If so it is a good idea to get them to draft out , or mind map, their 'prior views'. After this done students can complete research to clarify their knowledge.

The idea of valuing students 'prior' ideas, or skills, should be part of all learning activities.

During the first day you might share with them one of the best things ( most memorable or exciting) you did during the holidays. Then get them to do something similar. Emphasize the importance of writing as if they were back in the situation, what they felt , heard. or saw, and get them to write about what they were thinking at the time. This is an opportunity to introduce students to the idea of valuing their personal 'voice' and going for quality - not length or most words.

Think of continuing this personal narrative writing throughout the year as a weekly occurrence - completing one from idea, draft to realisation once a week in a writing journal . This is the best way to let students know you value their experiences and for them to contribute to developing a learning identity.

Personal narratives can be illustrated ( often for homework) but, if so, students need to be taught the skill of powerful drawing. Some students will have already decided that they are not artists and, if so, this is a chance to change their minds. One idea is to get them to complete a self portrait with their biros. First let them draw without instruction ( to see their 'prior' skills) and then guide them ( 'scaffold' them) through the process. This is another chance to introduce the idea of quality. Once again value individual differences. The lesson is outlined in the link on the previous blog.

One way to develop students drawing or illustrative skill is to base their drawing on a digital photo of themselves - possibly doing something exciting during their holidays. If so get them to focus on the dramatic aspects, or close up views, not long distance shots. Combine their portraits with them holding perhaps a fish or some food for example. Get them to include as much texture, or details, as they can.

Both the above can be expanded to develop as a major piece of art.

Another way is to get some school journals and then students to select an illustration they like and to copy it into their language book. It maybe be useful for them to copy only part of the drawing to introduce the idea of focus. When complete add the artists name. This is an excellent language activity and illustrates to the students wide range of artists styles and genres ( there lots of approaches to being an artist from the real to the bold). This is a fun activity to use whenever new journal arrive.

Observational drawing, a vital science/art skill, is a good activity to get students to do. Once again get then to draw an object ( kawakawa leaves are great) without instruction to assess their 'prior skill' and then instruct them to draw carefully, to go slow, and to take their time. The two efforts be compared and lessons drawn from the activity.If you are planning a small environmental study then this skill can be put to use. A 'mini study' of cicadas is one idea, or shells collected from the seashore during the holidays. Wild flowers, grasses or a flax study are possible studies.

A good idea for maths ( after you have surveyed their prior attitudes ) is to study what maths is and get them to research the history of number development through the ages. You could cover how different cultures have their own number system. Find out who developed the zero and why it is so important. It is important to humanize maths if all students are to gain a 'feeling for' the subject. Famous mathematicians can be researched. It pays to keep maths as applied as possible.

It might be useful to share with them the main ideas of each Learning Area covered in the New Zealand Curriculum if so make time to gain their collective 'prior ideas' first. The main ideas coud be copied into one of their books?

For writing,after you have assessed their handwriting abilities, it is fun for the class to research the development of writing from cave drawing to word processors. The history of writing ,and the various writing media, is a fascinating one.

One final thought.

All students buy a set of exercise books to begin the year. Some schools I know have reinvented these books as portfolios as they ought to show qualitative improvement (the Japanese call this continual small improvement 'kaizen'). The first days of school is the time to introduce students to this expectation. It is a good idea to introduce them to simple graphic presentation ideas. It is also a good idea to aim, by Easter, for all books to show improvement.In the schools that have developed their books as portfolios all books are sent home before parent interviews for their comments and later to discuss during interviews.

When a research study is undertaken students should be shown design or graphic 'scaffolds' to help them present their work. As with all 'scaffolds' it is important, that once in place, students be encouraged to show their individuality and creativity.

One you have thought out all the possibilities map out a programme for day one and week one. If you are in a proactive school your fellow team member will provide you with ideas to include.

Share your daily plan with the students at the beginning of the day. At the end of the day (and each activity) have reflective session to clarify what has been learnt. At the end of the day discuss with the class the three main things learnt during the day - their mothers will want to know!

Even if you don't use all the above suggestions they all remain available for later use. It is important to do fewer things well in depth.

The overall 'message' you want to leave with them is that you want them to do their best work - to aim for quality; you want then to to value their own 'voices', experiences, questions and ideas; and you want them to value their individuality and creativity. This is the essence of a learning community.

Best of all slowing their pace of work (many students will arrive with a 'first finished is best' attitude) will help you to get them to value perseverance and effort and to develop a concept of personal excellence.

Not a bad start.

Read more »

Posted in: Action Plans and Lessons,inquiry learning,teaching and learning

Beginning teaching - or starting a new year

Robert Fried is worth reading. Another of his books is called the 'Passionate Teacher'. In his book the 'Game of School' he writes about how students learn to play the game of school to get along. I remember one of his anecdotes was about a grade one student coming home and being asked by his anxious mother what he had learnt during the day? He told his mum he learnt that their were two kind of kids. Good ones who did as the teacher asked of them and bad kids who didn't. Conformists and non conformists. Kids learn quick.



Fried's book outlines several groups of students from those who work to please the teacher, those who work because they love learning , and others who get their satisfaction by confronting teachers, and those who try to remain invisible.



Beginning teachers face a dilemma.



It is obviously sensible to 'find out what is important around here' and to get on with doing it.



Good advice to start with but the danger is that it is all too easy to conform unthinkingly to bad habits as well.Compliance and conformity to school expectations ( for better or worse) is more the name of the game for new teachers.





For example there is a lot of talk about the importance of inquiry and creative learning - about integrating subject disciplines around relevant problems. However when school timetables are passed out it becomes pretty obvious schools are centred around two traditional areas - literacy and numeracy.



In fact it is hard to see where inquiry and creativity actually fit in.



The only solution, if you are a new teacher, is to do your best to develop literacy and numeracy skills that will be used to ensure deep and meaningful inquiry studies. Students should see inquiry learning as the most important thing.. They should see literacy and numeracy as a means to an end -as vital 'foundation skills'. They need to see the difference between 'real' maths and 'practice' maths.



This is easiest in literacy ( I prefer the heading 'language arts') by basing comprehension and information research skills on the current inquiry topic but most inquiry topics also need mathematical skills to be in place. And it is important for students to see the connections as well.



One task I would do is to get the class to complete an informal survey of attitudes, or feelings, towards all aspects of the school curriculum. Ask students to show their interest using a one to five scale or sad or smiley faces.



Developing a love of learning and developing a 'feeling for' each area is vital. If the results are less than wonderful then you will know where to place your effort as teacher.



It strikes me teachers spend hours each week on mathematics for little effect. At the end of schooling far too many students leave with a poor attitude ( and achievement level) in maths and this ought not to be the case. If you placed poetry on the list I bet not many students would say they liked it but I also bet that, with interesting teaching, all students would come to see poetry as a fun activity.



So what do your students think of various school subjects? The survey is a good first day activity. Better still if the list were drawn up by all teachers and used as an important assessment tool.



If you know about the mindset research of Carol Dweck add :



1 Do you think were are born as smart as you are ever going to be ( 'brains' or sports ability) and there are some things you just can't do ?



Or



2 Do you think you can get better at anything if you try hard and practice?



The first is a 'fixed mindset'.Low ability students get their lack of ability affirmed at school ( through ability grouping, national testing or streaming) and high achievers ( often girls) do not risk their status by new areas of learning becoming risk averse. Those with a 'growth mindset' just have a go at anything believing in effort and focused practice and see not succeeding as a challenge.This 'growth mindset' underpins the New Zealand Curriculum; ' have a go kids'





Click on the links below for some good advice to read before starting the school year.



Great expectations -advice for beginning teachers



Starting the school year..Lots of practical activities to choose from



If you want some practical ideas to start the year check out action plans and lessons.





Make this the year to break out of traditional patterns and assumption and to develop active literacy, mathematics and inquiry programmes - ones that value students' 'voice' , questions, ideas and creativity.



There is no rush but don't be trapped by yesterdays timetables and expectations.



Remember the revised New Zealand Curriculum has as its vision for all students to be 'confident life long learners' ( or inquirers) and for them to have the competencies, or 'habits of mind', or 'learning power', to be 'seekers, users,and creators of their own knowledge'.



Few schools have achieved such a vision - yet! Or if they have the vision they have a reality gap between what is said and done!

Read more »

Posted in: Action Plans and Lessons,Creative teaching,teaching and learning

The future lies with creative teachers!

The above photos were sent to me by a very creative teacher and are the result of on tern work with a year 3/4 class.

I am more convinced than ever that real educational progress depends almost entirely on tapping the originality and innovative thinking of such teachers.

Not curriculums developed by distant experts - they need to be kept as simple frameworks for teachers to work within.

Not principals - their job is to create the conditions to encourage 'their' teachers to take learning risks and try things out within agreed frameworks . Not all this ridiculous testing and accounting for 'achievement' - measuring never made the pig fatter . And not phonics.

Not college of education advisers - they are simply educational mercenaries passing on contracted 'best practices' they never used themselves.

Certainly not Ministry technocrats - who dance to the tune of whoever pays the piper and certainly not Education Review Office bureaucrats - whose careers have been one of toeing the line and saying yes to those in power. Not the Minister - who can only sing ( badly) one limited song.The Ministries role is to create the conditions to realise the energy of principals and teacher leaders and, in turn, the gifts and talents of all students

But finally only creative teachers make real changes! And there are so few. Thanks Deborah - rooms like yours cheer me up no end and give me a glimmer of hope.

Read more »

Posted in: Action Plans and Lessons,Creative teaching,Rants and Raves,teaching and learning