Something for the Week

Oops! It’s Tuesday night and I’m just publishing this now…. Nevertheless here are some interesting educational goodies from my meanderings around the internet over the last week.

Modern Learning Environments in NZ Schools – 3 excellent Case Studies

I’ve been hearing great things about this book – #EdJourney by Grant Lichtman

14 things that are obsolete in 21st century classrooms

Exploring ‘grit’ and growth mindsets with yr 7 and 8 – Kerri Thompson

I really want to read this book

Former colleague/tutor teacher, Jason Ataera talks about leading change within schools

Evolving the Curriculum: Focus on Values

There is so much dialogue about the need for education to evolve. From TED talks, to twitter chats, youtube videos to HuffPost articles -it’s literally everywhere; in popular literature, academic literature, on the news, in the media, in politics and of course in schools. But for all we talk about it, the question has to be asked – are we actually evolving education? And if we’re not, why not? If we are, are we doing enough?

 

This year I realised I’d done enough thinking, and I really needed to start doing. So I did (don’t worry it wasn’t thoughtless change – I kept thinking too). And the place I started was with our own New Zealand Curriculum. This document is amazing. It has already laid out a map for our learning evolution, now we just have to be brave enough to follow it.

In the front of the curriculum (page 7 to be exact) is this diagram entitled ‘directions for learning’ (see I told you – map!). What I love about this image is the way it organises learning. At teachers’ college I was taught to always start with the achievement objectives, but if you look here, you’ll see that they form only a very small part of a whole. Through this diagram, the New Zealand Curriculum advocates a a three-way approach – values, key competencies and learning areas. These are guided by the curriculum’s vision and underpinned by the curriculum’s values. All these parts together make up the whole of education.

 

Of course all of these bits are equally important, but I want to focus today on the values.

 

This term the teachers in our syndicate have been working with groups of students on wicked problems, using design thinking to tackle these. As our students work on these they have been noticing and commenting on the learning dispositions (key competencies) they have been using as part of the process. These dispositions will then help them in creating CVs, portfolios and learning paths later in the term as part of our Future Selves topic. But the really interesting bit (today at least), is the way they students are using the values of the curriculum as a focusing lens for their ideation and investigation.

 

The NZC explores seven principles, and has an eighth overarching idea, which are explained like so:

“Students will be encouraged to value:

  • Excellence, by aiming high and by persevering in the face of difficulties;
  • Innovation, inquiry and curiosity, by thinking critically, creatively, and reflectively;
  • Diversity, as found in our different cultures, languages, and heritages;
  • Equity, through fairness and social justices;
  • Community and participation for the common good;
  • Ecological Sustainability, which includes care for the environment;
  • Integrity, which involves being honest, responsible, and accountable and acting ethically;

and respect of themselves, others, and human rights.”

(New Zealand Curriculum, 2007, p. 12)

The curriculum further goes on to explain that the values should then be interpreted by the school in consultation with it’s community. Our school values look like this:
“At [our school] we want our students to be constantly
pursuing excellence in everything they do. They will value:
  • Integrity
  • Personal responsibility
  • Diversity
  • Lifelong learning
  • Creative and innovative thinking
  • Positive relationships
  • Collective achievement
This is underpinned by Tūrangawaewae – a sense of one’s place in our changing world”
As you can see, there are many similarities, but also naturally some differences. I particularly love the last line in our school’s values statement about Tūrangawaewae and the sense of place in a changing world.
But stating the values isn’t enough – and talking about them isn’t either. Not if we’re going to evolve education; so lately I’ve been starting to explore and unpack these with students. In the wicked problem context described above, I asked students to choose two key values to explore their wicked problem – human rights and the media. I created a values frame that looked like this:
Untitled 2
After a brief discussion of what the different values meant, it was interesting to see which ones the students chose to focus on, because of course this will change they way they approach things. Unsurprisingly, a lot chose diversity and community (two of the more understandable ideas and most relevant to the context) but I was interested and pleased at the number of students who chose to focus on ethics.
We’re only a little way into this process but already I can see that my students are starting to think critically about values and the actions that stem from them. By giving them the language to use, and the concepts, they are becoming increasingly aware that values give rise to opinions and opinions to perspectives and, often in the case of wicked problems, perspectives to conflict. So as they continue to explore the context and settle on their own particular smaller problem to apply the design process to, I plan to provide my students with lots of opportunities to discuss differing opinions and how values might frame these.
“Ahh, but what does this actually look like in the classroom?” you ask. Well it will start with these discussion questions:
  • How might humanitarian organisations use social media in innovative ways?
  • How could social media be used to develop a culture of excellence in human rights reporting?
  • How might personal ethics be supported through social media?
  • How might improving our ecological sustainability (environmental practices) reduce breaches of human rights?
  • How might it benefit refugees if we apply the principle of equity, rather than equality?
  • How can social media bring communities together to support human rights?
  • How does diversity impact on human rights?

And then we’ll go from there – where exactly we’re still figuring out.

See the thing I realised last term, is that it isn’t ever going to happen if you wait until you the end destination to set out. You actually just have to start and trust that the road will guide you, a sentiment Tolkien captured perfectly.

“The Road goes ever on and on
Down from the door where it began.

Now far ahead the Road has gone,
And I must follow, if I can,
Pursuing it with eager feet,
Until it joins some larger way
Where many paths and errands meet.

And whither then? I cannot say.”

Tolkien

So wither I’ll end up? I do not know, but the journey so far, though just begun, has been most marvelous indeed.

Communities, Tribes and the Learning Renaissance

“What is a community?”

That’s the question we’ve been asking as a class and as a school this term. My class are looking at this from a few of perspectives:

  1. As a community of learners, working together to develop our learning muscles.
  2. As a community of hackers, building, hacking and creating our learning space to work most effectively for us.
  3. As part of our Community Perspectives module, looking at the way events affect communities and how we hold differing perspectives depending on the communities we are part of.
  4. As part of our Vital Stats module, looking at the way individuals within sports communities use statistics to make decisions.

As part of our discussions in the Community Perspectives Module, my students came up with 10 principles which they felt were important parts of what it takes to be a successful community:

  • People
  • Communication
  • Time
  • Respect
  • Common point
  • Ownership
  • Commitment
  • Environment
  • Collaboration
  • Trust

Firstly, I’m super impressed with the language these 11, 12 and 13 year olds came up with. Secondly, I think they’ve hit the nail on the head. And finally I think the way the came up with these was totally in keeping with our communities theme. Individually they came up with 5 or 6 each, but together they’ve got everything covered.

So naturally, all this talk of communities has found its way into my thinking. What does it mean to be part of a community of educators? For me it means:

  • working together with others to achieve better outcomes for students
  • feeling like I have ownership and am part of a something important to me
  • being challenged, extended and made a better teacher through collaboration and the support of others within my community.
  • working alongside my colleagues to achieve something bigger than myself

I’m lucky, I’m part of multiple communities as an educator, I’m part of a global and national community of connected educators – we connect, engage, support and challenge each other and most of the time we do this online, through Twitter. I’m also part of my school, team and of course class communities, but it’s the first and last communities I want to talk about today.

Recently I watched Seth Godin’s TED talk about The Tribes We Lead. In this talk he speaks about the way we can affect change through connection. According to Godin, our world is organised into tribes and has been since long before recorded human history began. Tribes enable us to connect with others and feel that we belong. A tribe is a group of people aligned around an idea, connected to a leader and to each other. In  many ways this reflects the definitions my students created of communities. When we unpacked the word together in class we identified two root words that make up the word ‘community’, ‘common’ and ‘unity’. In a community we should be working together (unity) for a shared (common) purpose.

So what does all this have to do with education, aside from being an interesting discussion in a class? Well, I think it can all be defined in one simple hashtag. #edchatNZ – the little hashtag that could. There is no doubt in my mind that #edchatNZ has changed me, as an individual, in my philosophy of teaching, and most noticeably in my teaching practice. And I know it has done so for many people. Not only has it become my community – my tribe – it’s inspired me to take the awesome things I’m learning back to my school, and back to my tribe of learners. With all these new ideas and challenging concepts, not only am I questioning everything I’m doing, I’m teaching my students to do the same. It may be time consuming and hard work and drive other teachers in my school up the wall, but I can see the benefit in my students. They don’t accept status quo just because it’s also been status quo, they’re not sucked in by media and they don’t cave under peer pressure (well as much as is possible for 11 – 13 year olds). They desperately want and need to understand why we do things the way we do, and if they can see the logic or the rationale behind something and agree with it, then they are behind it 100% and boy do they give it their all.

Last week a came across a retweet on twitter talking about a learning renaissance rather than a revolution.

2

For me, the students I have this year and the way they approach their learning is this renaissance in action. In his talk, Godin speaks about the way we create change, and he asks 3 questions:

  • Who are you upsetting? (Because if you’re not upsetting someone or something you’re not challenging the status quo)
  • Who are you connecting with?
  • Who are leading?

The first question serves as evidence of change or lack thereof, but the last two is where the change really happens. When we connect with others we are bringing together a multitude of ideas, talents, creativity, and capable hands that can work together to affect change. But what about leadership? How does that fit into the picture?

The #edchatNZ community began with a lone nut – the wonderful Danielle Myburgh. As she started to share her passion a community started to form around her, it grew and began to connect in multiple and diverse ways becoming a tribe, and now with increasing momentum, it’s affecting real change in education communities and schools around the country. But at the same time, it’s also empowered each of us edutweeps (twitter educators – education + twitter + peeps) to return to our own schools and classrooms and lead change there.

So how do we do this? How do we lead change and build a learning renaissance? (I love that phrase so much more than ‘revolution’).

We live in age now where it’s no longer good enough or even effective to try and sell an idea, instead we need to tell a story. Godin describes an ongoing cycle:

This cycle appeals to me and I think it is a good way to reflect on what we are doing to be agents of change within our own learning communities. I know that I am really good at making changes for my own learners, and I’m certainly getting better at connecting with my tribe but do I tell the story of what I’m doing?

I have no doubt there is the beginning of a learning renaissance happening in for my students, but I’m not yet telling that story effectively and if I want to help lead a movement and create a culture of inquiry and innovation within my school I need to be.

So how I can do this?

This is the part I’m still figuring out, but here’s what I’ve got so far:

  • Talk about with my students and build their language of learning so they can talk about it with other students and teachers
  • Invite others into my class to hang out and get a sense of the way we’re mixing it up in room 3
  • Blog more often
  • Blog more deeply – less of the surface stuff more of the challenging and questioning stuff (like this post)
  • Share my blogging, I communicate well through words, it’s always been my natural medium, so I need to use this and I need to be willing to put it out there – especially with colleagues at school
  • Keep tweeting, cause magic happens on twitter

So to finish, I’m going to leave you with a question:

How are you telling the story of the education renaissance?