Tag Archives: creativity

Pedagoo Wonderland.

0530 on a Saturday morning is difficult, cold and after another long night of the ashes, very miserable. However, I was off to a Pedagoo event, packed with exciting speakers, thoughtful teachers, inspiring individuals and I was pretty confident that my chosen Saturday CPD event was going to be brilliant. It was…

 

The first thing that blew me away (after registering with the very welcoming pupils of the school) was the amazing building. It was bright, clean, tidy and very much the type of modern building I come to expect when I go ‘somewhere nice’. Just as our children know when they are being shortchanged as regards use of windows XP on old PC’s, they know it when they walk into a dingy building which is in desperate need of a paint job. Michael Gove said that the building and environment of a school makes no difference. I drive past these buildings at  Fettes and Stewart’s Melville on the way to my school every day. Clearly, environment makes a difference.

 

The other thing about the building I loved was the use of images of Joseph Swan children working, often with ideas about how they work, or slogans/quotations about respect, reading etc behind them. That is something I will try and create in the next couple of weeks if energies allow as it looks so good and inspires.

 

Whilst having my complimentary tea and danish pastry (which would contravene the bring your own tea and biscuits policy of many councils) I set about reading my welcome pack. I loved the Happy Mondays leaflet which contained loads of great, ready to use, ideas for enhancing and reinforcing learning in the classroom. The Happy Mondays reference is because the teachers at Joseph Swan receive and e-mail every Monday, with a new idea or resource in it from their SMT. I love that idea!

 

MY first session of the day was in the Reading Room (and what an amazing space that is…) with David Hodgson. David talked about how we learn and how we can use techniques in the classroom to help children learn and remember how they learned things. As a primary teacher I get asked lots of questions from the children and my most frequent answer to them is good question. I don’t believe in throwing the knowledge confetti about for a couple of reasons. Firstly, I’m not convinced the children will remember it whilst they walk back to their desks and secondly I (or A.N.Other teacher) will not always be there for them when they have a question or want to learn something. The things we did in his session were all practical examples of an NLP approach, and I was so impressed I bought his book for my Kindle this morning. He used this pupil feelings graphic in his session too which I find a useful tool to have by my desk in the class room. Something David said which rang a bell was that we should ensure our children ‘Have a get out clause for children when they don’t learn’. This is vital, so often our children get way more stressed than we ever do about a wrong answer. We need them to take risks, get it wrong, change it and get it wrong again, smiling all the time! That is a successful learner right there.

The next session was with Rachel Orr who is HT at Holy Trinity Rosehill Her workshop was about developing writing through Primary Learning and specifically using Pie Corbett’s talk for writing work. I had worked on a Pie Corbett workshop for writing day before (January 2007??) and it was amazing. I’ve bought a few of his books and love his approach to writing. There is a lot of material on the internet too to supplement his written work. I also liked the punctuation sounds and actions which children are to use when they are talking and can then reinforce the assessment process in class. Rachel has used Pie’s work in two differing schools now and shared with us examples of the successes her young writers had, and these examples cal be seen on her school blogs. Rachel gave us a disk with loads of fantastic resources on, many her own work (the learning keys are a great idea!).

 

During lunch I met some great folk including @spiceweasel77 who is doing some brilliantly exciting things with his class!

 

After lunch it was on to Hywel Roberts session. Hywel spoke passionately and humourously about creating contexts in the curriculum, allowing the children to view the learning they are given through their own filters and engaging children in their learning. I made loads of notes during Hywel’s session and later tweeted many of them. Here’s the quotations I tweeted:

 

‘It’s our job to get the World thinking.’

 

‘We need to dig learning holes for our children to fall into.’

 

‘we are the people who make sense of the curriculum we are given. ‘

 

‘Have a what’s great 2 mins at the start of staff meetings’

 

‘we need to induct our kids into learning’

 

‘all of these things are just doing the job we’ve been asked to do. That we’re paid for. ‘

 

I’ve got Hywel’s book and it’s a great read. I need to do more of this in my classes. It’s great stuff. I was incredibly impressed with Hywel and the way he works in schools.

Finally, my last session was about using enquiry based learning in maths. Stephanie Thirtle took this session, she is a maths teacher at Joseph Swan. (I’d love The Girl to have her as a maths teacher, lessons would be so interesting!)

We did some enquiry based openers which really got us thinking and she talked about the approach of letting the children work things out for themselves, rather than an I teach then you do model. I love the work things out idea and think the way she’s bringing it to maths in a high school works really well. Much of the rationale for enquiry based learning was on her presentation and clearly showed examples of enquiry based learning which we could use as one-off lessons or develop for a maths topic. Such things investigating square numbers, straight line graphs using algebra, and one which P7 will be seeing soon – 12 Days of Christmas maths.

Her room displays were wonderful and I snapped many of them on my phone and you can see them here. I particularly liked that ways she put maths into context making it real for the children.

That chimed so well with the session from Hywel previously.

 

I came away with my head full of wonderful ideas and a bag full of goodies!

So, what next…well before Christmas I will make some posters of children and their ideas about learning to go up in school and I will also make some musical posters for the music room.

After Christmas I will take loads more of these ideas and run with them. It’ll be different, fun and learning will happen.

Here are my photo’s from the day. They are not brilliant, but the school environment was so good you may find the content useful.

Bloom’s Taxonomy in Music.

I’m creating a wall of Bloom’s questions for my music room at school. I love using these questions with the children. Really makes them think and I find the level of answers the children give me challenges the ‘ ability groupings’ they find themselves in for many aspects of schooling.

Here is the resource to share and discuss as well as a couple of pieces of reading I used when creating my display.

My Bloom’s questions for display.

Use of Bloom’s in a unit of work. (includes questions I added to my display)

Wendell Hanna’s piece about the implications of Bloom’s in music education.

     AttributionShare Alike Some rights reserved by Ferrari + caballos + fuerza = cerebro Humano


Attribution  Share Alike Some rights reserved by Ferrari + caballos + fuerza = cerebro Humano

 

 

‘We must find meaning in the time we spend online. Are we building our tools with that in mind?” Anil Dash

 

‘We must find meaning in the time we spend online. Are we building our tools with that in mind?” #mozfest @anildash — THAT. AND THAT AGAIN.

— Robert Drummond (@robertd1981) October 27, 2013

 

 

So, I’ve been at the #mozfest for the long weekend, and I’m on the train mulling things over and that idea from Anil Dash, just keeps coming back to me.

I was completely amazed by the ethics of the Mozilla people that just shone through in all aspects of the weekend. I knew I was going to like the geeky stuff, – the Open Badges, the Digital Leaders etc, but the morality of what Mozilla are doing and are trying to do I wasn’t really prepared for. I got that they like open source, I got their ideas around web privacy, but this weekend just showed me that their beliefs are driving the tools they’re creating, the learning they’re facilitating, the teaching they’re doing and the difference they’re making.

I think it was Mark Steel who said that the trouble with public services being provided by bodies who aren’t democratically elected is that they are doing what they do with an agenda. He was looking at the negative sides of this – Right-Wing (or left I guess) groups providing care but with a ‘side’ to it, religious bodies providing education, care etc. I think this weekend #mozfest made me see why they do what they do, what their agenda is.

I take their agenda to be giving people the tools to shape the web (and beyond) to create the web, school, community, that they want to create: Not being held back. Empowerment.

On Saturday morning, Anil Dash spoke about the web, about the way it has evolved (or not) and about the ownership of so much of it by organisations whose interests are profits not people, clicks not change.

And then he talked about how he spends more time on the web, than he does reading to his young son. (What a brave thing to say to an audience), and then the key idea.

If we’re going to spend some much time on the web, we’d better bloody well do something worthwhile with it.

In July I shared this, which pretty much sums up why I teach, ICT, or anything really. It’s about giving the tools to people, empowering them, letting them solve the problems they want and need to solve.

The web has transformed learning as much as the printing press did, and may transform it more. And just as with the first book learning exploded, so it was with the internet. And then… we log into facebook and let facebook show us the web. The power we have is not used.

If we’re going to spend some much time on the web, we’d better bloody well do something worthwhile with it.

So what am I going to do about it.

I’m going to give the young people these tools to shape the web and let it improve their lives, solve their problems, show that differences can be made if that’s what they want.

It’s probably not going to be easy either- obstacles in the way are many, time consuming and frustrating. It may not be popular.

But I’m convinced it’s right.

#Mozfest

I’m waiting to board my train back to Edinburgh, after a brilliant time at Mozfest, so I thought I’d collate some of my thoughts and learning tweets into one place and share them again. As you’ll see there bits that fit together and bits that don’t!

 

Values of the web needs to be a part of digital citizenship learning in schools. #mozfest #dlchat

“We must find meaning in the time we spend online. Are we building our tools with that in mind?” #mozfest #openingkeynote @anildash

#mozfest about building real things for real people.

big theme of #mozfest is giving control and knowledge of the web to the learners and children. Love that idea. #dlchat

If 9 yr olds can be passionate about pollution, they can become passionate about privacy and the web. #mozfest #dlchat

#mozfest stuff I learned. Webmaker is brill and projects allow it to be accessed as cross curricular ICT tool. Kids can make rather than ppt

#mozfest stuff I learned. Badges are close to being school ready. Will pilot use with @makewaves with dig leaders. #dlchat

#mozfest stuff I learned. Mozilla is all about the ethics of the web and we need to cover this in our digital citizenship learning.

#mozfest stuff I learned. Citizen science looks great from what @MobileMaggie said. Love the Serengeti project. That’s real world learning.

#mozfest stuff I learned. Lambic beer. It’s the future. Like sourdough bread, but in a beer format.

#mozfest. Stuff I think. The web ownership debate is important to the kids we teach. It might be the most important bit of citizenship.

#mozfest. Stuff I think. Great point comparing environmental care to web ownership. Kids can get it if we allow them into the debate.

#mozfest. Stuff I think. Tomorrow I will not do badges nor teach the web going to visit the unknown bits of Mozilla.

#mozfest. Stuff I think. The Web Literacy Standards are a great guide for teaching our Primary Children about ICT and their roles with it,

#mozfest. Stuff I think. The WebLit Standards when aligned with webmaker tools and badges will be amazing for kids in schools!

#mozfest. Stuff I think. Pupil council could announce a schedule and any interested school members come along to a hackerspace & work on topic.

#mozfest stuff I think. Hive projects in learning spaces like Uni raises the aspiration of the young as to what they can achieve.

Getting Started with Digital Leaders?

There seems to be quite a few people who are interested in getting Digital Leader groups set up and asking for ideas/help. Hope this helps, please feel free to get in contact, especially if you are based in Scotland, as my digital leaders are desperate to meet other DL-ers.

 

New Skills, New Questions.

I read this article and it got me thinking about school, learning, young people today etc.

The article discusses how skills are learned, how creating neural pathways link and create stronger pathways and how a good way to develop these skills is by not using help guides, asking other people etc but puzzling it out for yourself.

My experience is that children are the masters at that. They use tech, never read an instruction manual, dive in and work it out. Only if they are really stuck do they ever seek help from a youtube video, social media friends or maybe sometimes…their parents.

How does that learning model compare to schools?

How many lessons does the same children sit through where there is an input (or teach) first and then a series of activities ‘designed’ to develop this skills/learning?

How does the waiting for help (if required) compare to the immediacy of youtube or other web based help technologies?

How does the ‘blocking’ of lessons sometimes days apart hold back the development of skills in those areas, when the best way to develop the skills is everyday practice?

Do we connect enough of our learning together? I think primaries do, but there is always talk of splitting back into more subject based learning and less topic/project learning? Why? Where is the evidence for success in this approach?

The role of failure is key to learning in this way, yet if our children do not have enough ‘self-esteem chips’ as Richard Gerver brilliantly calls them our children will not be able to enjoy the freedom to fail. Do schools do enough to balance out the differential between the haves and have-nots of self-esteem? If not, why?

Which countries ARE getting it right and how are they doing it? Our young people are going to develop more and more skills in these ways, are our schools going to support them in that or hold them back?

296747265_eef6c2e32cSkills Drop Off – by Squacco

 

5 Words to describe my class.

If you had to choose five words to describe your class, what would they be? -Dave Burgess
I found this idea and quotation here and thought it was a fantastic idea for teachers, but also a great idea to start the new school year off with a new class.
Messy.
Interactive.
Inquisitive.
Energetic,
Happy.
I wonder what words my class from last year would come up with?
Henti Smith fmgbain
Inquisitive Fascincation – Henti Smith

Badger, badger, badger, badger.

There’s a lot of work going on at the moment about using badges for crediting skills, experience in education and the workplace. I came across this template for designing your own badges and shared it last night in the #dlchat. People in the chat seemed to like it, so I thought it might be worth posting it here also. Getting my Digital Leaders becoming badge creators and awarders is an aim for my Digital Leader project next year, as it has multiple benefits. I hope they’re keen to be badgers.

Final-badge-canvasadsmall2

Thoughts on using Technology in schools.

I came across this via zite which I use to find and share a load of good reading, infographics and ideas. This pretty much sums up my thoughts about using Technology in schools, and is what we should be aiming for when embedding ICT across the curriculum.

As it says at the bottom, it’s a tool not an outcome.

technology

What I want for my pupils and Scottish Education.

My Professional learning plan for the West Lothian Leadership course begins with a section of self-evaluation. The first part of that is thinking about and noting down thoughts about what we want for Scottish Education, our schools, ourselves and our pupils.

Here are my thoughts about what I would like for the pupils I teach. I’d be grateful for any comments, awkward questions etc, as that is the reason I’m posting aspects of my personal learning plan online.

 

What do I want for my pupils and Scottish Education?

 

A Google search reveals lots of articles listing the things that our young people should develop in their education to succeed in the now and the future. Feel free to have a search yourself, there’s thousands of links to interesting reads. Many of these articles contain similar skills and ideas such as critical thinking, problem solving, effective communication, ability to collaborate (which I find in practice means having a lot of ‘self-esteem chips’ as Richard Gerver calls them), adaptability and more. What these lists don’t contain in 2013 is much in the way of facts and figures (knowledge) – these being at our fingertips now. (The key skills for using facts and figures tend to be knowledge of how to internet search for them, a bit of curiosity and some source checking skills).

 

I want all of the above for the children I work with – who wouldn’t. However I believe that there are three key ideas which open up the rest of the ideas, and for me these are the things I believe are vital to education, Scottish or otherwise. These ideas will also allow our children to develop as societies themselves develop over time.

 

1. I want children to be inquisitive and curious and that means they need to enjoy their learning.

 

2. I want children to ask good questions of themselves, their peers and the adults in their lives.

 

3. I want children to have loads of self-confidence. This means they can develop their collaborative work, can accept having their work held to peer review and can develop better their own work.

 

If a child leaves my class/time with me with these three things, then I think they will be well placed for their future, wherever it may go.

Death Valley National Park, California (8)Death Valley by Ken Lund

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