Voki

picture experiment for wallwisher - more coming soon

voki

times tables

One of the two detentions I remember at school was for not knowing my 16 times table by heart (young people, this was for pounds and ounces). I still don't.

we all know our 2s? so 4s and 8s are easy
most of us know our 3s so 6s are easy
9s - use your fingers!
5s and 10s easy

just leaves 7s but not 2x, 3x, 4x, 5x, 6, 8x or 9x!

7x7=49 is the only one you have to LEARN

teach children to work them out not memorise them

BTW the other detention was for writing I love Donny Osmond on a desk - I didn't do it!

Learning Journals

Learning Journals – Brief Outline and further reading

Students are guided by me about what to include in their learning journals until they get to a stage where they are able to do this independently (although I maintain frequent references to it). Students use either marginalia or 'think' bubbles to annotate their work. Lessons generally have time built in for students to update their learning journals as they work and this also forms part of their weekly home work (private study). I am particularly interested in the ways in which learners develop problem solving and reflective skills and this is something which I ask them to record. When guiding students to become independent learners, it is necessary to aim particularly for ‘deep learning’ and ‘target setting’ although this is very difficult, especially with young learners. Deep learning entails personal evaluation of learning achieved and reflection on development as a learner.

In my opinion, reflection is innate for some, whilst for others it can be improved through guidance. For Moon (2005:2) “reflection is a fundamental feature of a deeper approach to learning” and “it enables learners to feel that they ‘own’ their knowledge because they have been part of its creation”, “ability in reflection often implies ability in metacognition”. I originally began to put these ideas together following my reading of some very important ideas about ‘multiple intelligences’ and ‘process folios’. The work of Howard Gardner (1999) was probably the most significant in guiding my thinking, along with Puntambekar and du Boulay (1999), as well as Patricia Murphy (1999).

Anne Langley (2002:78), in the SOL[1] Theoretical Reader, collapses Perry’s (1970) ‘positions’ of intellectual development into three stages: absolutism, relativism, commitment. Until learners (at any level) are at the stage of relativism, that is, they are able to perceive a world in which the teacher does not know everything, I believe that they can never make the jump to becoming independent learners. I needed to consider how to move my students towards commitment. I wanted each of them to be able to develop her/his own intellectual identity and accept that this may vary and change over time and with new information.

This is what I wrote for my GCSE students on their wiki (Moreland, 2008a):

Being a reflective learner means taking something that you already know really well such as how to read, or doing basic Maths, or something about how cars work, or your favourite music or artist. You then use that existing knowledge and apply it in new situations, usually to solve a problem. In so doing, you actually develop new knowledge and it is better than just being told or taught something by someone else because you will remember it so much better. Of course, at school, college or university, and even when training for a new job, you usually have to have someone to guide you. If you take the time to sit and reflect afterwards, write it down in a Learning Journal or mind map, or whatever suits you, you will find that you do something called internalising the knowledge - remember when I talked about metacognitive skills?

Elizabeth Holmes (2/10/08:1), writing for CPD Week, uses an analogy from children’s literature to begin her explanation of professional learning journals:-
Any Harry Potter fans out there may remember a conversation between Harry and Dumbledore about the 'pensieve'. In Harry Potter and the Goblet of Fire, by JK Rowling, Dumbledore explains to the young Harry that the stone basin he calls the pensieve is used to hold excess thoughts from one's mind so that they can be examined at leisure. "It becomes easier to spot patterns and links, you understand, when they are in this form", says Dumbledore.

I believe that this would also make a good explanation of why student learning journals should be encouraged. Teachers strive to help their classes with pattern spotting and link making and it is my contention that by assisting them in making links across and between subject areas we are helping them to become independent learners for the future. Northedge and Lane (1997) describe a spiral of learning which begins at the point where we realise that we need some extra information in order to enhance our learning, moving on through study and lessons, using some old knowledge, to internalise new ideas and begin the spiral again. The issue which I believe exists even more markedly with young students is that they need considerable guidance to move sensibly along this spiral. Langley (2002: 21 – 24), based on a variety of other authors, provides some suggestions for developing strategies which students can use to enhance their independent learning skills. Bearing in mind that these are suggestions and not a ‘recipe’, they are:-

· Concept mapping
· Linking different parts of the course
· Emphasis on qualitative reasoning
· Check your neighbour in class discussion
· Using students in class illustrations
· Discouraging verbatim note-taking
· Linking subject matter with everyday examples


References
Gardner, H. (1999) Assessment in Context in Murphy, P. (ed.) Learners, Learning and Assessment, London, Paul Chapman
Holmes, E. (2/10/08:1) “Professional learning journals – making learning come alive”, CPD Week (teachingexpertise.com)
Langley, A. (ed) (2002) Supporting Open Learning Theoretical Reader (2002) Milton Keynes, The Open University
Moon, J. (2005) ‘Learning through reflection’, Guide for Busy Academics No. 4, Higher Education Academy
Moreland, J. (2008) private wiki for my GCSE Maths students
Murphy, P. (1999) Supporting Collaborative Learning: a Gender Dimension in Murphy, P. (ed.) Learners, Learning and Assessment, London, Paul Chapman
Northedge, A. and Lane, A. (1997) ‘What is learning?’ in Northedge, A. et al. The Science Good Study Guide Milton Keynes, the Open University pp. 20-2
Perry W G (1970) Forms of Intellectual and Ethical Development in the College Years, New York, Holt, Rinehart and Winston.
Puntambekar, S. And du Boulay, B. (1999) Design of MIST – a System to Help Students Develop Metacognition in Murphy, P. (ed.) Learners, Learning and Assessment, London, Paul Chapman

[1] Supporting Open Learners

article published

Take a look at Janshs blog for details of a recent aricle based on my EdD thesis

book review - what makes a great school

A review of: What Makes a Great School? Andy Buck (2009)

A few notes and a suggestion of how we might use this for our own G2G journey: J Moreland

Buck’s formula is g = (3p + 2(c + t) + m + o) ^5l

He is not suggesting this as a template but as a set of questions to ask which might then enable a school to frame its own formula for success. In fact, Buck is keen that leaders (at all levels) should concentrate on asking the right questions rather than always being seen as providing all the solutions. (2009: 17 and 62)

p= people (hiring/firing); developing staff, developing students

c= clarity, consistency

t= transparency, trust

m = motivation

o = outward looking

l = leadership (communication, performance, actions, courage, humility) and it is a power.

A few key ideas

The first thing that resonated with me was Buck’s assertion that “great schools maintain outstanding performance over a significant period of time” (2009: 14).

He also identifies a “deeply embedded shared culture” (2009: 15) and a commitment to what is often termed system leadership – what Fullan (2003) describes as the ‘moral imperative of school leadership’ – the effect we have on education and the community in much wider terms than just those involved directly with our school.Recruitment procedures (from attractive advertisements, through the interview process, to being unafraid not to appoint) and also competency procedures are rated as key features in securing outstanding performance across the whole school (I would add that this is not just pertinent to teaching appointments). Buck states that the interview should include an assessment of whether or not the candidate’s core values match those of the school. (2009: 20)

Buck returns to one concept quite frequently, when writing about individual members of the school, leaders, and teams – the following is just one example.

“Effective colleagues will ... demonstrate a genuinely mature team approach .... For example, when things are going well they will identify the people who have contributed to that success. When there has been a problem they will take responsibility rather than blame others.” (2009: 21)

Gaining consistency of approach, Buck suggests, comes from building a sense of pride and collaboration, from nurturing a no-blame culture, and from encouraging risk-taking and innovation. It is enhanced, he writes, through regular coaching, mentoring and self-evaluation. Buck uses Fullan’s (2007) notion of lateral leadership based on peer support – from within or across schools – to further emphasise the fact that great schools build on strengths rather than constantly focusing on the problems. (2009: 26-28) Perhaps this is related to a senior colleague’s recent question – “what is it that we are not doing?”

According to Buck, students need to be nurtured to develop self-discipline, high aspirations, appropriate response to challenge, and choose their own learning paths. He goes further, describing schools where students have participated in curriculum design and constructing schemes of work. Other successful strategies centre on extra-curricular activities and intervention procedures. Most importantly, in my opinion, is his point that these things need to be part of the daily dialogue between staff, students and parents – not just for assemblies, parents’ information evenings and so on. (2009: 32 - 35)

One idea which I found very interesting was the concept of a school defining its own approach to pedagogy. (2009: 43). Whilst he is certainly not advocating a prescriptive approach to lesson planning, Buck is suggesting that a set of underpinning principles (such as ‘the effective classroom’ - see recent blog post lesson 'observations') might go a long way to enhancing consistency of learning for the students.

The analogy of the airline pilot – we want our take off, flight and landing to be good a hundred percent of the time, not ninety five percent – is used to further highlight the need for consistent application of processes and procedures. This will facilitate easier relationships with students, parents and all staff. Some schools issue a parents’ handbook. Naturally enough, those who do not comply need to be dealt with appropriately, Buck states –with the addendum that sometimes policies need to be reviewed if they are not working. (2009: 51- 56)

Next, Buck turns to the use of data for action planning at all levels, with a suggestion for around only four key improvement priorities at any given time. (2009: 61)

Building trust is also seen as vital for success. Buck refers to Covey (2006) and I would also mention Bottery (2003) in pointing out that low levels of trust, unrest, political camps will lead to staff expending energy on those issues rather than on developing good working practices. Leave of absence is one situation where, Buck states, higher levels of trust are needed. He also cites schools which leave most doors unlocked – I remain unconvinced about this one but I am prepared to be swayed.

The leadership section is not an attempt to summarise leadership theory. A few points do seem worthy of note, nonetheless. Sending thank you or get well cards, really caring about the staff and students who may be experiencing difficult circumstances, mutual respect, mutual loyalty, small acts of kindness – even free tea and coffee and organising plenty of opportunities to socialise and have fun, these all get a mention. Of course, making sure teachers are not bogged down with tasks that make life more difficult, building in time to be reflective, and modelling this approach, are both mentioned, as is the fact that it is no use listening to staff, student or parental concerns unless we also are seen to act upon them. (2009: 102 – 117)

Suggestion

The grid below is one which we might wish to use with ourselves, middle leaders, all staff (including non-teaching). It might be a big risk of course ....

References

Bottery (2003) The Management and Mismanagement of Trust, University of Hull

Bottery (2003) The Leadership of Learning Communities in a Culture of Unhappiness, School Leadership and Management, 23, 2: 187 - 208

Buck, A. (2009) What makes a Great School, City Challenge

Collins, J (2001) Good to Great, Harper Collins

Covey, S (2006) The Speed of trust. One thing that changes everything. Simon and Schuster

Fullan, M (2003) The Moral Imperative of School Leadership, Corwin Press (SAGE)

How far have we got on the journey from Good to Great?

Key concept	What we already do	What we might be doing
Sustaining high performance over a significant period of time
Outward looking – partnerships with other schools and organisations
Embedded values
Robust recruitment and monitoring procedures
Team approach – credit where’s it is due and taking responsibility rather than blaming others
All staff and students self-motivated to improve
Sense of pride and true collaboration
Risk taking and innovation encouraged
Sharing best practice, coaching, mentoring, self evaluation, peer to peer work
Asking the right questions rather than always trying to provide all the answers
Students are self-disciplined, have high aspirations, respond well to challenge
The curriculum allows students to choose their own learning path and contribute to the design of the learning process
Extra-curricular activities contribute to the learning experience
Intervention strategies are well thought out and implemented
The values and strategies above are demonstrated in daily dialogue (between staff, staff/student, staff/home) and not just at special events
We have our own clearly defined approach to pedagogy
There is a high level of consistency and clarity in all that we do, including communications systems
Policies and procedures are regularly reviewed
Data is well used to define priorities for improvement
Staff have opportunities for self development, to socialise and have some fun
Mutual trust, respect and loyalty are features of all our relationships in school

Based on Buck, A. (2009) What makes a Great School, City Challenge