Most Likely to Succeed Film

The QT-Basin was lucky enough to secure one of Core Educations screening rights to show The Most Likely to Succeed film here. 

It was a brilliant showcase of the changing nature of education and we need to get this film out there so as many people can see it as possible. It was great to have so many people there - I just feel that most of those people were already 'sold' on the idea of why education is changing.

Although there was lots to take-away from the film, the biggest thing for me was the need to for (some) parents and older generations to get their head around school is not about content anymore. 

Content is free now - it's on every internet device. 

-MLTS film

I recall a moment in about my fourth year of teaching. At the time I was living in the small town of Kirwee, about 40km west of Christchurch. Nana was visiting and I was giving her a grand tour. She asked a question about the geography of the land and we I said I didn't know the answer, I remember very clearly her reply...., "but you must, you're a teacher". It is a sign of her era, where the teacher was the giver of information, and the children were the  sponges to soak up what they could. 

As we move into an increasingly technological world, we need students who will be thinkers, innovators, collaborators, and people who can fail intelligently without being defeated. A robot will do everything else!

It brought together a lot of the things I've been reading for my role in the Innovation Incubator team, particularly what I have learnt from Claxton.

Guy Claxton - Achievement and Character: Can you do both at once?

I awaited with nerdy excitement for the day to arrive to hear Guy Claxton speak. With the focus for Emma and myself to pick up ideas relevant to what we are doing in the Innovation Incubator team. I left with some answers, and many more questions!

Here are my notes:

• Can you fulfill potential? How do you know how much someones potential is? Have you fulfilled yours? When? So why do we so often refer to wishy-washy terms like this?
• How do you 'evidence' values like Growth Mindset or resilience? I like how 'evidence' has been changed into a verb.
• Things need to be grounded in good quality research.
• How does time effect stuff - is a 45min period or one rotation going to allow persistence to grow?
• There are four Layers of Learning: today we were focusing on layer three - habits

• "Flounder" intelligently
• It is no teachers dream to turn out passive, docile, compliant, students - yet we do....
• Content gives a topic that you teach your habits through - "Today we are stretching our ______ muscle." E.g. questioning.
• Skills v dispositions - dispositions are far more important because it drives the development of the skill.
• Low socio-eco status kids benefit more from higher cognitive load. Don't go easy on them because 'their lives are already stressed'
• You can't teach attitudes and dispositions directly - they have to be coached, cultivated in culture.
• Epistemic apprenticeship

• If you diet is predominately 'efficient' then you're going to end up a bit lopsided!
• Removing own desks increases collaboration and collegiality in a classroom - proved somewhere in Australia (sorry I didn't get the details)
• Phrase: "hump of resistance" often used when referring to staff not willing to change or even explore change
• Performing v learning - learning has some form of difficulty attached to it
• Students learning to choose, design, research, conduct, troubleshoot, and evaluate learning for themselves
• Build power to teach themselves 
• Things should always be under review, status quo is not safe or neutral.
• Stepping in too soon during a learning struggle deprives an opportunity for that student to Build Learning Power. 
• Have a High Participation, Low Shame culture. Make it safe to learn.
• Display a final product with the draft - shift the focus from achievement to improvement.
• Flexing learning muscles - coach, coach, coach!
• Learning muscles to stretch (on the left hand side)

The final three points really resonated with me. This video that Guy shared with us shows the importance, and how easily coaching can be done from a very young age.

Austin's Butterfly

What next? For me:

• Read How Children Succeed - Paul Tough
• Give students authority and ability to challenge what people tell them
• Give activity and then give students think/peer/share time to decide how many people should be in groups - ownership and decision making onto kids.
• Two stars and a wish - go back to coaching children how to give feedback (I used to do this so well - why did I stop???)
• Mix up groups more - ensure children are frequently working with different people than usual.
• Use a distraction scale - show me 1-4 fingers how distracting that (plane/lightning/noise/class clown - don't actually say what was distracting though) was. If you show 5 fingers, you were the distraction. Children monitor their own focus.
• Use a kind continuum - children can move their own or others face depending on how kind/supportive/helpful they've been. Or not! Keeps an open dialogue of support.

What next? For the Innovation Incubator team:

• Give mentors strategies to embed teaching of character so it's not 'more teaching'
• SOLO - depth of though, not level of thought
• Review, review, review - this year and into every other year Shotover School exists!

Expansive Education

The main theme I'm getting out of it is the need for a 'whole' education. School is not just about the content, but learning about being a person too. This includes knowing how to behave when we don't know the answers.

The early chapters in the book has referred to the Theory of Mind a bit. This was a concept I knew about, but needed a little more context before I could continue reading. I found this little video helpful.

The basic vision of Costa and his colleagues is that schools should prepare young people 'not just for a life of tests, but the tests of life'.
My other keys points:

• students to need to be self evaluative
• willpower is like a mental muscle that can be strengthened (or depleted through non-use) and likewise resilience, concentration, imagination and collaboration can be coached and cultivated
• Expansive Education see 'skills' grow into strong 'dispositions'
• three attitudes as elements of a 21st century mindset: communal virtues (honesty, trustworthiness, kindness, tolerance, empathy), virtues of self regulation (patience, self discipline, tolerance of frustration/disappointment) and epistemic/learning virtues (determination, curiosity, creativity and collaboration)
• of course, all these things interweave and even sometimes conflict each other. Balance is key
• John Dewey was ahead of his time, "the teacher becomes a partner in the learning process, guiding students to independently discover meaning."
• learned helplessness arises in students who not not given the opportunity to think of intelligence expansively. They lack resilience and resourcefulness.
• successful intelligence is to think in three different ways: analytically, creatively and practically.
• approaches (such as Building Learning Power) do not work if they are simply bolted on to another restrictive approach.
• using colours to highlight mistakes (and not fixing them for a student) means the student does the thinking about it and how to fix it - building a discussion around 'good' and 'silly' mistakes. This has created a greater feeling of playfulness and adventure in their writing
• interesting analogy: Children sitting around like baby birds with their mouths open, ready for the teacher to bring them the worms - we need to teach them to get their own worms. Learning isn't just an outcome, it's a process.
• re-defining pedagogy - should we more often be referring to it as 'Instructional Design'
• a teachers main task is to notice the impact of their teaching on students' learning and achievement. They need to talk less and listen more
• we need to be so careful with our use of the word ability - it is easy for it to become a synonym for 'talent' or 'intelligence'. Create learning groups that are genuinely fluid and regularly changed
• getting into a state of flow is an optimal learning experience. There needs to be three things for this to happen: task is sufficiently demanding and engaging, learner has enough skill to tackle the task, and time.
• talking about learning is good. If learners see what is going on as they are learning, the better they will be able to apply it to different contexts

What if education were less concerned with the end-of-year exam and more concerned with who students become as a result of their schooling? What if we viewed smartness as a goal that students can work toward rather that as something they either have or don't? 

-Ron Ritchhart

The book also covers the significance of others in the learning environment. "Little or no learning will take place unless the learning environment is trustful and the others who are significant to the learner (parents, teachers, coaches, etc.) model the desired outcomes."

This is backed up with other key points:

• Hattie says helping students to develop habits (curiosity and collaboration) works better when teachers model these
• culture is set by the leaders of the institution and what is around in the environment, even before the teacher walks in
• it is essential that teachers develop and share a common language of learning with students and the parents/community.
• thoughtful environments encourage a focus on big ideas. The learning offered in them captures the interest of students and provides them with some degree of autonomy and choice
• we have to expand staffrooms, as well as classrooms, and consider how teachers are trained and subsequently developed.
• new teachers become socialised by 'old-timers' into semi-conscious views and habits. "For expansive educators, it is vital that the community of practice of a staffroom is also a living, evolving community of enquiry."
• Hattie makes explicit connections between teachers undertaking professional enquiry and the benefits that transfer to student learning.

"A teacher can never truly teach unless she is learning herself. A lamp can never light another flame unless it continues to burn its own flame."

-Rabindranath Tagore

These last few points made connections to another video I watched today. This is Kath Murdoch and her thoughts on teachers can (or can't) teach inquiry.

All of this together basically says to me that a good teacher is prepared to, and will, let go of control.

One final thought: 

Education has to change. It has to engage the energies and intelligence of all young people. It has to respond to their anxieties about the future, and to help them develop the mental, emotional and social equipment they will need to thrive in a complex, challenging and exciting world. Here's hoping, as David Price says, that the seeds of Expansive Education that we have explored in this book will continue to germinate strongly and to populate the earth!

- Claxton, Lucas and Spencer (Expansive Education authors)

Is music at a crisis point in NZ Schools?

I came across a very interesting pod cast from Radio NZ that was pointing to a crisis underway in NZ Schools where music education is not as accessible to students as it once was.

I have very little musical background - the only musical experience is what I got at primary school, where we were one of the fortunate schools to have a specialised music teacher. I remember very little but the things that stand out for me was excellent singing tuition for the whole school (and an auditioned choir), a lesson on what notes looked like and their associated letters, and I remember at one point a friend and I entered a competition where we had to compose music. She was quite musical and learnt out of school and I just tagged along really. At some point I guess I must have learnt some basic instrumental skills like the recorder.

At college, we had to learn a few notes on the recorder and play a song for an assessment. Other than that though, I also have very little recall of what we did. 

I would call myself pretty much musically inept.

The podcast here has two people being interviewed. Tim Carson represents the view that there is a crisis, and Lisa Rodgers represents the MOE.

At about 13-14 minutes MOE representative claims that music in schools is fine in all the schools she's visited. That means more than just singing, but having learned enough that a child could compose a basic piece of music. Clearly she's never been to some of the schools I have experience in. I do believe there is many other teachers like me who flounder around to do our best to be able to teach the basics not only of singing, but also of music. And we do so with very little confidence. 

Schools are funded to deliver the curriculum through their operations grant, however, the individual needs for schools means that subjects like music often get pushed down the list of priorities. There is a continual need to rethink how we can engage in the literacies (including maths, as it's a language too) through arts subjects. They are critical to the development of the whole child and providing exposure to many elements. Schools need advisors and funding for development not only in music (although I think that seems to be the area of least confidence) but also in the general area of The Arts. 

I am fortunate to be working now in a school that values the arts and music education and I look forward to learning what I can from our lead mentor in music.