Time is such an odd concept in schools. Some days, weeks, terms or years we seem to achieve so much. Yet, most of the time, there is nowhere near enough time to get through everything that we want to do to help our students make progress with their learning. If asked what we need more of, the answer will almost always be time.
I have noticed this even more since moving into Senior Leadership and this term has been a great example. Continue reading
I have had multiple conversations lately about the power of critique in forcing deeper thinking and the lack of critique occurring in many schools. A couple of years ago I wrote about how we might develop a culture of critique within a school. This was focused on actions within the school and looked more at the individual level. I have had great experience of how a Critical Friends set up can help. At Hobsonville Point Secondary School we were all paired up with a critical friend. This worked so well for me that when I left, Claire Amos and I kept up our critical friend relationship going. My recent thoughts have been more around how an external critical friend could help provoke at a school level.
Critique is not something that we do or take particularly well in schools. Often within school we can be threatened by someone asking us why about our actions. Our typical response is to get defensive rather than being open to digging deeper. I have a hunch that external critical friends who are there with that clear purpose may not be so threatening. They aren’t challenging you personally but trying to prompt reflection on why the school has made certain decisions.
Over the last few days I have observed a couple of situations that have set me off wondering about curiosity again. One of these was with my own children and one with my Year 10 class.
Yesterday we visited Kelly Tarltons and I saw pure wonder and curiosity on the faces of my children. My 3 year old son ran round with joy, pointing at things that caught his eye and asking for a closer look. My 7 year old daughter spent her time reading the signs and asking questions of the staff to find out more about what she was seeing.
It was an awesome 2 1/2 hour adventure and their pure curiosity and wonder about it all made it even better.
It was interesting afterwards to reflect and compare this experience with the lesson with my Year 10 class on Friday. Continue reading
When I arrived at Lynfield College last year I found a school with a very strong Teaching as Inquiry culture. All teachers across the school were inquiring into the impact that their teaching was having on their students. This was enabled by some great scaffolded templates to help teachers who were newer to the process and time was built into the meeting schedule to help these inquiries progress.
Last month I went to 2 conferences: I started April at the Teach Tech Play Conference and ended it at Energise 2017. These two events were such a breath of fresh air.
Admittedly, the locations were a major help. Teach Tech Play was in Melbourne so I got to have a weekend exploring there before the conference started. And Energise 2017 was in Queenstown, where I didn’t have extra days to explore but the scenery was amazing enough at the venue:
These different locations also meant that the teachers at the conferences were a different group than I regularly see at conferences in the upper half of the North Island. This means that I got to meet lots of educators that I knew through twitter and also to meet new faces that I hadn’t interacted with before. (A special shout out here to Rachel Chisnall who I met face to face for the first time the night before we presented a workshop together – led to great opening lines about welcome to our workshop, we met online). Now, I really like the crew of educators that I have got to know over the years at local events, but it was great to break out of that chamber and interact with different people for a change. Continue reading
Last year two members of our staff were discussing how many students were leaving school without some of the skills that would really set them up for their future. Conversations like this probably happen regularly in school staffrooms around the world. What makes this story a bit different is that these 2 teachers decided to do something about it.
In May last year, Bronwen Wilson and Kat Wells set up a meeting with me to pitch the idea of a Life Skills Programme. Their staffroom discussion had developed into a shared document where they put together a proposal. The proposal was to combine the skills of staff at Lynfield College with outside specialists to deliver a programme covering topics such as mental health, careers, digital citizenship and sexuality which were considered useful for student’s lives but which they might not get the chance to be developing through their normal curriculum.
Principal Steve Bovaird sharing his Time Management tips
Last year I arrived at Lynfield College with one of my responsibilities being eLearning. The school had 3 year levels already operating under BYOD and 2016 saw this implemented from Year 9-12. BYOD had been relatively successful in the junior school but it’s first foray into Year 11 had not gone so well.
My initial reactions were to arrive at the school, raise expectations and support it with plenty of professional development. I then quickly took a breath and got myself set to observe and listen to what was happening, rather than arrive with all guns blazing.
I found a Principal (Steve Bovaird) who has spearheaded the introduction of BYOD, a (fantastic) Director of eLearning (Bronwen Wilson) whose role was to help staff develop their use of blended practices, a well used Moodle site and plenty of PD opportunities occurring. So, with great people already involved in leading BYOD and some good processes in place, I prepared to dig a little deeper as I got to know Lynfield.
Very soon, it became clear that one of the major barriers to BYOD implementation across our school was the network infrastructure and maintenance. Term 1 2016 was one full of disruptions as the wifi crashed or slowed considerably on an alarmingly regular basis.
Did you know the Chrome dinosaur game turns to night and includes Pteradactyls? I learned this during our network’s downtime last year!
Next week the 2016 Rio de Janeiro Olympics start and with it will start a whole wave of classes learning about the Olympics. My Year 10 class will be amongst the students learning about the Olympics over the next few weeks. However, I don’t want it to be a case of choose 1 country, find some facts and colour in the flag. I want some deeper thinking to occur.
Image via @zoelee
This afternoon we were privileged to have Nathan Mikaere Wallis at school to talk with us (our staff plus some staff from other schools in our CoL) about neuroscience. This post is sharing my notes from the session (so please ignore grammatical errors etc. as Nathan is highly entertaining and moves at great pace!).
He is a highly entertaining speaker and the 2 hour session sped by. If you get the chance to see Nathan seak, then make sure you take it!
Nathan said we were trying to cover 6 hours of material in 2 hours. So, here are my notes to summarise it even further. Some of my thoughts on the implications of all of this follow at the end. Continue reading
A bit of a different post to my usual ones where I unpack things going on. In this post I simply want to share 3 things that have sparked thoughts for me this week.
These sparks are on very different topics but have all kicked my brain into overdrive at different times this week. Enjoy: Continue reading