A series of recent activities, events and discussions have seen me imagining a range of future education scenarios. So, this post is an attempt to write up a few possible scenarios. What could education look like in the future?
I have always been a large advocate of listening to what teachers have to say about education. I much prefer to read books by teachers or those who are working closely in/with schools over those who have lots to say but lack the authenticity of recent work on school grounds. The same with blogs – I’m a big ol’ nerd, who loves to read blogs of what teachers are thinking about and doing in their classrooms.
Teachers, though, have a very vested interest in the future of schools. Will those of us whose jobs depend on the system staying fairly much the same way it is now, really investigate all possible options for the system could shift? Continue reading →
Student Centred is one of those vague buzzwords that is used regularly but never really defined in practical terms. This post (based on an Ignite talk I gave last week) attempts to paint a picture of what student centred practices actually look like, both in the classroom and from a leadership perspective.
For me, the key to student centred practices is empathy. Truly seeking to understand how students are experiencing their learning, where each student is at and what their individual needs are, so you can help improve their learning. Student centred practice is focused on doing what is needed to help each student understand and excel in their learning.
As I have written about previously, data is a great place to start in getting to know your learners, but there is a whole lot more to do if you want to understand them. Achievement data, personal data, surveys, observations and good old fashioned conversations should all work together to help you empathise with your students.
Student centred teaching is not just about what they like but about thinking how what they like/are interested in links with what they need to understand in class. How can their interests be used to help them understand the key concepts and skills from the curriculum. Continue reading →
In my last blog post I wrote a narrative of my day shadowing a Year 10 student. This was a real highlight of my first term as a senior leader. This post shares some of the questions that I have either been grappling with or am about to start grappling with in my role as DP. Some of these developed out of reflecting on my day shadowing, many of them emerged from other events throughout the term.
How might we build upon the great content learning to develop more autonomous learners?
What if students didn’t all move through lessons at the same pace?
How might student understanding be checked in ways that don’t stop progress with learning? Continue reading →
Many of you will know that I am at a new school this year and have made the step up to a Senior Leadership position. This meant that I jumped at the chance to take on the #ShadowaStudent challenge that was created by School Retool, IDEO and the Stanford d.School. What a great way to gain empathy for the student experience at Lynfield College – to really find out what it is like to be a student here.
I asked a student if I could shadow him for the day and explained why I was doing this. Let the teachers know why I would be in their classroom wearing a school uniform and got prepared for a day outside of my office!
This afternoon I ran a brief workshop for staff who were interested in finding out about Universal Design for Learning. With a diverse range of learners at Lynfield College and devices now from Years 9 to 13, UDL is a strategy that can help make sure our technology is helping to amplify learning for all. Here’s the slides that went with my presentation.
The start of a new school year brings with it a whole bunch of new students to get to know. Principals around the country will be urging their staff to get to know their learners and reminding them of the importance of relationships to enable learning to occur. So what does this actually mean? How do we get to really know our learners?
Last year I shared a weekly reading with staff at my school to provoke thinking. As this was quite successful and lead to many great discussions, my good friend & #edchatnz founder Danielle Myburgh has asked me to share a weekly reading for #edchatnz. I hope that many of you will join us in the #edchatnz Reading Room this year, reading, sharing and commenting so we can all push our thinking forward together.
Also, if you read anything mind blowing, please share it with me so I can feature it!
2015 was a great year professionally for me. It contained many highlights in school, some great conferences, an epic year as an eFellow and ended with me getting a new job as a Deputy Principal. So, how do you follow that up?
To follow this up, I will be focusing on one word to help guide me in 2016: BALANCE.
Early in 2013 I attended an Information Evening about foundation teaching applications for Hobsonville Point Secondary School. I had always liked the idea of being part of the foundation staff at a school and getting to develop the culture of the place, so was quite excited about attending this and finding out more. The meeting was everything I hoped for and more. Maurie, Lea, Claire and Di set out an exciting vision and I was amped about what this school was going to look like. So amped, I was ringing my partner before even making it back to the car, to tell her I needed to get a job teaching at this school – it sounded like my dream job!
The legislation that governs how education occurs in New Zealand is potentially undergoing a major overhaul. The Education Act, last updated in 1989, is about to be updated by the Government. As part of the way legislation works in NZ, we are now undergoing the first consultation on this update.
This means 6 weeks of public meetings and accepting submissions based upon a discussion document produced by the Ministry of Education. All the details can be found here.
Unfortunately the main discussion points I have heard teachers talking about with this though, is time: 6 weeks is too short, the time of year is ridiculous.
6 weeks seemed pretty short to me too, but my enquiries around this found that this is pretty standard for at this stage of legislation compared to the longer consultation periods during the Select Committee process. Now, I do get this time of year is ridiculous but give me a time of year when teachers aren’t busy? So I was disappointed to attend a local public meeting and find only 8 people there (and then to hear this is common across many of these meetings). Continue reading →