“What do you think will change for schools under the new Labour Government?”
I have lost count of the number of times that I have been asked this question over the summer. The immediate response of teachers online was joy but it’s not going to be an open cheque, so really I don’t think much will change.
Political ideologies may have indirect impacts on schools by the social and economic policies they enact and the impacts these have on learners’ lives, but the pedagogical approaches of teachers have so much more of an influence in schools. Teachers and schools have always looked at the constraints placed upon us by governments and then continued to design curriculum and learning in the best way they see fit.Continue reading →
It’s Week 2 of the school year. We have set up a supportive learning environment so next we go about finding out what students already know. This will include results from last year, other data we can access but will also likely include other in-class activities. We already have our curriculum and course guides in place, so why do good teachers spend time finding out what students already know? This post looks to explore the research behind our practice.
Students learn best when they are able to integrate new learning with what they already understand.(pg 34 of the New Zealand Curriculum)
Image from pg 71 “Hidden Lives of Learners” by Graham Nuthall
This figure is Graham Nuthall’s explanation of how our brains make sense of new information. All experiences, learning activities, discussions etc. are stored in our working memory which then attempts to make connections with our prior knowledge and related experiences. The working memory then evaluates this information, integrates the new experience with our prior knowledge and changes (or maintains) our understanding. (Hidden Lives of Learners, 2007).Continue reading →
This year as part of my portfolio as Deputy Principal at Lynfield College, I have been asked to look into how well the learning taking place here is reflecting the intent of the New Zealand Curriculum. I am really excited about this, as curriculum and learning design is a real passion of mine.
To get my head into this for 2018, I am starting by going back to have a close look at what the NZC actually says about teaching and learning. Whilst, this is primarily to help shape what is happening at Lynfield College, there is plenty of this investigation that may be helpful for all teachers (in New Zealand but also globally). Hence, I will write a few posts over the next while sharing what I find.
Looking forward to spending some more time unpacking my coffee stained NZ Curriculum
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 →
Last week our Specialised Learning Leader team had a Planning Day together, gathering momentum on how learning design will occur in 2016. A big focus of this day was how things will look/act/be different for the Qualifications years (Yr 11 & 12) as compared to our Foundation curriculum (Yr 9 & 10). The part that has really stuck with me over the next few days though was a discussion on what our Theories of Knowledge are at Hobsonville Point Secondary School.
As the main influence on our Learning Design at HPSS is the New Zealand Curriculum, my initial response was to start thinking what the theory of knowledge behind the NZC is. Quickly finding myself out of my depth to extract this information, I turned to some more learned colleagues asking them questions by various forms of messages. Continue reading →
We are continuing to develop the effectiveness of our coteaching at Hobsonville Point Secondary School. Over the past 2 weeks we have continued reading into effective coteaching practices from overseas and comparing these to our practices here at HPSS. Much of this overseas literature is based in Primary and/or for including special educational needs into mainstream classrooms.
With this gap in literature, we have identified that some of our practices are already exceeding that shared online. There is, however, plenty left for us to learn and improve. Since our last session on coteaching models we have focused on the role a teacher can play in supporting their coteacher.
Last week, our reading was this table from a research article by Wendy Murawski: