Wednesday, 5 August 2015

Assessment - Positive & Negative Experiences

This year, my school is focusing on assessment as part of the strategic plan. Along with reading Classroom Assessment for Student Learning by Chappuis, Chappuis, Stiggins and Arter, we will have regular training sessions as a faculty.

Our first activity is to reflect on one negative and one positive assessment experience and why made them so.

Negative Experience
A negative assessment experience would be when I was given feedback from an assignment, without having known the criteria in advance. The feedback points came as a surprise and I hadn't been clear about the requirements. It felt unfair and illogical as my other experiences had been so transparent. I was not able to self-assess before the final outcome was judged and therefore there was an essential learning step that was missed. This was pretty typical of all my secondary school experiences. At the time I didn't question it as I usually did OK, but I was never sure of the specific rationale (even more confusing when it was a percentage rather than a grade, as we took As as great, Bs as good, Cs as a basic pass etc - all worked out by our teenage brains of course). As a side note, this also greatly contributed to a culture whereby students were considered - and considered themselves - 'good' or 'not so good' at school.

Positive Experience
In all honesty, the most positive experience came from receiving the highest grade when I wasn't expecting it. I had been aware of the criteria, bur was so caught up in the task itself that I hadn't particularly fretted over hitting every key point. It was part of the process that we had constant formative feedback at every step of the process so the high chances of success were as facilitated as they could be. By getting us to focus on the component parts of the assessment throughout, we automatically had the clearest understanding of what we were trying to achieve. Had the criteria been given to us as one multi-page document, I'm not sure our focus each time would have been so tight so I felt I learned a lot from this experience about the content and how to 'chunk' parts of the task for success.

Colleagues' Reflections
  • Trying to 'win' the game of guessing the exam questions - great when you managed it, but what was the point?
  • Poor environments for testing including distractions and some not taking it seriously.
  • Walking into exams blind with no idea of what's coming.
  • Having a time crunch e.g. writing an essay in 40 minutes when 10 minutes more would have been great. My note: What's that about? I'm sure we all recognise it but it just seems like training for tests with no relation to anything that happens outside of school walls?!
[Accessed August 2015]
Considering our positive and negative experience in light of the '5 keys' above, I can relate almost all of them to each of the examples given. 

  • Key 1 - We either did or did not know what the point of the assessment was, whether to give us directions for future study or be summative. 
  • Key 2 - We either had clear or no ideas about why we were doing the assessment.
  • Key 3 - This one was less relevant because in the negative experiences, we knew nothing about the assessment purposes anyway, so being able to evaluate the design didn't even enter our heads. In the positive experiences, practical skills were assessed practically and content knowledge assessed appropriately.
  • Key 4 - In positive experiences we were clear about where our results came from and 'next steps'. In negative experiences, we simply received a grade or percentage with no further comment.
  • Key 5 - In positive experiences, we were engaged as students in the whole process and appreciated the assessment opportunity as a time to get useful feedback. In negative experiences, we were either completely stressed out or didn't care about the assessment.

Sunday, 3 May 2015

A Martian Sends a Postcard Home

With the long weekend, I finally got around to giving my much-neglected store some attention. Below is my latest offering on Teachers Pay Teachers.

Are you tired of reading dull prose that fails to capture the imagination? Have you had enough of the same worn-out similes and metaphors that do nothing to enliven the mind? This lesson focuses on encouraging students to write fresh and original descriptions that will stoke readers’ curiosity and capture their imagination. Make sure you share this goal with your learners!

From a reading of this popular poem by Craig Raine, students use his striking and unusual descriptions to create their own well-crafted paragraphs.

This lesson was originally created to prepare students for the imaginative / creative writing section of the IGCSE exam, but it can be used to inspire writing that jumps off the page at any level.

I have personally used this from Grade 6 to 12 with great results every time. As students submit their writing after this lesson, I actually look forward to seeing how shifting their perspective allows them to create truly different, engaging writing.

The resource includes:
-full teaching notes
-a copy of the poem (for classroom use only)
-an accompanying set of slides (in PDF form)
-game instructions and materials to get students thinking out of the box (a mental 'warm up' for writing)
-5 examples of original, imaginative writing inspired by this lesson (from my students)
-my ongoing support!

Click here to purchase this teaching pack or click here to visit my store.

Keywords: poetry, poem, martian, postcard, lesson, printable, ppt, presentation, teaching notes, instructions, guidelines, creative, imaginative, writing, igcse, ks3, ks4, ks5, raine, mixed ability, SEN, ESL, EAL, photocopiable, printable 

Wednesday, 1 April 2015

Persuasive Writing: Student-Made Videos

I've recently been teaching Grade 9 English Language Acquisition - or ESOL if you prefer - in the IB MYP program. The four students have been with us between 2 and 6 months, so the are very much developing all their skills. 
Outcomes for our current unit include being able to plan and write a persuasive essay, so in a bid to make the elements as clear as possible, the four students each produced a video on one of the following topics: thesis statements, topic sentences, supporting details and elaboration
Before commencing on the project, they negotiated this rubric
See the results below and feel free leave comments on their blog; they'd love to hear your thoughts.

Thesis statements by Sumire
Topic sentences by Steve
Supporting details by Ju Yeon
Elaboration by Ishak

Tuesday, 24 March 2015

Accountability & Student Surveys

'The Flawed Culture of Education Today'
It may seem self-evident, but I'll say it anyway: accountability in teaching is one of those things schools always struggle to balance. On the one hand, teachers are human so there will always be a certain number of people trying to 'get away with it'. However, on the other (much fuller?) hand, it's doubtful graduates follow the latest teaching news and come away with the impression that it's a job for those who are looking to coast toward the holidays, leading them to then enrol in teacher training college. This leads me to believe we teachers do the best we can most of the time, and that it may be more constructive to trust in this and work from that point forward rather than spending endless resources trying to force us to prove we care.
(This post from David Didau delves into the issue, pointing out the 'versus' mentality that seems to have arisen: if it's not teachers against the government, it's teachers against parents or teachers against students or...) 
I am about to start working in a school where students will be asked to fill out a survey to assess their teachers. Not knowing what this survey will entail, I'm curious (and possibly a bit apprehensive) about how the resulting data will be used.
I've experienced student surveys in the past where the instructions clearly asked respondents to avoid naming particular teachers (and when they did, names were removed) They were used as a general gauge as to how positive students felt toward their learning experiences in general, including - of course - time with teachers in lessons. However, the data was shared with everyone involved as it came in, rather than held by SLT and shared in a 'tidied up' version. This meant we were free to interrogate the results ourselves and where things weren't great, we individually reflected on why this might be with colleague discussion on how to address it. When all the responses were in, then there was a whole school meeting with SLT's interpretation but the tone indicated this was a set of results 'we' (SLT and all staff) were responsible for rather than just 'you' (the teachers). There was the acknowledgement that we are not lone islands with complete control over everything experienced in our lessons and a student's response might have been different on a different day, but where we saw strengths we could ask how that might be, and the same for where we saw targets. Out of this came approaches we could likely say were working, alongside things that definitely weren't. For example, in their comments, students made it clear they appreciated one-on-one time as teachers circulated the class during quiet working periods as - even in the most collegial of classes - they didn't always want to put up their hand and ask for assistance. It also became clear they didn't appreciate hours of homework and felt it had minimum impact on their learning, although they did feel that homework menus or customised homework helped them greatly. They also mentioned they didn't enjoy weekly reflections but admitted they did help them identify their achievements and targets, and so asked for them to be continued but perhaps done at key points, such as the end of a unit or topic, rather than at the end of every week. All these findings were directly applicable to each and every teacher whether they were practising the mentioned approaches or not - there was something we could all learn and consider.
On the other hand, I've also heard of student surveys where the results are used to berate and personally criticise rather than support and grow. I've even heard of them being used as a way of ranking teachers, a disgusting practice: we are not on Teacher Idol!
As everything points to the fact I am moving into a professional and collegial working environment, I fully expect that however these upcoming surveys are introduced and used, it will be without threat to individual teachers' confidence and self-esteem, so I hope to learn more about how this kind of feedback can be a positive aspect of self-monitoring. 
I already carry out more and less informal surveys about my own teaching among my classes and use this to continually adapt to their needs, so this added layer might just add some extra insights.

Thursday, 27 November 2014

Global Education Conference: Online and On Target

Last week, I finally had the opportunity to take part in the online Global Education Conference, organised by Steve Hargadon @stevehargadon and Lucy Gray @elemenous after managing no more than a 'dip' into it in previous years. It only made me realise what I'd be missing! The presentations I was able to participate in and moderate were of great benefit for people like me looking to develop their online connectivity, be it related to professional development or collaborating across classrooms.

I also took this opportunity to present my own experiences and ideas on running successful online collaborative projects and was most-grateful for the support of (what has turned out to be) my long-term mentor, Julie Lindsay of Flat Connections.

There were many sessions of note, but the first I will highlight was from Education Beyond Borders by Noble Kelly (recording here) in which he described the inspirational work they are doing with teachers on the African continent. What they have achieved so far is nothing

short of remarkable in terms of bringing 21st Century methodologies to the forefront of teacher training, and I highly recommend checking out their site and possibly getting involved.

Another session which was expectedly brilliant was from Julie Linsday and teacher partners who described and discussed projects they had taken part in. Some great ideas to be found for both beginners and veterans so check out their presentation recording here.

Although I could continue listing indefinitely, the final session I want to share was by the 'unschoolers' Lainie Liberti and her son Miro Siegel. They talked about their own immersive learning experiences alongside their initiative - Project World School - which brings "groups

of Western teens to South America to form a month-long intentional learning community." Watch the recording here but be warned - it may make you want to don your backpack and get going yourself!

I have downloaded several other sessions to watch, including one of personal interest on using Adinkra symbols to explore values and identity, so you can see just how wide-ranging the topics were. 

[Edit: Have just watched the session and it was really interesting to learn about Sue's experiences in Ghana connecting her students with classrooms in that country. Since visiting Ghana, Sue has set up the 'African Friendship Society' at her school and the engagement and excitement generated around writing is quite something to hear about. If you have 40 minutes, definitely check this out!]

For me, the conference underlined how powerful connecting educators across the globe can be, both in terms of inspiration and support. As the conference is also the launchpad for international projects, I have no doubt that thousands of students will have their learning experiences enriched by the connections made possible through GEC. Head over to Global Classroom Project to see how you can become a part of this global movement.

And no need to despair with the closing of GEC 2014 as you can check out all the recordings from this page. Happy learning!

Wednesday, 29 October 2014

MOOC: What Future for Education? Activity 5.1

This post is the for the required activity 5.1 in Coursera's massive online open course (MOOC) 'What Future for Education?' from London University's Institute of Education. To follow the thread on this blog, use the label FutEd.

Why do you think governments consider education to be such a high priority?
My initial thoughts on this is that the answer is rather obvious and twofold i.e. (1) to prepare its citizens to take their place as productive members of society and (2) to provide occupation for children while parents are at work.

Although the second of these might indicate some cynicism about teachers as babysitters, it is a practical element of schools; one only has to consider the chaos, backlash and reported negative impact on the economy of teacher strikes to see the truth of it.

However, as I consider the first element - that is, preparing kids for their futures - this is somewhat more complex than it first appears. Ideally, schools should equip learners with the skills they need to follow their chosen path but it is arguable that schools actually dictate this path to a greater extent, depending on: the designated curriculum (compare 'high' versus 'grammar' schools in the UK; prioritisation of particular subject areas (consider 'core' subjects in different countries' education systems); how competent an individual student is in that particular school's assessments and grading processes (written, oral, performance- or attendance-based) and so on.

Getting back to the question, education is seen as one of the most important areas a government can produce policy for, and so on top of the need to prepare youth for life, there is a political element to addressing issues in this area. 

I think it is a truism that governments structure education systems according to their varying beliefs - much to the detriment of the schools at their mercy given the ever-shifting goalposts - and therefore it must be a high priority for governments to influence the outcomes of education for those they 'control'. Governments use education as a way of getting their agenda across, whether this is seen as admirable and called 'excellent education' or entirely self-serving in which case it will probably be labelled as 'brainwashing'.

Ultimately, it would be most fitting if we could say governments see education as such a huge priority as they want to ensure the best life outcomes for each individual, but I suspect the truth is closer to seeing it as such a huge priority given they would like to be the ones whose path is followed most closely to reach their particular vision for an ideal society.

Monday, 27 October 2014

MOOC: What Future for Education? Unit 4 Reflection - Schools

The fourth unit reflection for the Coursera MOOC What Future for Education? To follow the thread, click on - or search for - the label FutEd.

  • How has your experience of school shaped you as a learner, and as an adult?
  • In what ways do you think your own schooling could have been improved, and what priorities do you think are the most important for schools today?
The effect of my school experience on my character as a learner is one of delayed accomplishment. Although I performed well at school subjects, being able to cram at the last minute, I failed to develop any consistency in my approach to studying until long after I'd left school. I would say that I learned how to be an effective learner, only through my teacher training and observation and reflection on what helps and impedes goal achievement.
As my school was so strict, it seemed that all responsibility for success or failure resided with the teacher, so that sense of personal achievement was something I rarely experienced.
There is one particular teacher that I remember who taught me a foreign language. She was fierce and relentless in her assignment of homework and when I achieved a modest 'C' in her subject, I felt she had done a good job as I was such a poor learner that I ought to be grateful for receiving anything short of a fail. However, in retrospect, I feel the school did me a great disservice as I know I had the potential to achieve a top grade (since proven), but the school's draconian methods drove me from studying rather than supporting me in developing effective learning habits and techniques.
From this long and painful lesson, I realise that schools have a duty to equip learners with the essential skills they need to access, process, evaluate and remember subject-related material. If a teen leaves school hating it, then we have done something very wrong; school should be viewed as an exciting time of discovery and self-realisation, not a soul-destroying competition to get to the top.

Tuesday, 14 October 2014

MOOC: What Future for Education? Activity 4.1

This post is the for the required activity 4.1 in Coursera's massive online open course (MOOC) 'What Future for Education?' from London University's Institute of Education. To follow the thread on this blog, use the label FutEd.

Reflect on your own schooling. Did you go to a 'good' school? What 'residuals' did you take away from your school and how has it helped you subsequently?

I went to school in Northern Ireland which is generally considered to have a good education system, and my schooling happened in the days of the Eleven Plus exam, which set me on the path to a grammar school. This meant that I was in a stream where progression to university was the expected norm, so my teachers had high academic expectations of me and - for better or worse, and possibly at the expense of other developments - bent their efforts toward us securing the best possible exam grades to ensure entrance to a university they would be proud to boast of in their publicity.
My school was extremely hierarchical and there was absolutely no 'voice and choice'. It was very much one-size-fits-all, and we were expected to shape up or ship out. Discipline was strictly enforced, with aberrations in uniform being the usual reason for the deputy headmistress' admonishments, rather than the behaviours I've seen in my own professional career in the classroom. We did not so much as roll our eyes at teachers, although - of course - we had our own, more subtle, ways of rebelling.
What was useful from my education? Well, primarily the grades I received and the doors they opened for me, most obviously being those of higher education. I went to a top university and gained my degree using the same 'cram and regurgitate' skills I'd learned at school, although with a rather fuller extra-curricular timetable as you can imagine.
Looking back, I am very appreciative of the education I received - because I am happy where it lead - but I also think I experienced many examples of how not to teach which inform my own practice. The teachers certainly had our best interests at heart but those interests were concerned almost solely with results. 
In terms of holistic education, it was a faith school so they did attend to 'character building' within the framework of the church, but the idea of an explicitly or consciously holistic education didn't seem to feature otherwise. (For example, when I went to university and people talked of a 'gap year', I thought they'd been working for the clothes company!) 

Wednesday, 8 October 2014

MOOC: What Future for Education? Unit 3 Reflection

The third unit reflection for the Coursera MOOC What Future for Education? To follow the thread, click on - or search for - the label FutEd.

Reflect back on the teachers you considered in the first reflection task at the start of this week. Reconsider what it was about them that made you consider them to be so good. Would others that were taught by them have the same conclusions?

I cannot recall ever having been in a class where there was unanimous agreement about the teacher in terms of the quality of their teaching, their accessibility and other such aspects. Teachers that I have found approachable and helpful have been judged as intimidating and obscure by peers, and vice versa. Of course there are teachers who are generally more or less popular, but finding an individual that connects with all students in the same way must be nigh on impossible.
Thinking back on this week's readings and viewings, it is clear that there is no one-size-fits-all description of a 'good' teacher as it very much depends on context. From the inspirational personalities embodied in the likes of 'Dangerous Minds', 'Dead Poets' Society' or 'Freedom Writers' to the cult of celebrity tutors in Hong Kong and back to the Gurukul system of India past, the idea of a great teacher evidently varies across time, culture and place. Furthermore, it is important that we don't fail to acknowledge that relationships between students and teachers depend as much on the former as the latter. Despite attempts of national policymakers, we cannot reduce the human personality to a set of constant features. Sometimes human behaviour is illogical, inexplicable and much of the time it is unpredictable, so 'good' teachers will realise this and avoid trying to categorise themselves or their cohorts, but rather observe and respond to the atmosphere and context as it changes.
From the Google Hangout Discussions I participated in this week, there were some clear agreements about elements one might expect to observe in an effective teacher. For example, when we were asked to describe a 'good' teacher from our own educational experiences, everyone talked about individuals who were kind and took an interest in their students as people. Interestingly, many of us could not necessarily remember the content - or in one case, the subject - that had been delivered by these teachers, so I think this endorses the idea below.

Reflecting on my teacher training experiences, this was not something that I can recall being mentioned - the focus being on planning, policies and standards - although it has definitely become clear to me, over the last few years in particular, that without making that personal connection to learners, we are perhaps denying them (and ourselves) an important life experience.

Tuesday, 7 October 2014

MOOC: What Future for Education? Activity 3.1

This post is the for the required activity 3.1 in Coursera's massive online open course (MOOC) 'What Future for Education?' from London University's Institute of Education. To follow the thread on this blog, use the label FutEd.

Do you remember having a good teacher? Or a particularly bad one? Reflect on your memory, what was about it about this teacher that makes them stand out for you?
How does this image of a teacher relate to other images you have of a "good" teacher?

I remember clearly my English teacher for A-Level, Mr Mulholland, who has sadly since passed away. When I try to pin down what made him stand out for me, I think it was because he made the effort to connect with me on a personal level. He had a good sense of humour and never used humiliation as a disciplinary tool for failing to complete homework (as so many other teachers did). He made allowances when I fell behind but always expressed an unerring belief that I'd get there in the end, and this motivated me to meet his expectations, even when I wasn't keen on the text at hand. He was at a distinct advantage in terms of me choosing a great teacher, in that I generally loved the subject he was teaching, but he was also a bit 'quirky' and I think being an extreme minority in my school (and indeed country) meant that I subconsciously sought out role models who were a bit different. This is all getting a little bit too introspective, but ultimately I think it was his character, rather than anything he'd learned in teacher training college that made me enjoy learning with him so much.
On the other hand, my language teacher who was much-respected as a person who delivered good exam results, could not figure me out at all. The pressure she put on me to meet her high expectations meant I pretty much failed to meet any of them, and she expressed her frustration at not being able to control me in unkind ways, including regular 'dressing downs' in front of the class. The workload from her was immense and I'm not sure the concept of differentiation had ever been considered, so it was one-size-fits-all which didn't fit me at all.
From these experiences (among others), I have come to the conclusion there is no single definition or description of a 'good' teacher. I think the key lies in relationships, and this will be affected by individual personalities of teachers and students, as well as an awareness of how language acts can impact on different personalities. I think teachers need to be sensitive to the needs and concerns of their students, but I also recognise this is extremely challenging, when faced with multiple classes of 20+ students that you see for a limited time each week, with a course to get through.
Ultimately, I believe the best teachers will be those who are open to learning themselves; learning about their students and learning ways they can reach these students. It is a learning journey that never ends.