Spiral of Inquiry Reflection

Term 4 Reflection

Now that it's the end of Term 4, it's a time to reflect and ponder over how our 'Spiral of Inquiry' has gone. Questions to ask are:

• What was our plan?
• What did we change?
• Did we do something different?
• How did we test our hunch?

At the beginning, we were guided to consider Halbert & Kaisers' view on developing hunches:

"It involves getting deeply held beliefs and assumptions out on the table. It doesn't involve a general brainstorm of all possibilities."

As a team, we identified that many of the learners were not able to ask deeper questions and lead their own learning.  This was very obvious with our many ELLs.  We wanted our iExperiences to raise the Curiousity within each learner - with the utopic outcome being a learning habitat filled with questioning learners.

Our Plan

With the addition of learners from LH4 (including two learning coaches), it was also decided that we would buddy up Learning Coaches for each iExperience - resulting in an additional factor in our inquiry.  Our wondering was whether a variety of co-teaching methods (in rotating pairs) would have a greater impact on the questioning and learning of our ELLs.

The Outcome

Working alongside another Learning Coach during the iExperiences was an excellent way to explore the different team teaching methods.  

On some occasions I was involved in using the 'team teaching' method, but this was only successful if we had either planned together, or had a similar understanding about the experience taking place, e.g. the 'Scratch Junior animation' experience with Michael and the 'hair raising' experience with Michelle.   I felt that when this happened, more learners asked questions because there were two coaches who were able to support them and ask the learners deeper questions.   

Other times I was involved in the 'one teach, one assist' method.  With this method, I felt that the learners were not always engaging in the experience enough to initiate deeper thinking and this was because the learning coach who was supporting me had not been involved in the planning process or had not read/understood the iExperience design beforehand.   This problem was also evident when placed with a reliever, instead of the planned learning coach.

Other factors that impacted on the outcome of our inquiry were:

• disruptions to our iExperience timetable due to other events going on during Term 4
• little understanding of the iExperiences that other learning coaches had designed so I was not able to follow this learning through into our iExplore time and develop further discussions and questioning

What would I do differently?

Firstly, I would like to have time designated for designing the iExperiences together and if my partner was unable to meet, then we would agree on another day/time to meet and design together.

I would also like to have the opportunity for each partnership to present their iExperience with the other teams so that we had a good understanding of what our learners would be learning so that we could utilise this learning during iExplore to prompt, questions and delve into deeper wonderings. 

We often hear that questioning is an innate characteristic of children, but perhaps sometimes when the learning taking place is requiring higher order thinking, especially for the ELLs, then they may have benefited from having us role model wondering and questioning; and together co-constructing a learning habitat filled with curious and questioning learners - our utopic outcome.

Chaos vs Rigidity - #Where Is Your Mind?

Mindsight and Mindfulness in Raising Successful Kids

Mindsight is the bridge between what is happening and the social/emotional learning.  It is about insight, empathy and integration.  It's the basis of Mindfulness.

During CRT today, I took a moment to view some more videos from the Education Next Generation Online Conference.   There are many insightful video conferences available to view, but I only have 8 hours left before they are no longer accessible for free.   I chose to start with this conference as we run daily mindfulness sessions, but are they going to be successful without 'mindsight'?

Sourced from: Google

Dr. Siegel's conference raised some interesting points about how our own childhood can have a huge impact on how we react and form relationships with children, family members and colleagues in our life.  He mentions that the way we communicate with other people is a sign of integration - in the brain its how we regulate our mood, relationships, behaviour and impulses.

He suggests that when things are not integrated, then they go to either 'chaos' or 'rigidity' - with 'harmony' in the middle.   If a person had difficult experiences in their childhood then they may swing to a mild sense of chaos or rigidity.   However, when we haven't made sense of something in our childhood it can swing to a more extreme sense of chaos or rigidity.   To me, this aligns with the research conducted by Nathan Wallis (refer to my post ), where Nathan suggests that connections and relationships in the first 1000 days can determine behaviour and the way we react emotionally over our lifetime.

According to Dr Siegal, where attention goes, then it activates the brain and certain pathways.   Neural connections grow through this promotion of neural pathways.  He says that a relationship is the sharing of information and flow.  My understanding of this is that if the attention is on the positive relationship between educator and learner, then there will be a greater opportunity for acceptance and building of a stronger learning relationship.

Wheel of Awareness

Wheel of awareness

Dr Siegel describes the 'Wheel of Awareness' as being at the 'hub' of awareness, rather than on the rim.  Understanding this 'wheel' will enable children and adults to be able to differentiate the difference between the hub and the rim.   It will enable resilience.   An example of how this works was where a young boy who had been expelled from a previous school, was involved in learning about the 'wheel' at his new school.  A week later, he told his teacher that he needed some time alone to help him move from the rim to the hub as he felt like punching another boy.

I'd like to explore this further.  It sounds a bit like the 'wheel of choice' - another way to focus on positive solutions in a time of conflict or unrest.

MWE

Dr Siegel suggests that it's about the 'me' and 'we'.   Our connections with others is a deep source of meaning and empowerment.   Our brain is not the sole controller of our emotions and actions.   

Together we can make it a better world that is more integrated, kinder and compassionate.

I have known for some time that learning is strongly influence by the relationship between educator and learner.  It was interesting to learn, however, how much of our own childhood experiences could be impacting on the relationships that we have today.

Mindfulness Moments in LH2

Today I discovered this video interview with Susan Kaiser Greenland - an internationally recognised leader in teaching mindfulness and meditation to children.   She advocates providing short times, many times; dropping in; off deliberate and purposeful awareness.



Over the course of Terms 2 and 3, we have been piloting several ways to encourage our LH2 learners to be calm and relaxed.  This time was called 'Mindfulness Moments' and it took place after iBreak 2 (lunchtime play).    The learners would arrive back after play - sometimes hot and thirsty, sometimes sad and lonely, but mostly ready to be back indoors to meet with their learning coaches.    We would be there with a 'mindful' activity, be it massage circle, meditation with music or Cosmic yoga; and most learners would (with some guidance) prepare themselves for 10-15 minutes to relax their bodies and minds.

In Term 4, it was suggested that we change the time that we run Mindfulness Moments to be after eating at the end of iBreak one - before we start iDevelop.   It was also decided that all the Learners would carry out Mindfulness Moments together in the same space, with the music and video remaining the same throughout the term.

There were several reasons for this change.

1. Occasionally, taking the role and/or dealing with behaviour issues impacted on the start time of Mindfulness Moments after iBreak 2.
2. Learning Coaches and Relievers were not always present prepared and ready to start Mindfulness Moments after iBreak 2.
3. Research suggests that taking time to calm the brain and body before learning has a positive impact on the outcome.

The Learners took just over a week to adjust to the new time for Mindfulness Moments, but now at the end of week 3, most are independently packing up their lunchbox after eating their morning tea, and getting themselves ready.   Some choose to lie down and close their eyes; some prefer to sit, listen to the calming music and watch the underwater scene on the screen.   Others are still requiring a gentle reminder of the expected behaviour during this time.   It's interesting that many of these Learners are also displaying behaviour that indicates that they are 'not yet ready for school'.  I would be interested to track these Learners over time to see if their readiness for 'mindfulness moments' is parallel to their readiness for school.

While on holiday today (who said that educators work from Monday-Friday, 9-3?), I took some time to go back through some links that I had saved for reading (and there's never enough time for that), and came across this one:

While LH2 is not a New-entrant environment, this research also included Year 1 classes and, after spending one term in LH2, I have recognised that a large proportion of the Learners are still development their oral language and social skills - much of which is developed in the ECE and New-entrant years.

The following explains why this research was important, and I have highlighted the words that grabbed my attention:   

Children transitioning into school are often confronted with formal teaching and learning methodologies that contrast sharply with the approaches to teaching and learning of contemporary ECE settings these children are likely to have experienced (Carr, Smith, Duncan, Jones, Lee, & Marshall, 2010; Peters, 2010).  In those settings, play, interests, strengths, dispositions and working theories of learners are the modus operandi (Ministry of Education, 1996).  Limited research has been undertaken in new-entrant classrooms where these modes of learning and teaching are embraced as worthwhile, meaningful, and rich sites for learning and teaching.

Within our team, we often reflect on the day - what went well, not so well and what we will never attempt again (fortunately this is not very often).  We have recognised that during iExplore and iExperience, most Learners are engaged, social interaction is abundant, creativity flows and problem solving is apparent.  However, once we move into the iDevelop phase of the day, we are noticing more off-task and disruptive behaviour.  Could it be that the Learners are feeling uncomfortable with the more formal setting?   

I was interested to read more about this research; especially with questions such as:

How might teachers design curriculum (and environments) that support learning outcomes described int he New Zealand Curriculum that also:

          -  Supported children’s transitions from ECE to school? 
          -  Responded to young children’s interests and motivations?

... and asked:

         -  What teaching pedagogies encourage children’s thinking, creativity and inquiry in 
             new-entrant classrooms? 

I liked the way that the teachers at Mairehau Primary School (north-east Christchurch),

retained a high focus on literacy and mathematics, but left behind prescribed notions of inquiry and the traditions of “topic”. They instead designed a play-based programme they called, “Relating to Others Time”, to run each morning of the week from 8.30am, when children started arriving at school until 10.15am. The teachers felt the name, “Relating to Others Time”, reflected the emphasis on relationships in action and provided a strong link to the key competencies as being central to learning in every area (Ministry of Education, 2007).

From my own observations, many of the Learners in LH2 are at an emergent stage with the key competencies, e.g. finding it sometimes difficult to Manage Self for instructional purposes by getting the required resources, listening to instructions and following directions.  On the flip side, during iExplore and iExperience, these same Learners are demonstrating a higher level of capability with Thinking and Participating and Contributing.

I'm interested in exploring opportunities to create a non-threatening environment during iDevelop.  One where the Learner's feel a sense of 'play' -  with the intention of drawing out their curiosity, creativity, problem-solving and love of learning.

Prepared for the Future?

Are We Ready?

The forth industrial revolution is here.  Are we preparing our learners for the future?   Will the jobs that our learners think they want, e.g. doctors, lawyers and drivers, be around in the future?  Many of these positions will be automated in the future.  What new jobs will be available?  Research suggests that change is happening 10x faster than it did with the industrial revolution.

The linear career path has long gone and today's learners can expect to have multiple career changes over their lifetime.  The following broadcast illustrates the changes that will come about due to automation and AI in the future and why we will need to provide the learners of today to be adaptable and have a certain skill set to navigate through the changes that they will experience in their lifetime.

Listen to the Radio New Zealand broadcast

Takeaways

There were many "aha" moments while listening to the broadcast, but the points that stick in my head were:

• A need for skills that are transferrable around a labour market
• We have a shortage of people with computational skills with current gaps being filled through immigration
• Soft skills (people-people) are needed
• Transferable skills to help people make the changes in their working career
• Current white collar professions, e.g., doctor, accountant, lawyer are not certainties in the future
• More value and importance need to be applied to the inclusion of STEM at primary level and encouraged through secondary

Limiting our Potential

Francis Valentine (MindLab) felt that children of today are becoming passive users of technology.  If so, then they will be limiting their opportunities in the future employment market.   If we (educators) are to support the learners of today's environment, then we should be supporting and encouraging innovative learners.   Learners who are risk takers, problem solvers, critical thinkers and willing to learn through failing.

In our current primary school learning environment, the emphasis on 'achievement' is reflected by year end results based on standardised testing and assessment in two subject areas.   Where is the recognition for Health and P.E., Science, Social Studies and The Arts?  The Digital Technologies curriculum is being added in 2018.  Will educators acknowledge the value of this new curriculum if they continue to use traditional methods to meet targets in literacy and numeracy?

I've seen many learners, (and parents), that do not wish to be risk takers - they feel that it is more important that they can provide the right answer.  Failure is not an option so risks are not taken.  So, are we providing the best environment so that the learners identify that the skills used and developed through the inquiry are as important as the end result?   How are we celebrating a successful inquiry journey - not just the end product?

Spiral of Inquiry

iExperience:

Taking a risk - try something new; learn something new

Are we being innovative if we always do what is familiar and safe?   How can we be 'world class'?  

What makes a eutopic iExperience?  What stood out in our meeting with Chris in end Term 2 hols was that we wished to be collaborative - both the Learners and LCs.

What are our noticings from the 'team building' collaborative iExperience, and will recognition of the noticings impact on how and what we iExperiences we design in Term 4?

Provide time for Learners to respond to a provocation - what are their wonderings?   Could this provide the LCs with sufficient 'front loading' to enable us to collaboratively plan for an innovative and engaging iExperience?

How do we tap into each others LC expertise to create our eutopic iExperience?  How will we gather student voice, collaboration - or support to if it isn't apparent?

These questions are something to consider as we move forward to planing our iExperience sessions in Term 4.

Number Talks

Using Numbers Flexibly

Tonight, while checking some of the videos that I have saved from Facebook, I came across Jo Boaler's videos on maths and 'Number Talks'.   Jo talks about encouraging students to see how problems can be solved in a variety of ways and to draw the various responses that are provided so that everyone can see the differences - and also see the differences between associative and differentiated solutions.

Jo mentions that many students (especially the more able ones) are not using numbers flexibly to solve problems.   Instead, they are relying on the one method that they feel safe with, but this one method may not be the best.   Students need to be flexible with numbers.  To manipulate numbers in a variety of ways.

While watching the following video, I began to reflect on my current Learners in LH2.  How and what am I doing to enable them to use numbers in a flexible and open way?   At the moment I am preparing for Term 3 so it's a prime opportunity to go back to the drawing board and rethink how I do my best to ensure that every Learner is able to achieve the best math experiences ever!

In her TEDx Talk, Jo describes that having a 'maths mind' is a myth and that your brain grows when making a mistake in maths.  If I think back to my days in college, then my brain must have been growing at an exponential rate!

So, if there is no such thing as a 'maths brain', then how to we change the current belief  to that of everyone having the potential to be a mathematical thinking?

The Fascinating Brain: Part 2

Notes and thoughts during a session of learning about the brain with Nathan Mikaere-Wallis.

Mindfulness

Taking 10 minutes to provide time to relax and make the child feel safe and secure will enable the frontal cortex engage in learning.  Taking these 10 minutes is going to have a greater impact on the learning because the child will not be able to learn while the brain stem (brain #1) is tipping the scales.

Sourced from http://www.chrisroebuck.co/mindful-mindfulness/

Resilience

A child that receives a limited attachment relationship with their parent, will be likely to have higher levels of aggression and lower set of social skills.

Support the child in class by building on the relationship.   Enable them to see and feel that you are there to provide support.  You are not a threat.  You understand them and can show them another set of skills and/or behaviour that is positive and safe.   This will help to form a resilience from the behaviour that they are learning from home.   

Relationships and Social Skills

Human beings are wired to have a dyadic relationship.   This is the most important factor to brain #1.

The child will develop greater social skills through a relationship with a parent, not the aunties.   So, a child with poor social skills at school will be best to build on the relationship that they are naturally gravitating to first, then build on social skills with others.  Human beings are not designed to be looked after by a group of people.  They need a dyadic relationship.

Healing the Brain

Neuroplasticity

The older we get, the lower the amount of plasticity (totally understand that!).  

Sources from http://www.dumpaday.com/humor-pictures/crazy-cats-22-pics/

CATS   

caffeine, alcohol, tobacco, sugar

... have a huge effect on the plasticity of our brain - the receptiveness of new learning. 

The brain of a typical newborn weighs 400gm; a 3 year old is 1.2kgs and an adult is 1.4kgs.   Why is the human brain born underdeveloped and so small - well, that's not rocket science :)   Instead, nature only grows enough in the womb for survival.  This is why vision is not developed at birth.  The newborn only needs to see a face at close range - in black and white.  When light hits the retina at birth, the brain stimulates the development of vision.   The brain is 'experience expectant' for light hitting the retina at birth.

Brain #2 - Movement

'Rhythmic Patterning' is one of the features of this brain.   This is a steady rhythmic pattern (rocking the baby) which is one of the needs for brain #2 in order to progress to brains #3 and #4.  This rocking is seen in cases of traumatised or upset children.   Chewing gum pacifies.  The rocking or twirling the hair can help calm down brain #1 when feelings of stress and anxiety are present.

Brain #3 - Emotion

Having a positive disposition towards learning, culture and gender.

Getting a child to know their ABCs and colour names by the age of 4 is a cultural perception of that child being intelligent and a head above others.   It is not backed by research.  ECE centres that encourage this are stepping away from research and instead, following the needs and wants of the parent.    These children are not being given the time to play.  The time to build on resilience. Instead, they are learning to be a 7 year old, two years before they need to. 

Dispositions are a set of beliefs and attitudes.  These are a major factor in forecasting the future achievement and success of children between 3-6 years.    What disposition do children have about themselves as a learner? 

When a child tells you that they can count to 100, do you say "awesome!", or do you say "and what comes next?"

We don't learn from formal instruction.  We learn from practise.  Don't correct, just role model the correct phrase, e.g. 

Child:  "Look at all the sheeps." 

Parent:  "Yes, look at all the sheep."

What does a child between the age of 3-7 really need to know?   

Sources from http://www.myece.org.nz/educational-curriculum-aspects/106-te-whariki-curriculum

Te Whariki and Key Competencies are both wonderful evidence based curriculums.  Unfortunately, at Primary School we have a blanket snuffing out the KCs.   This scratchy blanket being the National Standards.

An aside:  Hana O'Regan (Nathan's partner) has researched cultural stereo-typing - worth going to a seminar of hers if you're able to.

What are children picking up about their culture?  What disposition do they have about who they will be in the future?  

How do we deconstruct unhealthy dispositions?

If we role model 'risk taking',  e.g. speak and encourage te reo, then it will help our learners to feel that it's okay to take risks too.

Reading for a purpose:

The boy who was raised as a dog by Bruce Perry

Brainstorm - the power and purpose of a teenage brain by Daniel Siegel (You Tube)

Why Love Matters  by Sue Gerhardt (quite heavy reading)

Sir Peter Gluckman - why does NZ have so many delinquent teenagers

Listen to Nathan's interview on Radio New Zealand  - What 3-7 Year Olds Need to Learn

This day with Nathan gave me plenty to think about and I'm looking forward to channelling it through the learning in LH2.

The Fascinating Brain

How Brain Development Affects Practise

Day 2 of the Term break and I'm here with fellow #oresome colleagues, to learn about the brain from Nathan Wallis.   Face-to-face learning - which according to Nathan, has a far greater impact on the brain than learning alone.

Interesting that prior to the 90s, research was always on the dead brain; making it quite difficult to understand the living brain.  We now have 25 years of research to support the understanding of why the early years of a child have a huge impact on how that child will perform in their adult years.

Watch:  'Why am I?"

What are the 'risk factors' that a child has been exposed to which could have a detrimental effect on the outcome of that child, e.g. is the home life stable, does the child's parent stay at home to look after the child, will the parent not smack the child, will the child learn two languages, will the child learn to play an instrument, does the parent tertiary qualification?

The first 1000 days (from conception), will be a data-gathering time which will inform your brain of what it will need for its lifetime.  It's therefore important to identify the factors that a child is exposed to in these first 1000 days.   The first year is the golden year.   For example, two children adopted from an orphanage: the 3 year old girl who was looked after by her grandmother until the age of one, will have a greater chance of being successful, than the one year old boy who was put into the orphanage at birth.

Mother/Baby Bonding

The language that the mother uses to speak to the newborn and infant is the language that counts when that child begins to speak.   The baby is 'intuned' with the mother, not the environment in which the mother communicates with.  In other words, if the mother speaks to the baby in te reo, but speaks english to those around her, then it's more likely that the baby will speak te reo, when it begins to speak.

By the age of 3, your outcomes will not be governed by your genes, but rather what has 'triggered' the brain.  So it's not a case of nature vs nurture, but instead, the relationship that nature (genes) has with the environment.  The human brain is designed to evolve according to the environment that it encounters.   The brainwaves of a baby do not become independent until around the age of 18 months.  So any brainwaves that the mother has during pregnancy and early years, do have an impact on the baby.  This will, down the track, have an impact on the risk and resilience factors.

The quality of the relationship between mother and baby will have a huge impact on how that baby forms relationships later in their life.

Brain #4 - The Frontal Cortex

This is what sets us apart from the family pet.   All the skills that we develop, e.g. reading, writing, etc. are due to having a frontal cortex.   Research currently suggests that this part of the brain is fully mature at 18-24 for females and males are up to 22-32 years.  

The first born child will most likely reach maturity at the earliest stage of the scale.  Therefore, if a boy is born first, then he will seem to be at the same stage of development as the girl that is born second.  On the other hand, if the girl is born first with a boy second, then he may appear to have quite significant delays in development than the girl, however, it's really just a reflection on their state of development of the frontal cortex.   

To support this research, Nathan suggested to have a look at the statistics: which gender and birth position (first or second born) has the highest number of suicides, imprisonment, employment opportunities.

Brain #1 - the brain stem.   It's our brain for survival

Brain #2 - the sports brain.  Supports our movement.  

With these two, you have a reptilian brain.

Brain #3 - emotion.

To be a mammal you need all three of these brains.  This is what sets the pet dog apart from the pet lizard.   These three brains are compulsory to us.   However, brain #4 is not compulsory for survival and its development is largely dependant on the data that it gathers in the first 1000 days, including what the baby will hear while in the womb in the third trimester.

The only way to get to brain #4 is through brains 1-3.   Without a connection with the child through brains 1-3, it would be difficult to support their learning with brain #4.  

What is the relationship between brains 1 and 4?  

To be using our cortex, we need to be calm.   If we want the child to learn, then the child needs to feel safe and calm - a result of developing an understanding and empathetic relationship.  It's like a set of scales.  If brain #1 is on one side, we would prefer that it weighs less than the other side of the scale which has brain #4.  

An example of how these two brains work would be in an earthquake.   When this happens, our brain #1 will more than often take over;  the scales tilt and no longer is our brain #4 taking control to support our thinking and direct us to take cover... instead, we freeze.

My Wondering...

So, how do we support learners in the class when we meet them well past their 1000 days of data gathering?

Call Back: Day 1, Term 2

Knowledge - Curiosity - Knowledge

i-Experience

Di posed the question:

What does this look like in your mind?    

We used a brainstorming technique Graphic Jam to illustrate our thinking/thoughts, then added these to the left-hand side of the 

Start....   Stop...   Continue...

Accessibility to the Learner -

• provide a 'taster'
• what is the 'experience' that we want the Learner to have, or should they be able to form their own 'experience'
• does the Learner know enough about the purpose for the 'experience'

My thinking...

In LH2, can we use the Learners' choices for iExplore to initiate the iExperiences?  Can we move them forward and challenge their thinking? Can we provide them with other 'wonderings' which they can pursue through the following day's iExplore?

It would be important to make sure that we are aware of the Learners' interest so that we can ensure that the resources are available - also where we can weave through iDevelop so that the reading, writing and numeracy becomes authentic.

Think...  am I helping to create a memory?

The challenge... make our ILE more learner centric - demonstrate a concept and then ask the Learners to do something!

Provide more provocations to encourage thinking and questioning.

Following a team discussion and exploration of an idea through a 'Safe to Fail' probe, I have decided on a 'spiral of inquiry' that I wish to explore further.   Check it out here

Other Bits and Pieces

Ways to share:

• 200 ways to show what you know

Are we using different ways?  Are we exposing our Learners that presentations/iMovie are not the only way.

NZC 'Coverage'

Suggested that we look at the front of the NZC - the key competencies as these will enable the back end, e.g. Using Symbols, Language and Text will bring through numeracy, written language and reading.

Making learning authentic and connected to the Learners' world will help to engage and make the learning more meaningful to them.  These words are not new to me, but I still need to remind myself of this when preparing for their learning.  Know the Learners and understanding where their interests lie will help me to be successful.

EOD - Friday 3 June, 2016

Another round of thinking, questioning and stirring with Chris and Leanne....

We kick-starting the day with the following question:

Is our mind is fixed around getting stuff done?

As a collective group, I feel that this is true.   By getting 'stuff' done, we feel a sense of achievement - completion.  However, do we want conclusion?   Should we be satisfied with coming to an understanding or progress, but not necessarily completion?


An activity to explore our own thoughts was to use three post-it notes to describe what we would call an #oresome iExperience.

• verb - hands on
• adjective - mind blowing 
• feeling - enthusiastic

It was interesting to see the variety of what we perceived to be ways to describe

Why am I here?  What am I hoping for?

Transformation is difficult... it's challenging... and it's uncomfortable.

I liked...

The variation of experiences that we are offering and how we are able to give them a 'deeper' experience of their choice on the third day.

I am wondering...

How can we encourage the Learners to understand that there is more to learn about the experiences. It seems as though as soon as we mention the word 'choice', they loose the ability to control themselves and behaviour spirals.

I wish...

The Learners were able see there there is value in the iExperiences and more to find out.  It would also be great to see the Learners take their iExperiences through to iExplore.  

iExperiences connecting to iExplore

"Unlocking curiosity for a lifetime."  (Lisa, LH3)

Should we be so hung up about the Learners not taking on the ideas curated through the iExperience and making it an iExplore?   Could it be that the iExperience is adding to the Learner's schema which they may not wish to explore tomorrow... but could be linked to a wonder in weeks, or years to come?

Do we break down complexity so it becomes manageable?

Put aside what should be happening, to make space for what could be happening.

Your Shoes, My Shoes

Shoes are often uncomfortable to wear when you are breaking them in.  It's great when they start to feel comfortable, BUT don't keep wearing them.  Get a new pair to see how they feel.  However, don't just get the same as that will only give you the same experience and outcomes.  Instead, choose a different pair, not just the same.

Gorilla gardening - making the ugly beautiful

Look for the moments where you can 'beautify' the raw, empty spaces (not necessarily the best word to attach to a Learner :)

iExperiences:  The 5 Whys?

• Do / Action / Hands On:  we feel that the Learners in LH2 require movement, tactile, kinaesthetic learning; research suggests that children within this age group engage through physical exploration; we like to do this to; It's difficult to experience just by looking, listening and reading; Challenges their current level of thought
• Exciting / Fun:  engagement;  ignite the passion to learn; creates curiosity; questioning the status quo; encourages wondering
• Curiosity: encourage questioning; try new things; take outside of their comfort zone;  lead to new wonderings; broaden their horizons for independent learning

photo of eutopia - dis-eutopia

Beware of contradictions, eg.

           'Buy-in' vs independence / student agency 

Also, think about the word 'engagement'.   Is what we think of engagement should look like the same view that the Learners have?   Does this word 'engagement' need to be unpacked?

Exploring the Learning... Probe for Reflection

How can we collect information from the Learners - apart from a reflective blog?   It was discussed that Learners could be having conversations with each other during iBreak, or at home with their parents.   How could we gather this data?   Would it be possible for the Learners to share back through writing or a group discussion.   How can we 'probe' for reflection in a more innovative way, rather than for the Learner to reflect as a summary of their learning experience?

Rounding Up

With future iExperience designs, consider how we are meeting the following:

• Agency for independent experiences
• Opportunities to enter Zone of Proximity Development
• Ongoing reflection supported - How does it make you feel?  What have you learned from this?

           

Safe to Fail Probe

Fail?  That's not something that sits easy with me.  So when I was introduced to the idea of carrying out a 'Safe to Fail Probe',  I felt anxious and apprehensive.

Why plan for something that could quite likely fail?

During an ELT in Term 1, we were given the opportunity to experiment with designing a Safe to Fail Probe.  Within a safe environment, we explored how sharing an idea with other groups encouraged us to question and delve deeper into our 'probe'; making changes and redirecting our thinking.

This practice highlighted the possibilities that sharing can create.   Through our own eyes we felt that we were designing a great plan.  But with the support an independent group, whose role was to question not praise, we were able to see gaps - not only in our plan, but also in the way that we delivered the concept.

Safe to Fail - LH2

In early May, following our discussions on Safe to Fail Probes and how to identify whether it is risky - yet not disastrous if it fails, we constructed our first 'probe'.   Our thinking which lead to this probe was that we felt that many of our Learners were not engaging in an iExplore activity in a meaningful way.   Many of the boys were making guns an swords out of the multilink cubes and running around the habitat.   Many girls were drawing princesses and making cards.

In our minds, iExplore was to be a time for the Learners to explore their curiosities, yet also extending their learning.   Were these activities providing this?   Could we design iExperience opportunities out of their interests which could then lead into a more personalised and challenging iExplore?

One area of difficulty with designing a probe is to make it simple - to keep it granular.   Also, it is challenging to design a probe that would help to solve a problem, rather than to learn something from.   

Chris and Leanne reminded us that it needed to be an inquiry to learn, rather than an inquiry to solve.  They also suggested that we keep our eyes open to notice what would happen if we make small changes - to be alert for anything that is not normal - emergence of the unusual, e.g. the quiet Learner suddenly starts speaking.

Our initial probe was redesigned towards the end of May and although we have started the 30 minute taster experiences, we are not overly pleased with Learner acceptance to choose an extension experience on the Wednesday.     It seemed as if they felt little need to delve deeper or extend their understanding.    

Today, during our EOD, we designed Our 2nd Safe to Fail Probe - 3.6.2016.  This was influenced by a day of discussion in which we identified that we wanted the iExperiences to generate greater independence, yet to also meet their individual Proximal Zones of Development.

I'm sure there will be some tweaking and I'm curious to find out who can manage this and which taster experiences ignite their minds.

The Walker Learning Approach - Evidence Based Pedagogy

Readiness to Learn

Since my arrival in LH2 at the beginning of this year, I have been wondering how to can I make an impact on the learning in an innovative way, in an innovative learning environment.   I was on the final journey of my Post Grad with MindLab & Unitec when I arrived at OrmPS and the previous six months of reading about various educational research that was being/had been undertaken was certainly providing me with many questions about what we do, why we do it and how we do it.  

One area that interests me is how to recognise readiness to learn.  But this lead to another wondering... what do we recognise as being 'ready to learn'?   Does it have to be a readiness to read, write and learn about maths - as in the traditional classroom?   Or, could we make a shift and put on some new glasses so that we see a readiness to learn not only in the traditional areas, but also a readiness to collaborate, communicate, explore and problem solve?

Play Matters

Today I had the privilege of attending a day's workshop to learn more about the Walker Learning Approach.   I was excited to learn about this opportunity after having read their book 'Play Matters'.

Watch this video to gain a better understanding of the Walker Learning Approach:

While sitting in the workshop, I could see how this approach to learning would provide #oresome learning experiences for the learners in LH2 (and other habitats).  Many of our learners may not have a 'readiness' to sit and learn in the traditional way that I learned, but through play (or what they perceive to be play), they will be accessing not only reading, writing and maths, but also further developing their individual capabilities under the umbrella of the Key Competencies.

Where to Next...

The BIG question now is how do I, and the rest of my team make a change to what we are currently doing - given that we have just made some changes since the beginning of Term 2?

How can our environment support a bigger focus on play-based learning - especially with a team and co teaching approach?

Make it REAL

A fantastic excuse to go shopping!

Learning Spaces

My Brain is in My Bum

Don't know whether it's my childish sense of humour, but this heading caught my eye and enticed me to read more.

Chris & Leanne - Edgework

When we met with these two facilitators at the beginning of the year, we discussed how the future needs something different from education.

We need to think about...     

Meeting to create, rather than inform

How we can make unimaginable possibilities more likely

It was suggested that perhaps our school's learning model can help us.

What is diversity?  

How can we help people to think and act collaboratively?   Diversity can support this with enabling different ideas to come to the table.  It will enable us to see things in a variety of ways.  Diversity amongst people causes conflict.   This is good!  Acknowledging conflict is necessary if we are to raise an awareness of collective intelligence.

Safe to fail probes:

It's safe to fail, rather than fail safe

• Name of experiment:
• Description of experiment:
• Rationale for experiment: why might it work?
• Indications of success: think creatively - rather than quantitative data from tests; what different perspectives might there be, e.g from Learners, LC or parents?
• Indications of failure: what is going wrong?  why might it need to be stopped?
• Amplification strategy:  
• Recovery / Dampening strategy:

Went through 3 rounds of 'ritual dissent' - pitching our idea to a team who showed no sign of positivity.  Having time to take their feedback, make changes then go and pitch to another team.  

Ended with one round of 'ritual accent' where the person was given positive feedback to then share with their own team.

                  

I can see this method being extremely helpful when you want to quickly plan an idea of change.  It provides opportunities for other groups to listen and think only of the negative or omitted points in the plan.  This procedure enables the planner to think carefully how they describe their idea and whether all what they are thinking is put down in the outlines of the plan.   

Term 1 - Maths Teaching and Learning

What Went Well

At the beginning of Term 1, we grouped the Learners in LH2 according to their 2015 GLoSS test. This worked well as instructional lessons were purposeful and meeting the needs of the Learners.   There was also an opportunity for cross-grouping during independent learning when the Learners can choose maths games, iPad apps and Mathletics to play with others who are not in their own maths group.  It's great to hear the conversations, observing and questioning taking place during this independent learning.

There is a lot of excitement to use the iPads and often Learners will try to stay on much longer than they are expected to.

Even Better

Recent GLoSS assessment indicated that many of the Learners in my maths group are starting to use imagery far more than they did at the end of last year.   

It took some time, but I feel that we are finally making headway and most Learners are understanding the expectations during maths.   After the warm-up, my maths group view the timetable so that they know when they are with me (and what we will be learning), others know if they are using the iPads (for Mathletics) and the third group are completing follow-up or independent activities.

Daily 3

We started providing Learners with choice at the beginning of the year, but it soon became apparent that having 86 (and growing) Learners going to a 'choice' board at once was not only chaotic, but also wasted a lot of learning time.

It was decided that we would start each maths session with a warm-up activity with our group of Learners and then each Learning Coach direct small groups of Learners to either an independent game, iPad or workshop.   This has enabled the Learners to know what they need to be doing first and gives us an anchor to come back to, should the Learner not be doing the right thing.

A Google Journey

This is something that I have  been wanting to explore for a while and now, due to the fab bunch of Learners (in the form of Learning Coaches) at Ormiston PS, I have been given an opportunity to get it off the ground and begin.

My problem is that I am currently so far behind with other 'to dos' that I'm worried how I will find the time to manage to squeeze this in.   

I'll have to draw up a schedule and see what fits.   Many personal and family opportunities were put on the back bench while I undertook study for the Post Grad and this is not a situation that I want to be in again.    

Life-work balance is at the forefront of my mind from now on.

Term 1 Reflection

Wow!  That's the first word that springs into my mind as I sit here and begin to reflect on the past ten weeks.   The transition from a single-cell classroom to an ILE has been immense.  It has turned my practice up-side-down and required some digging into why, how and what I do.

This could be overwhelming, but as Dr Martin Luther King Jr. said,

Image sourced from:  thethingswesay.com

... and this is exactly how I have been approaching life and learning at Ormiston Primary School.

On day one, I set myself a goal of knowing each Learner's name by the end of the week - that was 86 names!  By the end of the first week, I knew 79.  There were seven Learners who were not in my Hapu or iDevelop groups and I was finding it difficult to identify them.  I hadn't achieved my goal. Perhaps it was never going to be achievable?  

Not achieving this goal was not going to be the end of the world, so instead of feeling guilty that seven Learners had missed my radar,  I made an effort during iExperience to introduce myself to them and find out a little bit about each one as a person - to know the individual.   The opportunity to meet all Learners through our rotational learning activities is a great way to touch base and understand who they are and what they can bring to LH2.  

Bring on Term 2!

Playful Learner

Play-based Learning

What is play-based learning and how can it support learning in my habitat?  

This question is at the forefront of my mind at the moment.   Having spent the past four weeks at the beginning of Term 1 to get to know the Learners and construct routines within the habitat, I'm now ready to get to the bottom of what play-based learning is and how learning can happen through play. Can the play provide interest and discovery for the Learner, while at the same time, enable movement through the curriculum and meet the needs of each Learner's next steps.

Through the Mind Lab postgrad, I learned about how Finland encourages play up until the age of 7 or 8 years.   I'm interested to learn more about what the early years of education look like for these Learners.   

Here's some links to articles and videos that I'm bookmarking for reading and viewing:

I'm not sure how and what this will look like in LH2.   I'm not even sure what to expect from Learners who come from such a different cultural background to mine.   How do they play?  How do they perceive play?  Will they accept to be challenged through play so that learning takes place?

These are some of the questions -  and yes, there are many.   One of the first steps will be to sit down with my colleagues in LH2 to share our visions of what play-based learning could look like for our Learners.  What are our goals?  Where do we start?  What materials and resources do we need?  

.... I just have to keep reminding myself that I can't eat a whole elephant at once.   Instead, just a nibble at a time.     

Sources:  www.keepcalmposters,com

Opportunities to Fly

Am I providing opportunities for my Learners to 'fly'?  

This video by Alex Fortmann provides questions that I need to reflect on when designing learning opportunities for the Learners in my habitat.

Are they...

• soaring
• exploring a landscape of imagination
• defying gravity
• be who they want to be
• be empowered to reach heights
• seeing things from different perspectives
• feeling like they can do anything

My Mama Said

An entertaining video by the wonderful Rita Pierson who explains how she responds to two boys fighting in the the playground.   

There are sets of rules for many different environments - home, school, playground, sports field, cinema, restaurant.   How we manage ourselves in these different environments is part of learning.

One point that Rita emphasises is to make parents aware that while we respect their rules, there needs to be a different set for school where we (the educators) are responsible for more than just their child alone.   

I know parents who have said to their child,

"Stand up for yourself, and hit back."

I realise that these parents are trying to teach their child to stand up for themself and to not let themself be bullied, but retaliation and violence can't be seen as the only option in today's society - whether it be the school playground or in the adult world.  

Hopefully the next generation of adults will have a set of strategies to fall back on in times of disagreement, anger and frustration - rather than resort to the fist.

FISH Philosophy

Something Fishy

This fish doesn't smell.  Instead, it's an idea that originated from a fish shop in Seattle called Pike Fish Market.   Watch the video think... if Pike Fish Market can create a workplace attitude that makes everyone smile, then anyone can.  

I'm looking forward to gaining a better understanding of all four parts that make up the FISH philosophy.  

My first goal in 2016 is to have an element of  'play' in our learning.  I'm excited about this as it sounds like a great way to encourage curiosity and creativity.    I will have to work on this goal as I can sometimes be overwhelmed by the need to meet curriculum stages and therefore hurriedly plough through curriculum content, rather than step off the path to explore and smell the flowers.

Week 1, 2016

Getting to Know the Learners

It's the end of my first week... three days with 87 learners.  My wondering is how long it will take me to know all the names and match them to the faces???  At this stage I feel like it will take

FOREVER!!!

I'm loving my team and am finding everyone so helpful.  This makes it so much easier to settle in and feel part of this #Oresome family.   

At this point in time, the learning experiences in LH2 have been focussed around moving into our hapu groups (I'm leader of the Sheep hapu group) and spending time learning how to use the maths and reading independent activities.   Transitioning is a bit chaotic - for the Learning Coaches and Learners, but I'm sure that we will get it more streamlined over time.  

The temperature is rising everyday so I'm glad that we are having short weeks to wean us back into learning.  

LH2 Learning Coaches and Learners 

What does PB4L look like @OrmPS?

This programme started running in the foundation year.  I can see it's good points as it's always great to be recognised for the good, rather than the bad.  Who in their right mind would want to be made a spectacle of when they're in the wrong?

PB4L is managed in the following ways:

• #Orestome tickets
• School-wide - rewards
• Focus Assembly - recognition (certificates and pens)

The following are areas that the Learners can be recognised in:

Learning * Playing * Eating * Meeting * Moving * Well-being

These areas help to guide our talking and thinking.  It's explicit and easy for the Learners to understand which area they have shown #oresome behaviour in - at all ages.

The tickets and small prizes may seem like intrinsic rewards and I know that some people don't agree a rewards system, but rewards are what many of us come to work every day for.   Although I thoroughly enjoy my job, I would certainly not be working full time if it wasn't for the money.  Is that not an intrinsic reward?

I for one am looking forward to using this language and developing positive relationships with all Learners through the use of this reward system.

Learning the OrmPS way - Day 4

Another day jam packed with information... at least I have the above document to refer back to so that I don't have to S-Q-U-E-E-Z-E anything more into my head. It's great to have everything set out clearly and to also have the opportunity to question and add to the document.


I'm excited to be Talia's mentor and consider myself fortunate to be working in a school who acknowledge that mentor's need release time to work together, share and grow so that they can provide the best support to their PRT. 

Sign Language

Kaori provided us with some #oresome PD in sign language. She has a very humorous nature which made the learning process less intimidating and daunting. I've learned how to sign my name and have a short introductory conversation. I'm looking forward to learning more about sign and I'm sure this will happen with the way that it is immersed in the OrmPS culture.  

It was interesting to learn how to get the attention of a deaf person when they are further away and/or not looking at me. At this stage, I don't think we have any Kdec learners in our habitat, but I will be working alongside others through cross-habitating. This is another new learning curve for me to negotiate as I begin working at OrmPS.

First thing is to learn reading the alphabet when someone else is signing their name.

Professional Development - Thinking Differently

Think differently - Engage differently - Act differently

OrmPS BIG question: 

How do we build a community of connective citizens?

PD with presented from Edgework - 

Ally Blull (primary school background)

Chris Clay

Jane Gilbert

Leanne Lamb

Moving on from 'industrial-aged' thinking to "what does today's knowledge look like?"  

It is no longer a noun.   It is now a verb.

"Knowledge is in the space, not the individual."

Emphasis on:

• connectivity
• relationships and connections
• spaces between
• working in third spaces (communities, clusters, collaboration)
• innovation

"We can open up the space, but we need to open up the mind as well."

If....

New schools are the hardware, with teaching staff as the software.    The infrastructure is there, but who is updating the software? 

Complexity Thinking

Looking at things not as individual entities, but as part of much bigger systems - the interaction between the 'things/parts'.  Simultaneous interaction, not just adding individual parts. 

Small changes can make a big difference

How do we build on collective intelligence (matter)?

• quality of the elements within the system
• interactions between the elements
• diversity within the system - bringing in outside intelligence to disrupt and raise questions

Strong collaboration is important, not just sharing of ideas.  

New ideas need to be discussed, questioned and debated upon to 'teased' out before considering as a change to current status.

Wrapping up

Reflecting on the day:

• New thought - that there is a space in between 
• New action - discussions across habitats to help to understand 'how things work at OrmPS'
• Where to next (what support would be appreciated) - understanding more about 'space' 

Reflecting on 'post-it' thinking from the beginning of the day:

• Although I understand this, I'm finding it difficult to think how we can better connect with a space, rather than the person.   Is it by listening carefully to others and thinking about what they are saying, rather than what I want to hear?  If this is the case, then how can I support learners to value this 'space'?

• Can standards follow the learning?  Will discourse and a focus on the key competencies to develop the child as a whole be more beneficial to learning?   This thinking aligns with my Post Grad 'Teaching as Inquiry' assignment where I would like to explore further the inclusion of play-based learning and development of language, rather than placing an emphasis on reading writing and maths in order to achieve a standard.

Activity:  Polarising thinking to explore +ve and -ve

Read:

Evans, R. (2012). Getting to No: Building true collegiality in schools