Where are the teacher caves?

If you are interested in flexible learning spaces, you would’ve come across the concepts of campfire, waterhole and cave. It is a way for teachers and students to design flexible spaces to reflect the learning needs for an activity. Campfire involves learning from an expert. Typical furniture set up include tiered seating or ampitheatre style. Waterhole involves learning with and from others where each person has something to contribute while also listening to the group. Typical furniture set up for waterholes include seats in a circle or desks connected in groups. Caves are where students can work independently and quietly, away from other distractions. Typical furniture set ups include single desks with single seats, positioned in a quiet space.

One thing that freuqently pops up in discussions on learning spaces is the need to get rid of the teacher desk in classrooms. The teacher desk has become a symbol for old ways of teaching. If there’s a teacher desk, it is assumed you teach in a traditional way, most likely didactic.

While I agree that a teacher desk can take up a lot of valuable space, I think in reality teachers just need somewhere to put their things, like their laptop. A lot of teachers, including myself, end up working in a classroom outside of class times on any desk, regardless whether it is categorised as student or teacher, because it’s the only place where we can concentrate and be productive with independent work like giving feedback on student work, planning lessons and reflecting on how we can improve. Staffrooms are great as waterhole and campfire spaces, but they are rarely effective cave spaces. While many schools re-designing student spaces, many do not get an opportunity to do the same for teacher work spaces. When the walls are knocked down between classrooms to create open spaces and teacher desks are gone, are those destroyed cave spaces created elsewhere?

Companies known for their innovative spaces like Microsoft and Adobe have beautiful open, collaborative spaces. But they also have cave spaces. They have small rooms where individuals can use when they need to concentrate by themselves. Perhaps this is something schools can follow.

Field, tenor and mode – a literacy framework for all subjects

Literacy is a focus for every teacher, regardless of whether we are teaching primary school or high school, regardless of what subject we teach. Without strong literacy skills, our students cannot access the curriculum. Reading comprehension and writing are essential to succeed to every aspect of education.

One challenge I have always grappled with is how to create writers. I often feel like I have to continuously give scaffolds; a sheet to tell students this is how this text is supposed to be structured, you need to write this in this paragraph, make sure you use these connectives, etc, etc ,etc. I always asked how can I gradually remove these scaffolds so that students are 100% independent? It feels like I constantly have to provide scaffolds.

I think a reason why is the way I (and other teachers) approach extended writing. Too much focus has been on the overall text structure (eg.In a scientific investigation report, there is an aim, equipment then method. The method has to start with a verb and be in present tense.) There’s nothing wrong with this per se, but it is not enough. It is not enough to say to students “Use PEEL to write your paragraphs. You need to write this paragraph so that it starts with a point, then elaboration, then provide an example then a sentence that links to the question. Throw in a complex sentence because you know, NAPLAN (Australian teachers will understand the NAPLAN bit).” But why do we have to write in complex sentences? Why do we use nominalisation? The PEEL stuff and text structure do not teach students why some words and sentence structures are favoured for particular texts and purposes, particularly academic texts.

So what else what needs to be done? I think the field-tenor-mode framework needs to be the overarching strategy. I came across field, tenor and mode a few years ago and am currently doing a refresher course. Field, tenor and mode are components of linguistics. Every text, regardless of subject, can be viewed from the field-tenor-mode framework. To put it simply, field is the subject matter of the text; tenor is the relationship between the author and the audience; and mode is how the text is constructed, particularly whether it is written-like or spoken-like. I think tenor is something that schools do not do well. The relationship between the author and the audience is essential is what words you choose. For an example, an email to a friend and a book review have very different relationships between the audience and the author. Frankly, schools don’t do audience very well. Very rarely do students know the audience of their extended writing.

Mode can help students in moving their writing towards being more written-like. Many, many students write texts in a spoken-like manner when formal, academic texts need to be written-like. This is where the complex sentences come in. Written-like texts are more lexically dense. To write a text that is lexically dense requires complex sentences, which may also require nominalisation. Designing activities where students can learn this will enable them to know why and when certain sentence structures need to be utilised.

So I am now using the field-tenor-mode framework for my students whenever they are composing any text, for any subject. Here are some resources I have created so far. All resources can be used for any subject.

  • A short video to explain field, tenor and mode to students

https://spark.adobe.com/video/rJuTyhA4/embed

 

field tenor mode text composition planning sheet

Text composition planning sheet

Steps to HSC Success #MTM2016

success

This blog post is a collection of tweets from the 2016 Meet the Markers. The event had the Twitter hashtag of #MTM2016. I wanted to do a Storify but Storify isn’t working so hence this blog post. MTM2016 is a teacher professional learning event where teachers learn how HSC science exams are marked and how to teach students to maximise their HSC achievement

I wasn’t personally at MTM2016 due to a school event, but was able to learn from it via Twitter. The power of social media.

TeachMeet Kids – enabling teachers with young families to connect and share their practice

TeachMeet Kids

This week there was a TeachMeet with a difference. I organised the first TeachMeet Kids, a family-friendly TeachMeet. TeachMeets are a group of educators who come together to share their practice. Traditionally TeachMeets are held during after-school hours (between 5pm and 7pm) followed by TeachEat (dinner and drinks). I use to regularly go to TeachMeets but haven’t in the last year due to the birth of my daughter. I noticed that quite a few other educators have dropped out of the TeachMeet circles due to having children. Early evening is not a good time for teachers with young children. A few educators with young children indicated that they felt disconnected due to this.

And this thought came to me:

Why can’t we have a kid-friendly TeachMeet?

Why can’t we have a TeachMeet where educators can bring their children (if they wish)?

Why can’t we have a TeachMeet that’s during the day as early evening is reserved for the dinner and bath routine for the little ones and not everyone is lucky enough to have family to look after the kids?

The result of these thoughts was TeachMeet Kids. While TeachMeet Kids was targeted at educators with young children, any educator can attend. It was held in the school holidays during the day. Educators can bring their little ones if they wanted to. The venue was kid-friendly. It was pram accessible, had pram parking, close to public transport, had car parking, had baby change rooms and baby feeding facilities. All attendees knew to expect some rowdiness because this TeachMeet will also be attended by kids.

Australian National Maritime Museum very kindly provided a free space for TeachMeet Kids. Not only that, their museum educators also took the kids around on a pirates tour.

For me, TeachMeet Kids gave me back the opportunity to connect with educators like I did pre-baby days. I think TeachMeet Kids also enables the education community to tap into the expertise of educators who have young families. I learnt so much from the presenters. From how to use Kahoot! to enhance formative assessment, enabling all students to be leaders, film-making using mobile devices and making crystal radios to what it’s like to be a museum educator and embedding selfies as a learning tool.

I am looking forward to seeing more TeachMeet Kids 🙂

What to do when you’re stuck

I’ve been getting quite a few requests for the “What to do when you’re stuck” posters that I mentioned in my previous post. These posters were created in Canva with the help of Pip Cleaves and Jane Logan. They’re a take on “Ask 3 Before Me” and “C3B4ME” The purpose of them is to enable students to independently think and solve their own learning problems BEFORE asking the teacher for help. I have placed them in a prominent place in my classroom and will be constantly referring to them this year.

The posters are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

My #EduGoals for 2016

In many areas of Australia, the new school year is about to start. In the state of New South Wales, many schools return this week. As the new school year beckons, I’m like many teachers who are thinking about their educational goals (EduGoals) for the new year. Here’s my 3 EduGoals for 2016:

1. Using learning spaces to further enhance teaching and learning

classroom

My classroom this year

Last year I was very lucky to have received a bunch of more flexible furniture from John Goh. To put things in context, I’ve always been very lucky to have a “nice” learning space. The science lab I’m in was only refurbished in 2010 so my classes and I have always worked with new furniture. However, when I began my project based learning journey in 2012, I realised that the standard two-seater rectangular tables were no longer working. Students wanted a space where they can easily transition from whole-class instruction/discussion, to small group work and to individual work. The space, as it was, was very effective for whole class instruction, but not for small group work where students needed to collaborate and often worked on different projects at different paces. For the next few years, students spilled out into the hallways, took up nearby classrooms if they weren’t being used and even moved out into the quad in order to work on their projects as a team.

I’m hoping that with this new set up, more space is created. John enlightened me last year when he told me that it’s not about furniture, it’s about space. For a long time I’ve always looked at how to get round tables or pac-man shaped tables so that 30 students can have their own desk. It isn’t about that. It’s about creating space to learn. At the moment there’s only enough table space for 24 students. However, students can sit on the floor or move over to the “wet” area of the lab where there are standing desks. I gave away lots of my original furniture in order to do this. I think I still need to get rid of more.

I’m continuing to ensure the walls of the classroom is used for learning. I visited a New Zealand school a few years ago where the teacher said: “Anyone, doesn’t matter if it’s a student, teacher, parent or someone else, should be able to walk into a classroom and know what the class is learning and doing immediately without asking anyone.” I haven’t used my classroom walls for “decoration” for a few years now. The walls are filled with our learning routines, our “topics”, current projects, relevant learning strategies and displays of student work.

stuck posters

Posters of strategies to encourage independent thinking and problem solving

classroom wall

Timetable and posters showing current topics for different key learning areas

 

2. Using technology to further enhance teaching and learning

Last year, I played around with OfficeMix. I really like how it is an addition to PowerPoint and can create videos that work across all platforms. This year I’m going to be using OfficeMix to create a flip classroom for maths. I’m planning to have students sign in so that I can get analytics and use that to inform my future practice. I’m also going to get back into OneNote. I’ve been following the work of Pip Cleaves in how she is using OneNote to create staff and class notebooks. I’m keen to see how it can work for me, my faculty, my students and my school.

 

3. Using video to improve my practice

Classroom observations is a key strategy in teachers reflecting on, and further improving on their practice at my school. I’d like to step it up this year and include video analysis when a colleague observes me. Having a video recording to look back on would seem to enrich the feedback from the colleague in the post-observation meeting. I know video analysis of teacher practice is done regularly at some schools and I’d like to try that personally.

 

4. Finding work/life satisfaction

Last year was my first year of full time work after returning from maternity leave. My baby is now 18 months old. Being a parent and a full time teacher plus a leader is challenging. My online PLN often talks of work life balance. However, Jason Borton said to me on Twitter that he calls it “work/life satisfaction” and not “balance”. I really like the term “satisfaction” than “balance”. To me, balance is more quantitative. Something like ‘I must spend equal amounts of time doing work, spending time with my family and doing things I enjoy.’ On the other hand, “satisfaction” seems more qualitative to me. ‘Am I happy?’ “Satisfaction” is also more personal. Work/life satisfaction is different to each individual and it doesn’t have to be 50/50 all the time.

 

 

baby V

Baby V

YES TV – a student-led live stream on YouTube

This week a team of of my students ran their own live stream on YouTube called YES TV. YES TV (Youth Eco Summit TV) was a live stream from the Youth Eco Summit. This summit allows students and teachers to to gain first-hand experience at how to be more sustainable at school and in their everyday lives. YES TV was an one-hour live stream on YouTube where students interviewed participants at the summit so that a global online audience can also learn about sustainability.

YES TV was a massive risk in learning for me and my students. It was one of those “say yes, then learn how to do it later” projects. YES TV was essentially a live TV talk show that students ran almost all by themselves. I have zero experience at running a live TV talk show. The students also had no experience. However, it was one of the most authentic learning experiences for all of us.

Firstly YES TV showed me and the students that we can push the boundaries and take on a challenge. So what if we didn’t know how to run a live TV talk show. We can learn how to do it. I applied everything I learnt from being in the audience of a live show called QandA a few years ago. We watched breakfast news TV clips on YouTube to learn how hosts improvise based on the guest’s responses to their questions. We devised and assigned roles. There were 2 anchors, 3 interviewers, camera operator, “audio person”, a student who held up signs like “hurry up” and “ready for next guest”, students who monitored social media feeds for online questions, a student who held up a mini whiteboard telling the on-camera crew who the next guest was, “runners” who were in charge of organising guests before they went on camera. And then me. I had no idea what my roles were called but I decided which guests were on next according to the schedule and told the kids with the signs and whiteboard what to do. These roles are probably nothing like the roles in a real live TV talk show but we pulled it off and it worked for us. The students and I were in awe that we did pull it off. YES TV proved to all of us that passion, initiative and determination enable us to rise to any challenge.

YES TV was also an authentic experience for students to learn job-ready skills. The actual live stream for YES TV was 2 hours. But a lot more other hours were spent preparing for it and this included liaising with the guests on YES TV. Students learnt how to make phone calls in a professional manner to YES TV guests (I modelled this to them first by having my phone on speaker) and writing professional emails. This might not sound like much but many students don’t know how to do these things and they’re often not taught in traditional subjects. Students involved in YES TV mentioned how they appreciated learning how to write and respond to emails in a professional manner, using formal language.

Finally for me as a teacher, YES TV provided validation for me to continue to push the boundaries and to continually seek out new learning opportunities for my students.