A story in 2 minutes – a multimedia activity for all subjects

My principal shared this video with me today. It’s called Our Story in 2 Minutes. The video summarises the Earth’s history from the Big Bang till now in two minutes.

This inspired me to come up with some similar story-in-2-minutes activities where students can create a video using images only to represent the development of an event. It doesn’t even have to be two minutes. It can be one minute, three minutes, however long you and your students like. A video of images can be made to sequence the events in the evolution of life on Earth, the development of our current understanding of the universe, development of the cell theory, development of our understanding of genetics … the list goes on and on and it can be used in subjects other than science.

What I like about this activity is that it’s simple and yet allows students to create and engage in deep learning that extends from a subject area and even be part of a cross-KLA activity. It’s simple for both students and teachers as it involves searching and selecting images that represents certain ideas and events and then inserting the images into a video-editing program such as Windows Movie Maker or even PowerPoint. Technology tools that don’t require a high level of technical expertise from either teachers or students and are available to most students. The activity is also simple in the sense that it does not have to take long, which can be a good activity to suggest to teachers who are concerned about being pressed for time.

To create stories in 2 minutes also allow students the opportunity to learn about digital citizenship. Can students use any images pulled from the web? Do they have to search for creative commons images? How do they acknowledge the source of images? This activity is not only about the content of a subject area.

Finally creating stories in 2 minutes can be adapted into project-based learning or provide an opportunity to create a product that can be shared with a public audience beyond the classroom. Creating a story in 2 minutes require students to first understand the content, select and justify appropriate images that best represent the content and sequence them in a logical order. It allows students to apply higher order thinking skills.

I teach in Sydney, Australia so my school year is starting in about a week’s time. I will be definitely using the story-in-2-minutes concept this year.

What will you use it for?

 

Learning about SOLO – using self regulation and feedback to increase student achievement

This year my faculty have been designing units of work for the new NSW science syllabus for the Australian Curriculum with the Structured Observed Learning Outcome (SOLO) framework.(If you don’t know what SOLO is, watch this video for a crash course) The reason why we are investing quite heavily into SOLO is because as teachers, we know that self-regulation and quality feedback are the two of the most effective elements in increasing student achievement. SOLO, with its associated learning intentions and success criteria, will allow our faculty to develop our students’ self regulation skills and further improve the quality of teacher feedback and peer feedback.

For most of the year, we have been designing learning with the SOLO framework so that each series of lessons have learning intentions and success criteria catergorised  by the different SOLO levels of thinking and understanding. A couple of weeks ago, we went a step further. The whole faculty sat down and designed an agreed approach to how we will use these learning intentions and success criteria. As a team, we decided learning intentions, success criteria and SOLO were examples of best practice, but we need to ensure that it filters down to every individual student. We agreed that learning intentions, success criteria and SOLO must be high visible and evident in everyday teacher practice for it to have maximum impact on student achievement.

As a team we decided on the following for communicating learning intentions and success criteria to students:

  • At the start of a topic, students are given a list of the learning intentions and success criteria for the whole topic so they know where they are headed before they start learning about the topic.
  • Each lesson will have the specific learning intentions and success criteria displayed. This can be written on the board, or displayed via a data projector or interactive whiteboard.
  • The teacher will explain the learning intentions and success criteria to students at the start of the lesson.
  • At the last 10 minutes of the lesson, students are to reflect on whether they have achieved the success criteria for the lesson and what they need to do next to be successful.

As a team we also agreed that we need to teach students about SOLO. We have designed different activities for students to learn about SOLO. Here’s one of the activities

As a team we also agreed to providing student feedback using the SOLO framework.

What we hope to see are:

  • Students and teachers using a common language to discuss levels of thinking and understanding
  • Students and teachers using SOLO as a way to see current levels of thinking and learning and where that thinking and learning needs to head
  • More students moving from a fixed mindset to a growth mindset. Many students have a mindset that they are “not good” at science. We want our students to realise that to be good at science, there needs to be a certain level of thinking and learning that can be achieved with effort, as opposed to natural abilities. It’s part of making learning and thinking visible.

Our faculty has also devised a draft plan to evaluate the impact of SOLO on students’ achievements and mindsets, with help from a university academic. So watch this space for more updates on our SOLO journey.

 

3 reasons why students are switching off science

There is a decline in student interest in science. Just type “students decline science” and hundreds of articles will come up of students not choosing to study science in post-compulsory schooling in countries like Australia, USA and the UK. At a time where technology is rapidly increasing and the world is facing issues like climate change, rapid rates of extinction, water shortage and food shortage, it is worrying to see students switching off science.

What I find more concerning is my observations that kids love watching science YouTube channels at home in their own time, but they are not enjoying school science. Something is wrong. While the reasons below for why students are switching off science are not validated by any research data, they are inklings that I have based on observations of students and numerous student surveys completed at my school on their engagement in science.

Reason #1 – Science teachers rely too much on whiz-bang experiments to make science interesting

I think every science teacher is guilty of this. I certainly am. We often use showy experiments for entertainment to keep students engaged. Instead of promoting our subject as intrinsically interesting, we use colourful and bubbly experiments to “trick” students into liking science. How many times do we have students walk into a science lab and ask “are we doing an experiment today” and groan when the answer is no. Of course experiments have a place in science, but science isn’t about setting things on fire or making things explode. Science is a way of thinking and aligns with humans’ natural curiosity of understanding of the world around us. I think we have pushed science as a subject of fire and explosions for so long that this is what students expect and they are disappointed when a unit of work or a series of lessons do not have experiments.

Reason #2 – Science lessons often do not allow all students to experience some success

In NSW, Australia, Year 8 students do a state-wide test called Essential Secondary Science Assessment (ESSA). At the end of ESSA, students are asked to rank their favourite subjects. Since 2006, year after year the results show students like PDHPE and Visual Art the most. My gut feeling is that these subjects allow ALL students to experience some success. In Visual Art, it doesn’t matter if you are a not-so-good painter or if you are as brilliant as Picasso, every single student is able to produce an artwork, which is showcased. Same with PDHPE, it doesn’t matter how bad or good you are at sport, every single student have been part of a team that has won a game and experienced the excitement of success. Not so in science. In many science lessons, students don’t produce anything that can be showcased. Only a handful of student who are “good” at science feel success. A lot of students think they are “bad” at science. This is one of the reasons why I’m a fan of project based learning (PBL). PBL enables students to create a product that shows their learning and they showcase that product to an authentic audience. This give students a sense of success.

Reason #3 – Students don’t know the careers that science can lead to

Not many students see scientists in their everyday lives. They see bankers, accountants, lawyers but they rarely see scientists or associate jobs with science. In the surveys at my school, the most common reason given for not wanting to study science in post-compulsory schooling is that they don’t need science for their job or career. While we as science teachers know that many jobs and careers require some understanding of science, do our students know? Do we link our students to current practicing scientists so they can what they learn in school is actually used in people’s jobs in real life?

At my school we have been pushing for connections with university pHd students and current scientists. Through the University of Technology, Sydney (UTS), our students have been lucky enough to go to the university regularly and hear about current research conducted pHd students and meet scientists face-to-face and know that science can lead to a fulfilling career. We have utlised the scientists in schools program to have a scientist come to talk to our students about what she does in her everyday job and why finds her job fun and rewarding. We also ask parents to come to school and speak to our students. This year, we had a parent who works in the communications industry speak to our students about his job, how it requires an understanding of energy transmission and waves and how much he loves his job.

A marine biologist specialising in sharks speak to Year 8s about this job and why he loves being a scientist.

A marine biologist specialising in sharks speak to Year 8s about this job and why he loves being a scientist.

And has all this gotten results? Many of our year 10 students apply to attend UTS summer school where they can choose from film, design, science, IT and health over the Christmas holidays. In previous years I have struggled to get any students to apply for the science summer school. Everyone wanted to film and design. After a couple of years of connecting students with university science students and real scientists, we have 12 students apply for science summer school this year.

As we are entering the new syllabus for the Australian Curriculum in NSW, it is time that science teachers re-think HOW we teach science and how can we work with the scientific community to increase student engagement in science.

 

School holidays – the perfect time to learn from other schools

“I don’t know why you would even think about going near any school while you’re on holidays”

This is what one teacher said to me when I told them that I was going to spend half a day visiting a school during the school holidays. At the moment it is the Term 3 school holidays in New South Wales, Australia. For me teaching isn’t something I can switch off. Don’t get me wrong, I still have my down time and I think this down time is important for all teachers’ wellbeing. But I personally like to take advantage of the school holidays and use the time to visit schools that are outside the NSW public education system. Especially schools that are drastically different to the one I currently teach in because what I’ve learnt is that almost every school faces a similar set of challenges whether it is student engagement, student wellbeing or finding ways to develop students higher-order thinking. I find that when I visit schools that have different circumstances than my own, I am exposed to different solutions that I can adapt to my own school and my own classes.

Over the past two years I have been able to visit schools outside of New South Wales and outside of Australia, and they have been some of the best professional learning I have ever had. While some of these visits were done during term time, most visits were done during school holidays. Here are some of the schools I’ve visited and what I’ve learnt from them.

During my time with Microsoft’s Partners in Learning team in 2012, I was able to travel to Auckland, New Zealand and visit Ferguson Intermediate School and Howick College. These two schools kick-started my journey and my faculty’s journey into using the Structured Observed Learning Outcomes (SOLO) framework, learning intentions and success criteria to design learning for the new science syllabus for the Australian Curriculum. Howick College is also where I saw the fantastic Julia Breen and got ideas from her on how to use green screens in student-produced videos.

I took a week of without pay from school in December 2012 and travelled to London and visited ACS International School, Egham. I ‘met’ the Principal of ACS International School, Egham online via LinkedIn and he was kind enough to take time out to show me his school for half a day. I was also privileged enough to speak to their Head of Science and observed a part of a middle school science lesson. During this visit I learnt more about the International Baccalaureate Middle Years Program and how technology was integrated into the school’s middle years science program.

Just last week I was able to visit two schools in Canberra – Brindabella Christian College and Dickson College. I was able to further connect with two passionate educators who are part of my online professional learning network on Twitter, Melanie Spencer and Betty Chau. From these schools I took away ideas for learning space design, how to drive change and how to further develop the digital leaders team at my own school.

Visiting other schools is one of the best professional learning that I undertake. If you’re a teacher and you have some spare time in the school holidays, ask another school if you can visit them and then return the favour to them 🙂

Incidentally I am planning to travel to Tokyo, Japan in the April school holidays in 2014. Would love any suggestions of schools in Tokyo that I can visit.

Using video as evidence of learning

Today my Year 8s used lollies and toothpicks to model elements, molecules, compounds and mixtures. This isn’t anything new. Lots of teachers and students have done this before. However, I decide to allow students to film themselves explaining how the lolly models they made represent elements, molecules, compounds and mixtures as evidence of learning. For one group, I decided to record a question-and-answer conversation on my iPad.

The video showed that this student understood to a certain extent how particles are arranged in elements, molecules, compounds and mixtures. The student did accurately use the lollies for this, but upon questioning, she was confused about how many different types of particles made up her lolly models of compounds and mixtures.

I’d like this type of evidence of learning to be prominent in schools. As a system I think we rely too heavily on written exams and assignments to elicit student understanding of concepts. Having videos such as the one shown above is much more powerful to give feedback to students and to use as evidence of learning. Eventually I’d like each of teacher in my faculty to a collection of videos like this for professional discussions on our students’ learning.

What do students think of their learning?

Student voice is something that I really value. In the perfect world students would have a complete say in what they learn and how they learn. But in the meantime the confines of syllabuses I still like to give my students a say in the learning that’s happening in the classroom. What things do they like learning about? How do they like to learn? Is what they are learning too difficult or too easy? What parts of the classroom learning design do they think needs improvement? What can I do as their teacher to make learning better for them?

My Year 8 class gave their feedback on their learning this week as Term 2 in NSW, Australia drew to a close. Here’s what they thought:

infographic of evaluation results

 

The main topic we studied in Term 2 was called Water Water Everywhere, which is essentially using the particle model to explain the properties of solids, liquids and gases and why one state of matter changes to another when energy is added or removed from the system. This topic is probably one of the most difficult and often disengaging topic for students because it involves an abstract concept. The particle model lends itself to a lot of student misconceptions and is generally something students find difficult to understand, which I have discussed in a previous post. To overcome this the learning was designed so to involve lots of interesting hands-on experiences such as making quicksand and using technology for students to increase their conceptual understanding and allow their misconceptions to be picked more and addressed more frequently.

From the students’ feedback, scientific metalanguage was emphasised as an area they thought needed improvement, so next topic there will be more activities that emphasise the use of scientific metalanguage.

What I also find interesting is students’ decisions on whether they will continue with Science in the post-compulsory years of schooling. What I find particularly interesting is that quite a few students who consistently say they find the learning in Year 8 science fun, interesting and related to the real world, do not want to study science in Year 11 & 12 because their chosen career does not need science. There seems to be a perception with my Year 8s that science in Year 11 and 12 are for people who want to be scientists. This perception is also found in evaluations completed by Year 9 and 10 students.

So one of my challenges for the rest of the year is how am I going to design the learning for these students value science and view it as important to learn, even though they aren’t going to pursue a career in science.

TeachMeet at the Zoo – a different kind of Professional Learning

Last week I had the privilege of leading a science-flavoured TeachMeet with Matt Esterman at Taronga Zoo. With a great view of the monkeys at the zoo, over 70 educators from pre-service teachers, primary school teachers, high school teachers, university staff and other educational institutions, gathered to share ideas on ways to make learning more effective for our students. There were teachers from government schools, Catholic schools and independent schools sharing their classroom practice with each other with the aim of improving teaching and learning for all students.

We had presentations on differentiated learning, learning design, inquiry based learning, using iPads in the science classroom, mash ups, social media and many other ideas and strategies to enhance learning for our students. Mitch Squires and Jackie Slaviero captured the crowd with their talk about NASA space camp. We got to make a pocket solar system with Rob Hollow from CSIRO to experience a way to introduce students to the scale of the universe. We also got to pet a snake to learn about how Taronga Zoo’s education programs are addressing sustainability in the Australian Curriculum.

 

What I really like about TeachMeet is that it is a different kind of professional learning. You get to see real teachers sharing ideas and strategies they have implemented in their classrooms. You build cross-sector networks and have opportunities to share and learn from teachers from government, Catholic and independent schools. You are also exposed to many new ideas in a very short amount of time.

What I like most of all is that teachers volunteer to attend TeachMeets. Teachers attend out of their own time because they want to learn. Presenters are not paid (they might receive a chocolate koala for their efforts) and are sharing their practice because they want to. I think this really shows the collaborative and generous nature of teaching as a profession.

So if you haven’t been to a TeachMeet, it is very worthwhile to check one out. If you been to one, I’m sure you will go to another one very soon. To find out more about TeachMeets in Sydney visit this website and join the Facebook group.