Archive for the ‘Leading Learning’ Category

The task of teaching

The task of teaching is multi-faceted, complex and never neatly contained.  It continues long after the bells ring and the lessons finish. Most teachers work long into the night marking assessments, providing feedback and planning lessons. However, as we shift towards more evidence-based approaches, the goal is to become more effective to ensure we deliver value because working harder may not be working smarter.

The task of teaching cannot be reduced to simply producing effective and engaging lessons; it requires teachers to evaluate the impact of those lessons on each learner. To be able to use ask questions and use feedback wisely to move all learners forward wherever they are on the learning continuum.  If not, then how else do we track student or teacher progress?  We cannot take learning on face value.

It is astounding that many continue to view the use of feedback and data as a burden for teachers or worse, as an unnecessary task of teaching. The use of feedback, questioning and data is not a diversion from the work of teaching – it is integral to it. Second, there will always be those who are afraid of change and this strengthens the argument that we need to continually invest in the capacity and learning of teachers.  The goal is to ensure all teachers are able to evaluate where students are, give constructive feedback and provide the necessary support and structures to improve learning outcomes.

There are and will always be a minority of voices that are anti-intellectual as observed recently in a journal decrying the use of data.  All other professions seize the idea of obtaining data and feedback as critical to improving the work they do so why is it that some wish to see teaching locked into industrial thinking and processes?

Andy Hargreaves in his book Teaching in the Knowledge Society commented that ‘teaching is not a place for shrinking violets, for the overly sensitive….it’s a place for grown-ups, requiring grown up norms of how to work together.’

Grown up norms of how we work together as professionals includes grown up discussions of how we improve and extend the practice of teaching in today’s world.

 

Fuelling the revolution

Revolution School ABC TV

Revolution School is a four part documentary series that began on ABC TV recently.  It captures the turn-around journey of a Victorian high school ranked in the lowest 10% of the state.  In a sea of navel gazing and feel-good solutions to improving schooling, it is refreshing to see honesty and shared responsibility on the table.

What has stood out each week is the use of theory and research to inform good practice. Kambrya College didn’t look in the rear view mirror for solutions that could be repackaged and rolled out nor did they try and emulate competitors who drive educational change through a mix of externally imposed accountabilities and fear. And they didn’t expect to be rescued by superman.

Educational change had to come from within and from applying the research in relation to improving learning outcomes for all students. The approach was based on Hattie’s mantra: know thy impact on student learning.

Kambrya’s journey is uplifting and should be applauded and admired but there are thousands of schools around Australia in the same boat. We’d like to see all of them take the same approach but as we have seen change is easy to suggest but much harder to implement and sustain.

With a federal election less than a month away, education has been the platform for both parties. Rather than promising big bucks to fix the problem, a better solution would be a commitment from politicians to make the Kambrya experience the norm for all struggling schools.

This requires an end to the shameless finger pointing and blame game but rather encourage schools to become critics of their own practice by being honest and open and sharing and collaborating so that we are all on a proper learning journey.

As Professor John Hattie said the fact 1 in 5 children are failing to complete high school is the “biggest crime in Australia”.  It’s time we focussed on what counts otherwise we will continue to count the cost.

 

 

 

 

Stemming the tide

Recently the Conversation Hour featured some of the world’s greatest scientific minds sharing their personal stories.  It is worth a listen especially Professor Ian Frazer’s reflections of how studying German at high school changed his career path from wanting to become an astrophysicist to studying medicine. Ian Frazer ended up inventing the technology used in the Human Papilloma Virus (HPV) vaccine.

The reason for mentioning Professor Frazer is because in part, his story demonstrates how non-mainstream subjects (e.g German) complement learning and contribute to a holistic education.  The current push by governments around the world towards a STEM-driven educational agenda and the creation of STEM-focussed schools seems to be short-sighted.  It reflects a popular view that innovation is not only central to future economic growth but that it is largely driven by advances in science and technology.  The danger is that we run the risk of reducing education to a training capacity.

With the rapid development of quantum computing and its potential to power artificial intelligence we are entering uncharted territory. Even today’s complicated programming and coding will increasingly be done by machines that can learn. It is simplistic to assume that current programming and coding skills will remain the same into the future. Before the agrarian revolution the prime skill set was agricultural expertise. The industrial revolution changed that. As the knowledge age expands the same will happen to current skill sets.  The ability to use technology critically and creatively (i.e. soft skills) will be more vital than hard skills.

Universities are having a similar debate over the utility of educating students for the short-term job market when we live in such a rapidly changing world. Kate Carnell, former chief executive of the Australian Chamber of Commerce and Industry told the Universities Australia conference in March that we had more to gain by focussing on the skills needed in existing jobs rather than focussing on future jobs.  According to Ms Carnell, ‘innovation is as much about people and process as STEM invention’.

We have always known that a good education is the balance of soft and hard skills; non-academic and academic paths; science and the humanities. Innovation will be defined by how well we teach all students to apply critical and creative thinking across all disciplines.

Failure is the cancer of good learning and teaching

According to folklore, Albert Einstein failed his college entrance exam, Walt Disney was told he lacked creativity and Bill Gates dropped out of school. While it didn’t stop them achieving in their respective fields, I am left wondering why we eschew failure in education.

My younger brother told me recently that he felt like he had ‘failed’ at school – a belief he has carried for more than 30 years! The prevailing view in education that failure is a negative experience does so much damage to kids’ confidence.  Sir Ken Robinson says this is because we have created school systems were mistakes are the worst things you can make and children are afraid of failing.

Failure is the cancer of good learning and teaching. This reductionist approach defines learning as a set of numerical or letter grades that can be manipulated, often misused and generally misunderstood.  The high stakes test of the Higher School Certificate – the gold standard of learning – is even more misunderstood in its practical application. It is not a description of the achievement of a student across 13 years. Rather it is a ranking process derived by adding together internal assessments and exam marks, then running them through a ‘black box’.  The public perception is that anything above 60 is good, between 50-60 and you’re OK. Anything below 50 and you’ve failed school.

Sir Edmund Hillary

We need to be very careful about how assessment is understood and used because of the tendency to equate it with test scores. A better way to talk about student achievement is to concentrate on performance.  In sporting competitions, points are awarded for technical skill but they are also balanced against points for non-technical skills. The question is what would we include as the sum total of performance in education?

Sir Edmund Hillary’s feat on Mt Everest was shaped by learning from past failures. Reflecting on his momentous achievement, Hillary was quoted saying: “I was just an enthusiastic mountaineer of modest abilities who was willing to work quite hard and had the necessary imagination and determination.”

Every student is a potential Edmund Hillary with their own Everest to conquer. Learning must be a celebration of failure, discovery and success.

 

 

 

 

 

Technology promises

Recent declarations in the media by some high school principals that computers are a ‘distraction’ is unhelpful at best and shows personal preference as the default argument in tSt Clare's Catholic HS 227his critical issue.

Attempting to divide technology use into a convenient either/or argument and blaming the machine for poor learning outcomes ignores a simple reality – change and innovation is a fact of life and schools are not immune.

I had the opportunity last week to hear Singapore’s acting education minister speaking at a conference on technology in schooling. Ng Chee Meng believes Singapore’s future success relies on the possibilities technology can bring to learning and teaching. Instead of debating whether to ban computers in schools, Singapore has been asking broader questions about what technology means for education overall and how can teachers respond to the opportunities in classroom settings.

In 2015, the OECD released a report Students, Computers and Learning.  It stated that the real contributions ICT can make to learning and teaching haven’t been fully ‘realised and exploited’ yet but to deliver on the promise that technology holds requires all countries to design…..’ a convincing strategy to build teachers’ capacity’.  Improving the knowledge (pedagogical and pedagogical content) base of teachers as well as their understanding of learners all takes place in the context of a technologically rich world. We can’t hermetically provision teacher learning from technology, yet we can explore ways in which technology extends teacher practice by helping to develop in students the habit and power of deeper thinking and inquiry, personal autonomy and creativity.

Intel Corp says that in 2006 there were 2 billion devices globally; 15 billion in 2015 and in 2020…..200 billion connected devices!  Today’s learners already recognise the promises that technology holds – it’s up to us to deliver on the promise.

Leading by doing

Search on Twitter or in a bookstore and you’ll find a plethora of material on the leadership phenomenon.  According to a study cited in Joshua Rothman‘s piece in the New Yorker, Americans spend $14 billion per annum on leadership training seminars.  This is a growth industry on steroids and unfortunately, like regular use of steroids, most of it is deleterious.

I recently came across a tweet by the well known CEO of ‘Lead from Within’, Lolly Daskal on the seven elements of leadership. These leadership traits come from a sound base but they aren’t new. Trait theory has been around for more than a century and is at the forefront of the great man theory of leadership. It basically says that men (not usually women) are either born with the characteristics to be a leader or not.  So if you don’t have these inherent personality traits, then you can’t be a leader.

On the other side, process theory suggests that leadership is something that can be learned.  According to Rothman, the process model acknowledges that ‘being a leader’ is not someone you are, it’s something you do.

Over the past fifty years, new theories have been advanced that have given rise to a kaleidoscope of views on leadership and what makes a good leader. Authors have studied ‘charismatic’ leaders in an attempt to offer the rest of us a blueprint to effective leadership. Most material is really a variation of the same theme.

I am not so sure that you can easily deconstruct or distill leadership into its component parts, which is my issue with the “seven elements of leadership”.  Leadership is never straightforward and yet we are often presented with an idealised view of it. In his piece, Rothman refers to Jeffrey Pfeffer’s book Leadership BS in which Pfeffer argues that the five universal leadership traits commonly espoused are often ignored by real-world leaders.

The argument is that there is a difference between being a leader and doing leadership. Rather than linking leadership to a set of traits, I prefer to think of leadership as the art of leading  in terms of seven norms:

  1. Being open to learning
  2. Willingness to exchange ideas
  3. Being reflective
  4. Building a shared purpose
  5. Enabling shared responsibility
  6. Being outcomes-focused
  7. Celebrating success

It is my experience it’s what people do that attracts followers and perhaps the only way to explain the outliers who have passed as great leaders in history. I recently asked our new school leaders who they admired most.  The usual suspects like Mandela, Martin Luther King and Mother Teresa were named. Not one mentioned a colleague principal, teacher or staff member.

It seems to me that we interact with outstanding leaders every day but we often don’t recognise them.  These people should be our models. As Mark Twain wrote: “Thunder is good, thunder is impressive, but it is lightning that does the work.”  Let’s look for the lightning rods who are doing great work in and for our schools.

 

Basic skills

West Australian Education Minister Peter Collier suggested last month that parents weren’t putting in the time with their children at home and this was being reflected on school entry testing.

According to Mr Collier, there are increasing numbers of children starting school who lack basic skills such as being able to count, paint and hold a pencil.

The implication is that increased use of technology at home is impacting not only on the development of fine motor skills but also according to a report by Dr Jennifer Buckingham, the capacity to build language through conversation with adults and other children.

It highlights a need for researchers, politicians, parents and educators to re-visit the what, why and how of schooling in today’s world. What does it mean to be school ready in today’s world?  In ten years from now, will it be necessary for young people to know how to hold a pencil?  And what will it mean to be literate in an online world?

If literacy and numeracy are foundational skills (and they are), how are these skills developed in changing home/school environments alongside increasingly adaptive learning technologies?  And at what stage in a child’s development do we begin nurturing new ways of thinking, working, using tools and social responsibility?

If parents are being urged to do more educating at home, then what is needed are clear frameworks (of 21st century skills) for parents and teachers. This needs to clearly articulate the qualities and skills required in today’s world and the ways in which these are developed and assessed in each child.

One of the most common complaints I hear from parents is the lack of communication around what their child is learning in class, how it’s being taught and why it’s necessary.

In the context of a changing world we all need to be asking important questions about basic skills.

 

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