I could spend hours browsing the various talks on the TED website or app. Why? Because everyone who speaks at TED has a fascinating story to tell. I become completely immersed in topics that I’ve never been actively interested in, to name a few: Evolution, toasters and happy secrets.
The point I’m making is that once we have a genuine, relevant ‘hook’ by which we can purposefully engage our student audience, most of the work is done for us. The hard work lies in finding the ‘hook’.
I’m not suggesting that TED is the answer, or that we should tune students in to lessons by showing them these videos, but here is one which I was able to draw from this week when beginning a discussion on Asia and linking our Maths talk to real-life.
Which resources do you draw from to ‘hook in’ your students?
Do you have any examples of your favourite ‘hooks’?
What are your favourite TED talks? Share the best of them and your comments below!
As a second-year graduate teacher, it is around this time of year that I see a lot of activity on my social networks related to final teaching rounds and preparation for new graduates who will be seeking a job the following year. Lately I’ve become hung up on the obsession that some universities have with the creation of a huge portfolio that graduates are encouraged to take to each interview they successfully apply for.
Don’t get me wrong, I’m all for the creation of a document that promotes reflection upon successful completion of a Bachelor’s (or similar) Degree in Education, and I’ll list some of those reasons below. However, I also think that there are some other things to stop and consider before potentially spending hours on a static document that will rapidly pass its use by date.
Firstly, here’s what I like about the concept of a professional portfolio:
- As I mentioned, by curating a portfolio, new graduates can spend valuable time reflecting on the pedagogy and experience that their degree has delivered;
- Becoming fluent with terms associated with professional practice allows candidates to practice responses to questions if they are lucky enough to be short-listed for an interview;
- There is a huge sense of pride and achievement associated with constructing a document that reflects what you have done, what you are capable of and where your true passions lie.
Now, the parts that I’m hung up on:
- As with any aspect of teaching and learning: practice, knowledge and curriculum are constantly changing. Too many portfolios seem to be static documents which leave little room for updating. Anything representing your professional capacity as an educator should be open to change.
- They are bulky and difficult to navigate.
- The general consensus among the interviewing panel members (in my experience) is that they rarely have time to look through a portfolio.
I’m not against the idea of collating professional knowledge and experience, the very opposite! In fact, visual arts teachers rely very heavily on hard copy portfolios of work for obvious reasons. However, I am just trying to encourage people to think about how they go about it.
For example, digital portfolios have many advantages:
- If you do a great job, they also show your capacity as an ICT educator – a highly sought quality in teachers;
- There are a number of amazing, innovative publishing alternatives (Prezi is a must see!);
- It is inclusive of engaging, digital media (such as photographs andvideos) that have a huge potential to showcase your various talents;
- It can be showcased from a variety of different platforms; including iPad, projectors, laptops, Skype and much more;
- It is a live document that can easily be shared, edited and updated for every purpose – this is my most valued aspect.
I hope this post proves useful to those currently updating their professional resources, and I welcome any comments or thoughts in the space below.
I am appealing to all EdTech people on this one!
I was chatting with a university friend on Saturday about becoming a 1:1 tablet school, providing a networked system of tablets for the majority of students to use.
She is lucky enough to have the dilemma between installing a Windows 8 network of tablets vs. the iOS on Apple iPad. We spent a while weighing up the obvious pros and cons between the two, and I agreed that I’d put it to my PLN for some further ideas and discussion to help direct her school’s final decision.
Here are some of the main points of our discussion:
- Apple is already immersed in our staff/students’ lives via iPhones/personal iPads etc.
- The iPad is very flexible in terms of charging and syncing.
- School networks seem to have more flexibility with Windows OS.
- It is a huge investment to go 1:1 tablet/student ratio. Will tablets replace netbooks? Have they already done so?
- What is the lifespan of the current tablet computers. Is it a worthwhile investment?
Please help out by adding any comments/suggestions/links below to help get this discussion started. It is a discussion that is very likely to take place in many schools as we see Windows (perhaps?) begin to close the gap on Apple’s dominant market share in education and elsewhere.
I look forward to reading and sharing your comments!
Which system do you use in your school?
What do you see as any obvious pros/cons of choosing either system for a school network set-up?
Have you seen this discussion taking place elsewhere? Or even had it at your school? Please share your ideas in the comments space below.
First of all, sorry for the delay between posts. End-of-term-itis (self-diagnosed), combined with a major whole-school event and a master’s assignment, have pushed any potential ideas for sharing to the back of my mind.
I’d like to share some of the thoughts and reflections I’ve been considering lately while my class have completed several writer’s workshops, individual student/teacher conferences and ultimately, published pieces of writing.
All too often, certainly throughout my late primary and secondary education, the term ‘publishing’ has given too much emphasis to word-processing a finished piece of writing, adding a nice title and a bright yellow, unreadable form of ‘Kahootz’ font. I quizzed my students on what they thought ‘publishing’ was, and was fairly unsurprised to hear similar responses.
However, by taking my questioning a step further, I was able to tune them into my line of thinking a little more. Over the course of several tuning-in parts of our Reading and Writing lessons, I introduced my 3/4s to a variety of texts (online newspapers, YouTube videos, Twitter to name a few), explaining that books were just one example of a text that we can learn and gather information from. After giving them this as the ‘hook’, I was able to encourage them to volunteer what our understanding of other texts might be, their answers looked something like this:
This set the basis for the discussion that we have been having this term – what are the ways in which we are able to publish our ideas? As the title and introduction of the post indicates, I began to feel that students simply typing their work wasn’t enough to consider it ‘published’, and I wanted them to feel this way too. After all, if a student has already conferenced with me, received feedback and refined their writing – isn’t word processing it just replication of that final handwritten product?
Now that my students are grounded in new (and some old) forms of media, they are beginning to have a deeper understanding of how and why people did/do things that way. Now that we have a comprehensive portfolio of conferenced writing, and some resources available, there are so many options open to us for showing our ideas. We ended up using the first mind map to develop a classroom poster, ‘Ways we can Publish’ (photo on the way!). One of my Grade 4 girls hit the nail on the head just the other day:
‘Teddy, I’ve typed up my fictional recount and turned it into a podcast. If I publish it another way, to show someone else, that’s okay isn’t it?’
‘Fireworks! Excellent! Fantastic!’ I beamed, ‘Here is a year’s supply of stickers!’ After all, isn’t this what we want our students to be doing with their learning? Understanding how to use the tools that we have got at our fingertips to do something better, cooler, more awesome. Instead of replicating, we are generating something new each time, constantly adding new angles and ideas. This is what I call publishing for a purpose: turning old ideas into new forms that encourage people to become switched on by our way of presenting and thinking.
Where does this all fit in? To finish, let me refer to data generated from the 2009 PISA survey results showing Math data that has been compared with entrepreneurial capabilities by Yong Zhao:
Look closely and you’ll notice that the Asian countries leading the way in regards to testing aren’t achieving the same creative outcomes in entrepreneurial capabilities as Australia and the United States. I’ll reflect on this in more detail in a future post.
For now though, we have success among creative entrepreneurs in our education system. Let’s encourage our students to continue publishing ideas in these new and exciting ways.
Of course, this idea of presenting our knowledge doesn’t just stop in the literacy hour, it extends into every area of the curriculum. This publishing focus was begun after students were immersed in the inquiry writing process for Term 1, and spent time learning revision and editing techniques in Term 2.
I invite any responses and feedback to this post as I would love to see what you are doing in your Literacy classrooms and offer some feedback of my own.
What is working for you in your literacy classrooms this year?
What have your students have really taken hold of and enjoyed?
Are there any publishing resources that I haven’t mentioned here worth sharing?
Okay so I’m writing this post to avoid doing my master’s assignment, but I thought it would be interesting.
I always tend to be reading a few books at once, I like to try and keep a work/life balance and I’m always appreciative of the books that I can pick-up, put-down (such as Hattie’s brilliant Visible Learning adaptation below).
Ballarat has a top-notch selection of commercial book retailers and various second-hand book stores, my favourite being The Known World in Sturt St – I can spend hours in there! Anyway, listed below are some of my current reads.
Engagement Matters, Personalised Learning for Grades 3 to 6 (Kathy Walker & Shona Bass, Acer Press 2011)
This inspiring resource is a follow-up from Play Matters, and offers educators an overview and step-by-step instructions and resources for implementing the Personalised Learning approach in your school. I read this book at the beginning of the year and find something reaffirming and new every time I come back to it. A practical guide for all teachers which I highly recommend.
Visible Learning for Teachers, (John Hattie, Routledge 2012)
Speaking for itself as ground-breaking research, me and my colleagues aptly refer to this book as ‘The Bible’ (Which leads us to ask, ‘is John Hattie God?’). Dispelling myths about some strategies, and providing concrete evidence to support others, this is a book that I constantly refer back to throughout the year to affirm and inform my practice.
The Gringo Trail, a darkly comic road-trip through South America (Mark Mann, Summerdale 1999)
Pulled off a dusty shelf in the ‘Travel – South America’ section of The Known World, this account of three friends’ journey across the turbulent continent has been a stepping stone in my future travel plans for 2013. This book lends itself to the rich history, culture and drama of a range of South American countries and inhabitants.
The Consolations of Philosophy (Alain De Botton, Penguin Books 2000)
De Botton has recently become one of my favourite authors. He has an extraordinary capability to work philosophy and its thinking into layman’s terms. He does this by exploring some of history’s great (and sometimes not so great) characters and exploring their lives in incredibly succinct, relevant detail. In The Consolations of Philosopy, De Botton offers consolation for: Unpopularity, not having enough money, frustration, inadequacy, a broken heart and difficulties. He is also author of a number of other subject-specific books.
Until recently I used Fishpond for my online orders. A colleague has recently recommended Book Depository for their quick postage and excellent prices, but I cannot speak for them myself.
Please use the comments section to add any feedback. I have posed some questions below to help with discussion.
Back to my essay!
What is on your teacher bookshelf at the moment?
Have you got any particular educational researchers/writers to recommend?
What do you read in your spare time?
Have you found this post useful?
Please share your feedback in the comments, I am always on the lookout for a good read!