We're exploring a range of Web 2.0 Tools and how they can be used in online learning communities. We'd love your thoughts. I've attached a powerpoint through Slideshare as it was too big to load. The 'iPods' don't work but you can click on the link and it will take you to the sites.
What Web 2.0 tools have you / do you use in your online community of learners? Please add to our discussion and share any links.
Monday, October 3, 2011
Friday, September 30, 2011
When You Read and Share a Student's Writing, What is the First Thing You Comment on?
You are conferencing with a student to give him/her feedback on what they've written. What do you comment on first?The way we provide feedback to our students can have an enormous impact on their motivation to write.
The keynote below has some interesting points about what we do as teachers in terms of providing feedback, what the most common forms of feedback are in our classrooms; the information may surprise you. What are the most effective types of feedback in terms of motivation and achievement and in promoting a love of writing?
I would be interested in hearing your thoughts - what rings true for you? What surprises you? What questions do you have circling?
The key message is to focus on the content first - the deep features - not the surface ones. They are still important and are part of Reader Courtesy but, if you want to have motivated writers, focus on the message first - the content.
Feedback for blog
View more presentations from University of Otago Masters student
Monday, August 1, 2011
What's at the Heart of Your Teaching and Learning?
I've started to blog about the ILoveTeaching Conference held last week but, over the past three days, have also attended the RSCON3 - The Reform Symposium online conference. This conference has involved over 75 presentations and 12 keynotes covering a diverse range of areas but they've all had one thing in common - teaching and learning with passion in the 21st Century.
There's been a bit of a theme happening here then over the last few weeks. Interestingly, the theme of many of my readings for my Masters has also been around this! Passion in teaching and learning has always been key for me since I began studying to become a teacher 15 years ago. It just seems to make sense. Commonsense. If the teachers don't have the passion for what they do then how can they expect the students to show any enthusiasm?
I've been reflecting on this an enormous amount, particularly over the past three days. A presentation by @ShellTerrell (Shelly Terrell): The 30 Goals Challenge for Educators: How Will You Be Inspired - has really hit a nerve - in a very good way. Shelly is a passionate educator with so much enthusiasm for what she does that it can't fail to rub off on you - or affirm your beliefs. Shelly's bio on the Reform Symposium site sums up what she has achieved so far a great deal better than I could. I recommend that you check it out, follow her on Twitter and also read her blog. Be inspired. I certainly was and will participate in the 30 Day Challenge.
When I took a break from teaching at the end of the first term, I knew that I wanted to study and gain my Masters, knew what it was going to be in and what my focus would be, but I wasn't 100% sure about where I wanted it to head from there. Was it research? Was it educating other teachers? Was it going back into the classroom? I think it's all of these but I really want to find a way to help teachers connect to and with their students, learn together and be passionate about what they do on a daily basis.
One of the Keynotes this afternoon carried on this theme and stated out loud what is often in our heads - "If you're not having fun you shouldn't be there... because you are dealing with their future." This is in relation to being a teacher and it is so true. The presentation was by the Couros brothers: @courosa, (Dr Alec Couros), and @gcouros, (George Couros). These inspirational teachers have clear messages that were also in line with the ILoveTeachingConference: We need to change what we do, not do more of the same, just with different tools. We risk taking the passion away from our learners, and from ourselves if we do this.
Links to George Couros can be found here: http://georgecouros.ca/blog/
Links to Dr Alec Couros can be found here: http://educationaltechnology.ca/couros/
Both are recommended reading.
There were so many other inspirational speakers: Kelly Tenkely, Lisa Nielsen, John Davitt, Chuck Sandy, Dr Pam Burnard, Edna Sackson, Josh Stumpenhorst, Kathleen Morris, Brad Patterson, Tom Whitby, to name a very few at this stage. I will reflect on their ideas over the next few days. In the meantime, I'm off to catch the next great sessions. The conference finishes at 9.00am tomorrow morning with a Keynote from Steve Wheeler - also known as @timbuckteeth on Twitter. If you're not reading and reflecting on his blog, then you probably should be if you're a teacher and learner who is passionate about his / her work.
All of the sessions have been recorded and I'll post links as soon as they're available.
In the meantime: Keep fighting to retain creativity and passion in teaching and learning so that we have engaged, motivated and passionate learners. We're all teachers and we're all learners. (A motto from my last group of fantastic learners!)
Trust is the key to developing passionate, creative, engaged and motivated learners... and teachers! Passion and creativity are non-negotiables in teaching and learning.
Wednesday, July 20, 2011
What and How are we Teaching... and are our Students Learning?
Over the past two days I've been fortunate to attend the I Love Teaching Conference in Invercargill, New Zealand. Every two years a group of educators passionate about teaching and learning, put together a conference that is always energizing and always thought-provoking. If you don't go away from the conferences inspired to make a change in your practice then, perhaps, you are in the wrong profession.
The theme of this year's conference was about remembering why we went into teaching in the first place. To quote the Conference Convenor, Marlene Campbell: "In challenging educational times, we wanted to remind educators of their passion for the job they do; and to refresh their love for their craft: hence the "I Love Teaching" brand for this event."
Speakers included:
Professor Francoys Gagne - developed a theory of talent development - the Differentiated Model of Giftedness and Talent. (DMGT)
Dr Jeni Wilson - a proponent of reflective and personalised teaching and learning and meeting the needs of the 21st Century learner.
James Nottingham - the developer of p4c - Philosophy for Children and director of Sustained Success - his own company. James delivers powerful methods about feedback - the good, the bad and the ugly! He explains why praise feedback is ineffective and why process feedback is essential.
Allie Mooney - Allie delivers fantastic - and entertaining - messages about the different personalities we come across in life... and how to appreciate and value those differences.
Wilson McCaskill - Director of The Game Factory one of the most passionate and energetic proponents of teachers and teaching on the planet! His key message is to value the children we teach and to help them develop self-management strategies. His Play is the Way programme has much to offer in these areas.
Graham Watts - Graham is a developer of thinking and learning programmes and an Associate Director for the Habits of Mind for the UK and Europe. His practical ideas for the classroom are inspiring but, most of all, he encourages us to take a critical look at what we do as teachers and whether we are heading in the right direction for our 21st Century learners. Looking at the future of education - where are we heading and how is it going to look in the next 100 years?
Each of these speakers had important messages to share so I'll devote separate posts to each of them and how their messages are so important in our classrooms - and for the future of education if we're going to meet the needs of our 21st Century learners. Are we really the 21st Century teachers we think we are??
The greatest message I've taken away is: Are we teaching children HOW to learn or WHAT to learn? Which is more valuable??
As part of my postgrad degree I've been reading an enormous amount - no exaggeration! - of research around just these issues and, as it's an area of passion for me, I think this is what will ultimately guide what I research as part of the degree and where my teaching and learning will lead me in the next stage of my own learning.
The speakers had so much to offer and, to reflect on this, I think they need their own posts.
Friday, June 24, 2011
Through the Looking Glass - Teacher Self-Study
Over the past few months I've been reading about, and investigating issues around, teacher self-study. (Another form is Action Research - Dr Roger Peckover, MEd., explains this well).
Why should teachers examine their practice? This has been the central focus question for the research / investigation. I believe it comes down to knowing the 'why' of what we do - I seem to focus on this quite a bit, but I make no apologies for this as I think it's so important to be able to articulate why we teach and learn with our students in a particular way. If we can't do this then what impact does what we do on a minute-by-minute, day-by-day basis have on what our students can achieve?
The research supports the importance of being able to study aspects of our practice in depth but there are also many questions around this. How do we fit this into an already packed day? Can we afford not to? How do we make sure that teacher self-study is valued by all members of the school community? How do we support teachers in being able to complete this form of inquiry into their practice? The information gained from this form of reflection is incredibly valuable but how do we then disseminate it? How do we get it 'out there' so that we are informing not only ourselves but the wider community in general and the education community specifically.
It is also suggested that teacher self-study is one way of making sure that change happens in teaching and learning, particularly for our 21st Century Learners. Could this be the answer to making sure that the education system we have now, begins to become the education system that we need - not just a variation of the one that has always been?
What's the answer? How valuable do you believe teacher self-study to be? How much experience have you had? How is teacher self-study supported in your school? Have you utilised Critical Friends in your school? What were your experiences?
The title of the following is a really interesting one which appealed to my sense of humour straight away - is it too cynical? It is worth a read!
Smyth, J. (2001). Critical reflection: The antidote of being done to!. (Chapter 14, pp.183-196). In Critical politics of teachers’ work: An Australian perspective. New York: Peter Laing.
So how do we make sure this works for all concerned?
Professor Jack Whitehead talks about how to give the teachers a voice within Action Research.
Professor Jack Whitehead talks about how to give the teachers a voice within Action Research.
Monday, May 23, 2011
It's All About Effectiveness - so what is it - what's the key?
Our latest discussion has centered around what makes an effective teacher. We've read a lot, discussed and debated our thinking, challenged ideas and beliefs.
'Effectiveness' of a teacher is still something I am always arguing with myself about. Is it becoming all about test scores and meeting standards? Is it deeper than that? Is an effective teacher one who can inspire and motivate students who may not have been inspired or motivated? What if these students don't meet the standards, or don't pass an exam / test, but love school and learning for the first time through the encouragement and support of a teacher? Isn't that being 'effective'?
What, to you, makes an 'effective' teacher?
Monday, May 16, 2011
The Spinning Head Phenomenon
For the past two weeks since my last blog post my head has been spinning with ideas about what to reflect on next. It's been spinning so fast in fact, that I haven't had time to blog - absolutely a poor excuse for not having done so, however! It has not meant I haven't been reflecting on my learning - that has been a constant of the past 2 weeks.
So what's been happening during this time - I've decided that I need to reflect back on what's been happening in terms of my learning and compare it with the last time I studied full-time. Should be a few differences???
The Ancient Past - well 16 years ago.
Studied through Massey Uni - everything in books, on paper. Assignments written to correct format and then posted by snail mail - did I post it in time??? Feedback arrives - written - later on, again by snail mail. Ordering books - send the request by mail / some email, just beginning.
Teachers College - three years, beginning to use computers as a medium for communication. Studied Computers in Education through Otago 1998.
No Twitter, no blogging, no Facebook.
Reflection - yes, but often individual and perhaps recorded in a book / journal.
Current Position / Lay of the Land (Covering the first 10 or so weeks of the year)
Full-time study through Otago Uni - termed the "Oldest Scarfie" by people who have a sense of humour. Hmm.
Everything is online through Moodle.
Log on and introduce yourself to the others taking the same papers.
Begin reading - again, everything can be accessed online. No hefty 'coursebooks', etc this time round.
Order the course ebook for one of the papers.
Access all the journals online - we could do this back in the old days but had limited access. Thank goodness for ERIC back then!
Request books from the library - automatic online - arrive within the week.
First assignment for one paper - group is formed online, have never met, everything for this assignment completed through using Google docs, Moodle discussion forums, email, iChat, and presented on a blog! (Much more interesting than on paper methinks!)
Final write-up is completed as a group - let's not count the number of emails that have gone back and forward!
It has been one of the most rewarding experiences to date - the amount of growth through collaboration and reflection has been incredibly powerful. Debates have been had over the changes in communication over time - online vs face-to-face. Are we changing how we communicate and 'read' each other because of the different environments? Is the old argument about not being able to read body language, tone of voice, etc becoming outdated and redundant?
Reflection - constant through blogging, Facebook and Twitter PLN connections. You have the opportunity to challenge your thinking, have your thinking challenged by others and create new knowledge through inspiring discussion.
How else has my knowledge been built over the past 10 weeks - has it been just through coursework and study / reading from required texts? Yes it has but it's also been through the following:
Twitter - PLN - recommendations, links to other sites, # chats, online forums, invitations to join online discussion groups and much more
Facebook - linking with other educators - more discussion
Web 2.0 Tools - trialling, critiquing, sharing with others what works, and doesn't work for them
Blogs - reading, thinking and responding
Skype - I've been able to talk to people to discuss my learning, clarify thinking and forming links with other educators
Hmm. Enough for now. The head is still happily spinning with the challenges and the learning. (There is also an interesting assignment due tomorrow!)
I would love to hear about changes others have noticed over the time they've been studying.
So what's been happening during this time - I've decided that I need to reflect back on what's been happening in terms of my learning and compare it with the last time I studied full-time. Should be a few differences???
The Ancient Past - well 16 years ago.
Studied through Massey Uni - everything in books, on paper. Assignments written to correct format and then posted by snail mail - did I post it in time??? Feedback arrives - written - later on, again by snail mail. Ordering books - send the request by mail / some email, just beginning.
Teachers College - three years, beginning to use computers as a medium for communication. Studied Computers in Education through Otago 1998.
No Twitter, no blogging, no Facebook.
Reflection - yes, but often individual and perhaps recorded in a book / journal.
Current Position / Lay of the Land (Covering the first 10 or so weeks of the year)
Full-time study through Otago Uni - termed the "Oldest Scarfie" by people who have a sense of humour. Hmm.
Everything is online through Moodle.
Log on and introduce yourself to the others taking the same papers.
Begin reading - again, everything can be accessed online. No hefty 'coursebooks', etc this time round.
Order the course ebook for one of the papers.
Access all the journals online - we could do this back in the old days but had limited access. Thank goodness for ERIC back then!
Request books from the library - automatic online - arrive within the week.
First assignment for one paper - group is formed online, have never met, everything for this assignment completed through using Google docs, Moodle discussion forums, email, iChat, and presented on a blog! (Much more interesting than on paper methinks!)
Final write-up is completed as a group - let's not count the number of emails that have gone back and forward!
It has been one of the most rewarding experiences to date - the amount of growth through collaboration and reflection has been incredibly powerful. Debates have been had over the changes in communication over time - online vs face-to-face. Are we changing how we communicate and 'read' each other because of the different environments? Is the old argument about not being able to read body language, tone of voice, etc becoming outdated and redundant?
Reflection - constant through blogging, Facebook and Twitter PLN connections. You have the opportunity to challenge your thinking, have your thinking challenged by others and create new knowledge through inspiring discussion.
How else has my knowledge been built over the past 10 weeks - has it been just through coursework and study / reading from required texts? Yes it has but it's also been through the following:
Twitter - PLN - recommendations, links to other sites, # chats, online forums, invitations to join online discussion groups and much more
Facebook - linking with other educators - more discussion
Web 2.0 Tools - trialling, critiquing, sharing with others what works, and doesn't work for them
Blogs - reading, thinking and responding
Skype - I've been able to talk to people to discuss my learning, clarify thinking and forming links with other educators
Hmm. Enough for now. The head is still happily spinning with the challenges and the learning. (There is also an interesting assignment due tomorrow!)
I would love to hear about changes others have noticed over the time they've been studying.
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