uLearn – Abdul Chohan

Keynote #3 – Changing belief: Apple technology in the classroom

Abdul’s storytelling approach to his keynote made him a joy to listen to. From the challenge of the laptop trolley to the tale of the photo he found of a innovative learning environment, he could certainly spin a yarn. From his time at Essa Academy and the Olive Tree Education Trust (see Olive Tree Free School) in the UK, his intent is to see mobile technology to support student learning.

James Hopkins captures this keynote in incredible detail in this blogpost. In reading this summary, the weight of the keynote became truly clear. Some parts that I at first dismissed as an Apple advertisement became clearer as an inspirational story of educational change.

An underpinning idea was the difference between behaviour and belief. To create change we need to focus on changing beliefs and the behaviour will follow. This resonated with me as it rung true of feedback we get internally from our Professional Learning structures. Some teachers talk of wanting tools and things they can try in the classroom: “good PD is when you can take something away and try it out in the next lesson”. Abdul’s affirms that the focus is right, on the thinking behind the tools and the strategies. The belief will lead the behaviour. Admittedly there needs to be a balance but this was reassuring.

Abdul unpacked the mentality of ‘we’ve always done it that way’ – calling the phrase the six most dangerous words in education. I would challenge that and suggest that ‘we already do it like that’ worthy of more concern. Resistance to change is one thing, thinking that change has occurred when it really hasn’t is another.

Takeaways and Observations

  • ‘Believe You Can’ – the motto of Olive Tree. The motif of belief came all through Abdul’s keynote; this philosophy must have a strong connection to the success his students have experienced.
  • Are we translating or transforming? While it can be limiting to think in binaries, this is a provocative reflective question.
  • Digital quotient – build your DQ, not your IQ. 
  • Teachers are the best app for students.

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uLearn17 – Brad Waid

Keynote #2 – Engaging the “globally” connected student of today

Technology is changing – but not for the first time:

The key questions posed by Brad, as collected by Jo Robson in this blogpost were:

What are kids learning? Where are they learning? What is our role? Are we changing? How are we connecting with our 21st century learners? What is happening when the students leave the classroom? What are they sharing? Would they share what we are teaching? The role of educators is changing, yet have and are we actually changing?

Brad enthusiastic shared futurist visionary videos and personal anecdotes. He suggested a framework to help change the world, to make a difference to young students in education: RULE(e)

  • Relationships – a key driven behind learning (like here)
  • Understanding – what unites us is stronger than what divides us (like here)
  • Learning – fail…fail…fail…success (felt Karen
  • Environment – flexibility is key
  • (e)xpression – SHARE!

Several videos were shown through the presentation and there was a clear futurist lean to them. While the below wasn’t the video shown – it certainly does help capture current socialnomics trends:

Takeaways and Observations

  • Like Eric Mazur, a key theme that emerged was that the learning relationship is more important than the tool. 
  • We can leverage the technology for some really great outcomes – one example was Pokemon Go and the way that it go people active and outside. 
  • Comparison has been drawn with Kevin Honeycutt‘s keynote. I went back into my archives and found some of the gems I recorded in 2012:
    • “It’s a beautiful time to be a human being. Anything is possible”
    • “Even good kids will do stupid things if no one is watching: They need us on our digital playground”
    • “A student that asks ‘why do I need to know this?’ is asking a legitimate question!”
    • “How can we make it OK to invent? Do we have a culture that can sustain invention?”
    • “If we all we are doing it to prepare students to pass tests then what is the point? We are just building middle managers.”

uLearn17 – Eric Mazur

Keynote #1 – Innovating education to educate innovators

Eric Mazur keynote (collaborative notes) was a story that captured his journey from being under the illusion that he was the best Physics lecturer to someone that reformed his approach to teaching.

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As a Physics lecturer at Harvard, Eric was repeating the teaching style that he had experienced as a student. Transmitting knowledge by lecturing to the class. He told humourous stories of approaching teaching with a textbook such as finding a textbook that was out of print so the students couldn’t just teach themselves from their own copy. If you have the same textbook as the students, what do you teach them? If you are just going to hand out the lecture notes at the end of the class, what was the point of the class?

Capture

Learning, he proposed, is a two step process:

  1. Transfer of information
  2. Assimilation of that information

For example, the keynote transferred information, and the dialogue I had with colleagues after the presentation and the writing of this blogpost is an opportunity to assimilate that information. The assimilation is the hard part, but it’s the part that gets the least attention. How can we shift our pedagogy to focus more on assimilation. The curse of knowledge is that once you understand something it’s hard to remember the difficulty of learning it. His framework is displayed on the right. It is explained fully in this blog.  The learning takes place in the discussion phase.

At times I found myself wandering into a cynical state of mind listening to these ideas. I was listening for innovation, but all I heard was the learning process being broken down into a simple understandable formula. These moments were quickly challenged by reflection on my own classroom as I realise how little assimilation space I’m providing. Eric’s ideas seems simple because they should be. However, the default is transmission, and too often do I revert back to this. I feel very enlivened by Eric’s ideas and also confident that this is going to make a big impact on my practice.

Takeaways and Observations

  • If you are explaining something on the board – you aren’t engaging with your students. Face them.
  • Relationships again affirmed. Emotional engagement in the learning another key theme.
  • Mentimeter is a tool to help facilitate the framework; perusall is the platform Eric suggested.
  • How much are students dependent on a correct answer for emotional investment in a question? How do open ended questions fit in the framework? And most importantly: what skills do students need to be able to actively engage in this way?

Big Lessons from Little Things – Marc Wilson

This Victoria University alumni lecture from Marc Wilson caught my attention for it’s focus on adolescent well-being. This was a VUW inaugural lecture – a previous one I’ve attended from Victoria Green on bullying is reflected on here. I came away with a lot to reflect on – why I didn’t take psychology at University, and a range of information that I believe relates to teaching.

Wilson’s sprawling lecture began by working through the usual suspects of social psychology, which offered both a historic perspective on the learning area and an introduction to the types of the authoritarian (bad people do bad things), the new authoritarian (submit to authority or you should be punished), the machiavellian (unemotional and detached), the social dominant (hierarchy, structures, developed to maintain social dominance orientation) and the psychopath (limited empathy: primary – no fear of authority or punishment; secondary – impulsive [prisons largely full of secondary psychopaths]).  He made connections between personality types and attitudes towards vegetarianism noting the new authoritarian and the social dominant eat more meat and predominantly vote right wing. He made connections with prejudice, sexism and discrimination.

The point this came to was the importance of emotion. As people become older, they have less emotional recognition. Your social dominant orientation (SDO) can be used to predict your social and political attitudes, therefore: what is the role of educators in teaching empathy and emotional intelligence?

This is where Wilson connected his study of adolescent wellbeing, which has focused on self-harm. He asked: “why would people hurt themselves?” The EAM (below) helps to explain this, but the concerning part that Wilson expressed was how some youth find that self-harm works.

EAM

EAM source

Importantly, the study showed conclusively that teachers’ concerns that surveying students, or raising self-harm does not have a negative impact – self harming activity does not increase from talking about it.

Various findings from Wilson’s research were summarised – the sprawling nature of the work makes it difficult to summarise. The Youth Wellbeing Study site offers a brilliant hub of the research and the outcomes including some really lovely work with different media forms like graphic novels. I was left thinking about the important of more guidance education for teachers around this area. Teachers are the front line of these issues, perhaps even more so that parents because we are nearby for a lot of their in person peer-to-peer interaction. How informed are teachers about the latest thinking in this area? How capable are we of recognising a student in need? And do we understanding self-harm and suicide enough in order to have appropriate conversations around this which aren’t stigma-enforcing or harmful? The heart of the lecture was the importance of emotion – something we could all do with better understanding of.

Thriving in Complexity – Core Breakfast

Schools have often been forces of societal stability, preparing young people to take a defined and productive (and sometimes predetermined) role in society. Today’s schools, on the contrary, are being asked to prepare young people to enter a future world that we cannot even imagine. It’s hard enough for the adults in schools to cope with the uncertainty we face in the relatively near future; growing the school and societal leaders we need for the distant future is daunting indeed. In this session Jennifer Garvey Berger (Cultivating Leadership blog) offers a new way of thinking about uncertainty and some new tools to help us all grow more capable of coping with our complex world.

8a0d40377f3606f893c74d8a6074111bThis highly useful Core Breakfast set the scene by exploring the idea of complexity. Education is fast becoming more complex with digital technology a key driver. The quote from Mencken captures why this is important discussion. While the level of complexity for educators has grown dramatically, the landscape of schools hasn’t.

This is where Snowden’s Cynefin framework comes in – a ‘sense making device’. It is structured with four domains, over two sides: predictable and unpredictable. Schools are everywhere on the domain, so it can be used effective as an evaluation tool.

Predictable

  • Obvious – known knowns – facts are known, cause and effect is visible, can rely on best practice
  • Complicated – known unknowns – need expertise, facts are contested but with analysis and research we can find an answer

Unpredictable

  • Complex – unknown unknowns – cause and effect are in reverse. Cannot rely on what has happened before, need novelty, critical thinking and knowledge creation – leading people, culture change are complex. As Berger said “Good teaching is a complex endeavour that shifts and changes in the moment. It’s not something you can repeat.”
  • Chaos – cause and effect is unclear, the job is to stablize the system. “In this context, managers “act–sense–respond”: act to establish order; sense where stability lies; respond to turn the chaotic into the complex” – Snowden & Boone. Chaos creates innovation (i.e. Christchurch earthquakes)

Mind the gap (close the gap between current results and outcomes that you want), mind the system (nudge the system, watch its responses, be ready to respond). Three habits of mind to help us to thrive in complexity:

  • Ask different questions: increase curiosity. The future is not going to be like the past. Questions come from our general beliefs. Useful questions about what people are chatting about. Facts are way less important than what people believe.
  • Take multiple perspectives: taking other people’s perspectives to expand our own perspective. The truth we see is the truth – that is wrong. How can we listen to learn? Generally we listen to win, or listen to fix something, or listen to make something go away. In the unpredictable space, you don’t know the answer. Which people are you not listening to and learning from well enough? What might you learn if you listened harder?
  • See systems: notice the patterns and forces instead of the individual elements.

I’m left reflecting on the way this framework could be used. It might support teachers to understand change and to feel more comfortable with complexity. It certainly makes a useful tool for personal reflection and would support change management. Ultimately, the message I’m taking away is to be comfortable with complexity and how important it is to learn to live not in the predictable past, but instead in the unpredictable future.

Presenting: ‘Safer Schools for All’ – Part III

Previously I’ve reflected on presented the Safer Schools for All workshop here and here, commenting on the need to minimise the ‘tell’ and to challenge prejudice or ‘weak’ suggestions. In this third reflection I am going to try and process both my most successful presentation and my most challenging.safer schools

There was a strong challenge in terms of the cultural location of the conversation. There was a suggestion on one of the feedback forms to “include more NZ/Maori/Pasifika references”. But a discussion during the session, which continued after went much deeper than that. It asked me to have a more cultural perspective across the entire presentation as a Maori lens responds differently to the issues raised. As this participant pointed out, the language exercise at the beginning of the session was something they couldn’t relate to. In Maori there are only respectful terms for those in the LGBTI+ group. They compared this to a Maori student swearing in English and asking them to speak reo as a way of addressing this language. Homophobic terms simple don’t exist in Maori, so the colonial framework of addressing them isn’t necessarily the most appropriate.

I have since revisited the original data from which we extract the statistics in the presentation. It backs up that the data is accurate for a range of ethnic backgrounds, with similar number for Pakeha and Maori identifying as same-sex or both sex attracted. However, the report does not break down the health, well-being, substance, sexual health statistics by ethnicity. I think it is important to clarify this data before the next presentation.

The slide mentioning cultural terminology for some of the aspects we talk about on the Sex, Sexuality and Gender spectrums does -on reflection – feel like tokenism. I feel there is a much deeper way of framing this presentation in a culturally inclusive way that goes beyond just adding more examples of takatapui and using more reo in the presentation. This is something I look forward to addressing as a taskforce!

That being said the feedback was overwhelmingly positive. Some of the feedback below suggests some significant shifts have been triggered:

[In] PE and Health I often feel we as a subject area are always left to teach these types of issues in isolation and with time constraints we struggle to give as much as needed.

I was really impressed with the presentation and the presenter. I wasn’t expecting it to be this good and helpful. I can totally see the relevancy and how I could begin to implement this into my curriculum.

Thank you! I came into this not knowing what to expect & if I’m honest, wanting to be doing my work – not because of not seeing this as important but just time constraints. BUT this was so worthwhile! Thank you!

Excellent presentation. Moving and thought provoking. Nice balance of videos and talk and discussion. Staff were engaged and wanting to do more to support their students and each other. Thank you.

Good session! The school has a very subtle issue of homophobic behaviour and the use of slurs. The staff (including myself) could benefit from some more thinking and action in this area.

I’m very proud to be delivering the session, and hope those seeds continue to grow for a long time.

Teaching Script Writing

This session led by Stuart Hoar was facilitated by Massey University for the Wellington Media teacher cluster. It focused on his experience of teaching script writing to students and what he felt, from his experience, are what young filmmakers need to understand.

Stuart regularly claimed how crucial it is for students to recognise structural paradigms in what they watch. They need to understand narrative paradigms, but not necessarily in order to follow them. This begins with the three act structure which recalls Aristotle’s three essential units of drama (beginning, middle and end).

He had many a point to make about narrative paradigms:

  • It is not a rule bound structure; it is instead grounded in principles.
  • The first draft should always be written without care towards these principles, but the review of this should always be through the lens of the paradigms.
  • The screenplay is written for the reader. The reader decides whether or not it will be made into something that is visual.
  • Tension = drama (dramatic stakes)
  • The audience wants to be engaged. We have dramatic expectations that can be capitalised on. We understand instinctively dramatic narrative; we have unconscious expectations of how this happens.
  • Genre and formula – our expectations get caught up by genre, we want surprise and comfort at the same time.
  • The dramatic structure is about what is happening to the characters and why
  • Act One makes a promise
    • It contains the ordinary world of the drama. By the catalyst, we need a perspective. We need to vicarious relate to the viewpoint. We must recognise that we are with that character.
    • Catalyst – inciting incident – sets something in motion and asks the dramatic question
    • Crossing the threshold – reaching the point of no return. Main character might refuse the dramatic question. But it is embraced by the end of act one. Audience must be engaged by 20 minutes in.
    • Sets the emotional tone, introduces the characters, takes us to the first TP – the point of no return.
    • Releasing the tension after the TP – how do you do this? Who knows. Write your script.
  • Act Two: complicates and escalates the action towards the next turning point
  • Act Three: answers the question.

Recommendations

Task: Use 2001 A Space Odyssey – first 12-15 minutes. The perfect one act structure – Kubrick not associated with Hollywood, but there is still structure. 

  • What is being set up here? Ordinary world?
  • Catalyst? Turning Point?
  • Climax and resolution? What is being paid off?