Tuesday, 10 October 2017

ULearn17 - Changing Spaces

These are my notes from the Changing Spaces workshop held at Rototuna Junior High, Hamilton. They are not edited particularly, so some may not make sense, but they are here for others to read and get ideas from.  I have more photos and details if you want more, just ask!

Mark Osborne - Opening Keynote

Mark talked about the change taking place in society and how different things will be in 13 years time
Years ago -2004DARPA Grand Challenge million dollar challenge -  an autonomous vehicle and now look where we are. 10 million people will lose jobs because of driverless cars. Driving big rig on US. Roads - now being done with driverless vehicle.
The last 13 Years been disruptive. Prepare students for their future not our past. Bricklayers and traditional trades will disappear. 3D Printer will print garages, offices and houses. They are also printing slabs for large houses and bridges.
 Automated narrative generation. Looks at data and emulates the style. Works with statistics

 Robots writing poetry and reports. Communication important still, not writing though. Radiologists 7% wrong, where as robots can be 100% correct. SAM the Robot does not need a salary when laying bricks and can work 24/7.
Robot outperforms human surgeon. Shift in skills required. Where should we focus our attention? 885,448 jobs will be at risk. Need to reskill.
We are fighting this.
We need to have aspirations for the green
Brain activation during task -Miller. Averaged them all but he worked out that if we taught the average we would miss 14 of the 16.
"Neuroscience is crystal clear on this point: when it comes to the brain, just like when it comes to learning, variability is the rule, not the exception." Dr. Todd Rose 
What are we doing?
Working in teams needed
 algorithms can be done by computers
 Computer Science degree out of date in a few years because of changes to technology
Less important in workforce: (suited for rows of desks in schools)
Undertaking routine or repetitive tasks
Solving problems using straight recall
Working on your own
Applying existing rules or models to solve problems
Relying on formal schooling
More important in workforce: (suited for ILEs)
Undertaking non-routine and unique, tasks
Solving unstructured problems that don't have easy solutions
Working in (diverse) teams
Adapting approaches to respond to new information
Relying on ongoing (life-long) learning
(Adapted from Levy & Murnane 2013)

Traditionally teachers were all of the knowledge knowledge in a building. now:
 photo math solves problems just by scanning it
 translate it - can translate almost any language
 augmented reality on fixing pump - so you can see how to do things yourself

Mark then went on to talk about negative feedback about ILEs in the media:
Not everybody understands. Been some negative stuff but she's right spaces don't make the difference.
"Buildings alone are not enough; it is about relationships and changing cultures and practices."
Blackmore, Bateman et al. (2011) 
 "Well-designed primary schools boost children's academic performance in reading, writing and maths. Differences in the physical characteristics of classrooms explain 16% of the variation in learning progress over a year. "
Barrett & Zhang (2015) 


 Nothing wrong in calling for research. But no research behind streaming or banding no evidence to say sitting in rows work. Where is the evidence to say the current system works? The evidence says it's not.
Results from collaborative partnerships and co-teaching included: increased overall achievement, fewer disruptive problems, and decreased referrals for behaviour. Teachers also reported being happier and not feeling so isolated.
Schwab (2003)

The tensions of co-teaching - negotiating team-based conflictsPresenters: Paula Wine, Rebecca Foster


Started with shared Vision. They do an induction. Need a why and a vision.
All staff are given a copy to read and reread "The Rhetoric and the Reality" by David Hood
Agree on behaviour management. Need to get it right from the start.
Tracking students they use supervising teacher groups
4 teachers 109 students they put priority learners and ES0L apart
No recipe. Depends on students. 4 workshops vertically grouped for 20 min each of the same concept keeps them moving. Duration of the term  one semester then it changes for the students. Teams mixed regularly
Year 7 and 8 different to 9 and 10 who are used to changing teachers.

Giving students choice to make sure they cover everything. Upskill students to teach parents about what they are doing. Student perspectives of learning in a flexible space.
They start with Co-Teaching tool - Issues for discussion and planning 
They start with this tool. When the teams don't do this, it falls apart. Do individually first, then get together and add.
Great to find out what they feel will make them happy. They do this each module. Good to understand where they are coming from.
How long will meetings be? Need to work on who does what and workload even.
Pet peeve being late means trying to be on time
Co teachings VS cohabitating
Working with Personalities and Communication styles
Personality test - If you want more info on this, I have a handout!
We did this test and it put us into one of four quadrants:
Doer, Talker, Thinker or Upholder
Commmunicating with Talker - you need to make it fun-talk lots
 Upholder -make it nice want harmony
 Doer -  get it done get to the point. If you are aware then makes it easier
 Thinker- get it right data, facts
 What happens when we are a stressed? Can default back to base personality
Being aware of types can't change how they are but being Ok with that help

Have time released together to plan.
 Elephant in the room what is not 0k? Use post it notes
Water cooler -whats happening for you - use a Padlet. What can we do to resolve it?
 Kitchen table. Time to come together and talk
Useful for students as well
 LMS is key into teaching, looking at Schoology Needs to be collaborative
 Agreed systems:
 What do we feel aboutFeed back, moderation feed forward
 All students need to access feedback the same way
 Peers help access feedback -they mark a third each week.
 eing engaged is knowing a teacher will look at work. Have exemplars, moderation.
 Trust is essential
 Nothing good comes of talking behind back in or people to talk to each other. Need to talk directly to person.
 Never do induction as well as the early days. Often new staff with experienced teacher anyway.
 Always start a staff meeting with fun- usually a game to build team. Something to use with students too.

Education Perfect -can do test and then it is targeted learning form there
Get to show adults what they have done.


A Year of creation, collaboration and evaluation 

Presenters: Jason Sharma and Jordan Neil

We were lucky to go for a tour through the Senior High area of Rototuna which has just opened this year.






Jason - Maths and Commerce
Jordan -Eng and Media Studies
What would we have wanted to know before starting this journey? (They started this year with 100 students at Yr 11/12)
Like building a plane while flying it.
Always do circles with sensitive topics - small enough staff to do that
Jenny Mosley - share the highlight of the day - can pass
Full school approach - do Mon and Fri - behaviour strategy as well
They talked about co-teaching strategies
Theme based approach? Harder to get curriculum areas covered. Started with that and found it really hard to integrate the assessment. Look at the assessment skill at the same time.
Be strategic in assessments you can offer - some that you can offer - Stats. Science there are some Yr 11 and 12 in same modules. Only offering 2 standards of stats for the semester.
Pathways and projects and Tertiary.
Goal is depth not getting credits.
Externals needed for endorsement. Don't have a huge emphasis on that unless needed for student/
Or just connect with another curriculum area - which is what they have done.
Academic and Pastoral role for all staff
Students track themselves - they use KAMAR as an LMS
Pastoral - each student needs an advocate - emails go to the teacher assigned. Anxiety and wellbeing - relationships - heavy investment of time outside. Trust. Dean, pastoral.
Your wellbeing comes first - refer on, they don't take on that hat of counselling.
They have deans as well and a DP to oversee.
Very clear pastoral system. Know what you are referring and what not.
Engineering/Medicine - know who they are through tracking. Can say they want to focus on own need.
They buy into the module. Requires a lot of planning - a lot of accountability
2 teachers and 2 curriculum areas per module
Level 2 NCEA over 2 years
Speed dating to find who they wanted to work with for modules - had 5 mins to pitch your subject and you could see that you matched.
There are natural ones
What is English about? What is it you want your students to be able to do - looked at the curriculum
Front packed the curriculum. What is the meaning of the subject and the skills in it.
Use of patterns and relationships for stats - what other subject can do this.
Big brother module - looking at ethics
Media - understanding ethics
English - write a report or do a speech
Stats - do the numbers
If you know your subject well, it can be quite engaging
15 weeks a module
Independent learning time - can opt into that for externals
Ehara taku toa, he takitahi, he toa takitini

My success should not be bestowed onto me alone, as it was not individual success but success of a collective


Changing Minds and changing lives through changing spacesPresenters: Rosalie Reiri and Pania Smith


Māori in our childhood was not used in books. 
How you were reflected in your school spaces? 
Books-Māori not shown in a positive light

NZ Lit in 1950's The Kind Teddy Bear
The Ring Inz Māori Comedy about kapahaka
Being connected is key impact for students
Travis a Yr11 student from Rototuna repeated struggled at Girls High and another school. Expelled from both.
 "My teachers gave up on me before I gave up on myself". Got an interview. Natasha let her in and she was so happy. It was hard as 2 others gave up on her. Kapahaha, Te reo, Mau Rākau -Maori fighting
Teachers showcase us
Māori teacher key factor
Strategies to engage Māori learners whānau
Kapahaha as a vehicle
Have high standards
Gets whanau in to watch them get ready, have kai, plus staff giving info for dates. Took others out to help in Kitchen. Best for them to go out and help
Set the bar high.
My view of what they should have is different to the students. Need to reconnect to Marae and tikanga
Having access to te reo means family learning too.
Matua always picking kids up. Not having to worry about transport
Included whanau by asking them to come in and share talents.
Role models are really important. We all have a responsibility to make these kids amazing.
Angus McFarlane Bringing Māori into mainstream
Went on hikoi around the area. Cultural Narrative
Welcome at end of year for new staff. Older staff said they have to go on hikoi. Give people time to own and think Māori
Interview with Anaru McKeogh (teacher at Rototuna)
Integrated learning through mau rākau
Māori teacher working with the maths teacher and the science teacher to integrate the learning.
MMA=Mixed Mathematical Arts
Me mate ururoa, kei mate wheke - Die like shark and not like an octopus

Teachers are learners









No comments:

Post a Comment