tag:blogger.com,1999:blog-62872866327515955782024-03-13T20:33:21.343+13:00Learning Network NZCraig Garnerhttp://www.blogger.com/profile/16122431394097427063noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-6287286632751595578.post-20953968927677045652017-02-27T14:28:00.000+13:002017-02-28T15:31:32.430+13:00Book review of "The Beautiful Risk of Education"<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">One of the things I have said I will do over the last two years is write a blog - don't know why I decided to do that. I think it was one of those things "<i>that sounded good in my head"</i>....anyway the other thing I did was tell Faye and of course the pressure has now been applied (ever so nicely!!!!) to put my words into action.</span><span style="font-family: "trebuchet ms" , sans-serif;"> </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">So here is the first Learning Network NZ resources orientated blog hopefully the first of many ( but not too many!!).</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Some of the things you will need to know about this blog is that I am NOT AN EDUCATOR - even though I have worked at LNNZ for 10 years this year I do not have an educational background other than my own schooling - which is too many years away to remember!! </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">You will also need to know that the books I focus on are just books that some people (maybe even me!!!!) have liked/used/bought/found useful/commented on - they are not endorsed or recommended by LNNZ or even the people that have shared them with us. They are just interesting books.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">So the first book is <a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=FOOBOO50270" target="_blank">"The Beautiful Risk of Education"</a> by Gert J J Biesta. It was originally bought to my attention by a University Lecturer who was wanting to get her hands on a copy and we were able to source and supply for her, and "it had me at Hello" the first sentence of the description says "<i>....education is not about filling a bucket but about lighting a fire" </i></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /><br /><br />Here are some book reviews<i> </i>in particular one from NZ's own He Kupu with a book review by Chris Naughton from 2013 <a href="http://www.hekupu.ac.nz/Journal%20files/Issue3%20April%202016/Chris%20Naughton.pdf" target="_blank">HERE</a>.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">We also this interview with the author on why he wrote the book and what the aim was, from the Philosophy of Education Society of Great Britain <a href="http://www.philosophy-of-education.org/publications/author-interview-gert-biesta.html" target="_blank">HERE</a> </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The author has a new book out later in the year "The Rediscovery of Teaching" so maybe we will review that as well</span>Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-73388536538872909072016-03-14T16:35:00.001+13:002016-03-14T16:54:02.167+13:00<a href="https://4.bp.blogspot.com/-crXORrud5-o/VuYjA_l7n7I/AAAAAAAAAQM/0Tset8IDOIwYlwZ1GpwS4HZA8Wf_Bthgg/s1600/Claxton%2Bquote.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"></a><br />
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<b><span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Professor Guy Claxton's</span></span></b><b><span style="font-family: "times new roman" , serif;">Visit to New Zealand</span></b></h2>
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<span style="font-family: "times new roman" , serif;">Last week Learning
Network NZ had the pleasure of bringing <b>Professor Guy Claxton</b> back
to NZ in order to enable you as teachers the chance to review how you can effectively "raise achievement & build character" within your busy classroom environment.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<a href="https://3.bp.blogspot.com/-zkpGr2XXgP4/VuYv4PkBxQI/AAAAAAAAARc/KOGqbH8udyYdY-Tl7axjgREhPfP8eDC5g/s1600/2016-03-07%2B11.41.53.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-size: small;"></span></a><span style="font-family: "times new roman" , serif; font-size: small; font-weight: normal;">By all accounts it
was a successful tour, apart from poor Guy having a ghastly flu.
Each venue was at full capacity, all the attendee's that I had the pleasure of coming into
contact with, really enjoyed the intensity of the day and felt inspired to be there.
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<span style="font-family: "times new roman" , serif; font-size: small; font-weight: normal;">The content Guy shared and projected was both powerful and practical, enabling the attendee's to take away some know how and keep sake strategies to apply within
the busy classroom/school environment. </span></div>
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<span style="font-size: small; font-weight: normal;"><span style="font-family: "times new roman" , serif; font-weight: normal;">Essentially Guy
enabled school practitioners to gain more confidence and know how on how
to apply "</span><span style="font-family: "times new roman" , serif;">Building </span></span><span style="font-size: small; font-weight: normal;">Learning Powe</span><span style="font-size: small; font-weight: normal;">r" </span><span style="font-family: "times new roman" , serif; font-size: small; font-weight: normal;">more successfully within their individual environment!</span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 13.5pt;">BUILDING LEARNING
POWERED CLASSROOM </span></b><br />
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<span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><span style="font-size: small; font-weight: normal;">As Guy suggests, this
can be gained by implementing gradual, cumulative adjustments within the class around some of the following key shifts:</span></span></div>
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<span style="font-family: "times new roman" , serif; font-size: small; font-weight: normal;">The
language used within the classroom, </span><br />
<span style="font-family: "times new roman" , serif; font-size: small; font-weight: normal;">Timetable adjustments</span><br />
<span style="font-family: "times new roman" , serif; font-size: small; font-weight: normal;">Self-review</span><br />
<span style="font-family: "times new roman" , serif; font-size: small; font-weight: normal;">Implementing "a coaching culture"</span><br />
<span style="font-family: "times new roman" , serif; font-size: small; font-weight: normal;">Investing in teaching methods</span><br />
<i style="font-family: 'times new roman', serif; text-align: center;"><span style="font-size: 18px;"> Cumulatively</span><span style="font-size: 13.5pt;"> gaining long term results!</span></i></div>
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<span style="font-size: small;">SUGGESTED RESOURCES TO AIDE IN YOUR BLP TEACHING & LEARNING: </span></h3>
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<span style="font-size: small; font-weight: normal;"><span style="font-family: "arial" , sans-serif; font-size: 8.5pt;">1)</span><span style="font-size: 7pt;"> </span><span style="font-family: "arial" , sans-serif; font-size: 8.5pt;"><a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=RTHI1056"><span style="color: blue; mso-bidi-font-size: 11.0pt;">The Learning Powered School </span></a>–
Pioneering 21<sup>st</sup> Century Education, by Guy Claxton & Bill
Lucus </span></span><br />
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2) <a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=RMAN1218"><span style="color: blue; mso-bidi-font-size: 11.0pt;">Educating Ruby</span></a> -
What our Children really need to learn, By Guy Claxton & Bill Lucus</span></span><span style="font-size: xx-small;"><span style="font-family: "arial" , sans-serif; font-size: 8.5pt;"> </span></span></span></span><br />
<span style="font-weight: normal;"><span style="font-size: small;"><span style="font-size: xx-small;"><span style="font-family: "arial" , sans-serif; font-size: 8.5pt;">3) <a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=RANDOM7116"><span style="color: blue; mso-bidi-font-size: 11.0pt;">How Children Succeed </span></a> -
Grit, Curiosity & the Hidden Power of Character, by Paul Tough</span></span><span style="font-size: xx-small;"><span style="font-family: "arial" , sans-serif; font-size: 8.5pt;"> </span></span></span></span><br />
<span style="font-weight: normal;"><span style="font-size: small;"><span style="font-size: xx-small;"><span style="font-family: "arial" , sans-serif; font-size: 8.5pt;">4) <a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=RMAN0829"><span style="color: blue; mso-bidi-font-size: 11.0pt;">Challenging Learning</span></a> -
James Nottingham (*the learning Pit that Guy referred to) -also visiting NZ
"one day only" 24 June.</span></span></span></span><br />
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-5504242689662752442016-02-17T09:54:00.002+13:002016-02-17T10:36:23.032+13:00Events at Learning Network NZ coming up <div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-YCx4HU0a5vQ/VsOWMq5vkgI/AAAAAAAAAP0/pMoYTzC2gwU/s1600/coming%2Bup%2Bfr%2B.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="580" src="https://1.bp.blogspot.com/-YCx4HU0a5vQ/VsOWMq5vkgI/AAAAAAAAAP0/pMoYTzC2gwU/s640/coming%2Bup%2Bfr%2B.JPG" width="640" /></a></div>
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<a href="https://4.bp.blogspot.com/-U0FmZ1RE0Y0/VsOMQUesqBI/AAAAAAAAAPI/ptBLZSmLfLs/s1600/coming%2Bup%2B2.JPG" imageanchor="1" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="366" src="https://4.bp.blogspot.com/-U0FmZ1RE0Y0/VsOMQUesqBI/AAAAAAAAAPI/ptBLZSmLfLs/s640/coming%2Bup%2B2.JPG" width="640" /></a>Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-44416858874136448862016-02-16T13:17:00.000+13:002016-02-16T13:17:33.710+13:00<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><img border="0" height="207" src="https://2.bp.blogspot.com/-Yi8BdQ93sqc/VsJn_0KjsnI/AAAAAAAAAOo/puHVYGFTwWU/s400/claxton2.JPG" style="margin-left: auto; margin-right: auto;" width="400" /></td></tr>
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<span style="font-size: large;">Due to <b>POPULAR DEMAND </b></span></h2>
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Professor Guy Claxton revisits</h2>
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<a href="http://www.learningnetwork.ac.nz/shared/products/productCourse.aspx?id=CMAN1601" style="font-size: 12.8px;" target="_blank">AUCKLAND</a><span style="font-size: 12.8px;">, </span><a href="http://www.learningnetwork.ac.nz/shared/products/productCourse.aspx?id=CMAN1606" style="font-size: 12.8px;" target="_blank">QUEENSTOWN</a><span style="font-size: 12.8px;"> & </span><a href="http://www.lancewoodeducation.co.nz/#!professor-guy-claxton/c7h4" style="font-size: 12.8px;" target="_blank">NELSON</a></h2>
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<span style="font-size: small;"> in just over <b><u>THREE WEEKS</u></b> ..have <b><u>YOU</u></b> got your Ticket?</span></h2>
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<a href="https://3.bp.blogspot.com/-20mTkgPVClY/VsJpmBwj7SI/AAAAAAAAAO0/-j4rrXUcAto/s1600/Claxton%2Bbooks.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://3.bp.blogspot.com/-20mTkgPVClY/VsJpmBwj7SI/AAAAAAAAAO0/-j4rrXUcAto/s1600/Claxton%2Bbooks.JPG" /></a></div>
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<span style="color: red;">DONT MISS OUT!!!</span> Book now to avoid disappointment!</h2>
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<br />Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-36387841025161799522016-02-15T10:26:00.003+13:002016-02-15T10:26:45.407+13:00Breakfast Webinar Series 2016<span style="font-family: Arial, Helvetica, sans-serif;">Fast approaching <a href="http://www.learningnetwork.ac.nz/shared/products/productCourse.aspx?id=COUR1620" target="_blank">Webinar Series for 2016</a>. Get your coffee & virtually plug in to gain practical tips and ideas for shifting your pedagogy to increase learners level of engagement, progress and agency. This is a great chance to collaborate first thing in the morning, throughout the year.</span><br />
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<br />Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-38161546306720055852016-02-03T14:40:00.001+13:002016-02-05T13:54:16.611+13:00<h2>
Building Learning Capacity with Tony Ryan at Waipuna 29 January </h2>
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Thanks to all of those that
attended Friday’s uplifting, mind provoking conference at Waipuna hosted by the
awesome <a href="http://www.learningnetwork.ac.nz/shared/products/productConference.aspx?id=CONF1603">Tony Ryan</a>. Being a newbie to the Learning Network NZ
team, this was my first event to participate in and what a pleasure it
was. Not only hearing Tony talk with
such passion but seeing everyone in attendance engaged and inspired. <o:p></o:p></div>
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Listening to Tony, commanded engagement and
interactivity amongst your peers, whereby I could see all those attending becoming
more and more inspired and animated as the day transpired. </div>
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Tony raised questions to
shift our thinking. How can we embrace
technology and identify “what is worthwhile”?
What technology can assist with minimising the impact on our time and
maximise a holistic shift within the school environment whereby you as a
teacher can successfully embrace pedagogy (*child based learning) and andragogy
(*adult based learning) continuously, resulting in injecting enthusiasm,
participation and the art of <b>GREAT </b>learning
within your school. <o:p></o:p></div>
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Tony reviewed ways in which
you can audit current demands being placed on you, resulting in creating more learning time by simply de-cluttering and
simplifying what you <b>need </b>to do from
what you <b>could do</b> “if only you had
more time”?<o:p></o:p></div>
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The energy within the breaks stimulated
me to review what influenced some Principals to bring their entire team to
this teacher’s only day and if any of their prior perceptions of what to expect
were met/exceeded?<br />
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This is some of the feedback
collated about this day from new teachers embarking on their teacher journey,
through to experienced teachers and some Principals. <b> Inspired learning springs to
mind!<o:p></o:p></b></div>
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<a href="http://1.bp.blogspot.com/-Q-TugQ7kZio/VrFUABfi1iI/AAAAAAAAANw/G9aIGkULsNM/s1600/20160129_094449.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="180" src="https://1.bp.blogspot.com/-Q-TugQ7kZio/VrFUABfi1iI/AAAAAAAAANw/G9aIGkULsNM/s320/20160129_094449.jpg" width="320" /></a><b><br /></b></div>
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Key insights/reminders gained <b><u>from a new teachers point of view </u></b>embarking on a new career
included:-</div>
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Came along to the day with no expectations and was
blown away with how helpful attending the teacher’s only day was due to:-<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: "symbol";">·<span style="font-family: "times new roman"; font-stretch: normal;"> </span></span><span style="text-indent: -18pt;">Gaining tools to assist
her with not getting overwhelmed when in the classroom environment</span><br />
<ul>
<li><span style="font-family: "symbol"; text-indent: -18pt;"><span style="font-family: "times new roman"; font-stretch: normal;"> </span></span><span style="text-indent: -18pt;">Gaining useful mapping
tools to enable prioritising</span></li>
<li><span style="font-family: "symbol"; text-indent: -18pt;"><span style="font-stretch: normal;"> </span><span style="font-family: "times new roman"; font-stretch: normal;"> </span></span><span style="text-indent: -18pt;">Reiteration of
why you became a teacher in the first place</span></li>
<li><span style="font-family: "symbol"; text-indent: -18pt;"><span style="font-family: "times new roman"; font-stretch: normal;"> </span></span><span style="text-indent: -18pt;">Inspiring
creativity to the way in which you approach your classroom</span></li>
</ul>
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<b><br /></b></div>
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<b>Principals perspectives included: <o:p></o:p></b></div>
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Bringing the entire teaching
team along to the teacher’s only day was a <b>twofold
gain</b>. </div>
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One because it is a GREAT
approach to a new year, collectively the teaching team can bond by starting the
New Year inspired and become focussed for the year ahead on their role as<b> connected, confidant continuous lifelong learners
</b>also.<o:p></o:p></div>
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<br /></div>
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<i>“As life gets
busy it becomes easy in teacher mode to forget about <b>YOUR</b> role as a learner!”<o:p></o:p></i></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><span style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=RMAN1275" target="_blank"><img border="0" height="200" src="https://4.bp.blogspot.com/-ZNC5Hoon5DU/VrFZlQTgsII/AAAAAAAAAOI/2YQ6m2Oa8nM/s200/new%2Bculture%2Bof%2Blearning.gif" width="133" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=RMAN1275" target="_blank">As recommended by Tony, we can now take your orders.</a></td></tr>
</tbody></table>
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<i>“Tony engages
teachers as adult learners”<o:p></o:p></i></div>
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<br /></div>
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The second year running they
have brought their entire teaching team to kick start the new teaching year
with <b>mindfulness</b> around focusing on
you as a teacher’s <b>adult learning</b> as
much as the children in your class learning and looking after each other as a
team.<o:p></o:p></div>
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<b>Other teacher’s feedback/out takes:<o:p></o:p></b></div>
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<b><br /></b></div>
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<i>“Awesome way to start a year, gained above and beyond
what was expected by Tony’s inspiration and teachings. Gives staff the opportunity to re-invent how
they approach their environment and spark innovation within the classroom. Huge plus to attending is gaining some gratefulness
tools to share with the kids.”<o:p></o:p></i></div>
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<i>“We came last
year and are still talking about and quoting outtakes.” <o:p></o:p></i></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<i>“Expectation
of high quality course has not been disappointing”. I have had an excited buzz all day.<o:p></o:p></i></div>
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<i>"We have
gained inspiration for the year and had a great time as a team bonding!"<o:p></o:p></i></div>
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<i>"Tony made you
think & question beyond what you are doing and celebrating that everyone is
doing a good job too!"<o:p></o:p></i></div>
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Tony is back in July as part of a <a href="http://www.learningnetwork.ac.nz/shared/products/productConference.aspx?id=CONF1603" target="_blank">two day Conference</a> exploring tools to sustain innovative thinking within your classroom environment. Try to come along to hear Tony, along with other successful key presenters on a range of topics that will support engaging learners. </div>
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-45544707655793333272015-09-06T23:22:00.001+12:002015-09-07T06:44:38.448+12:00Developing School Culture <div class="separator" style="clear: both; text-align: center;">
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<b><u><span style="font-size: 14.0pt;">Creating an environment of Joy & Performance <o:p></o:p></span></u></b></div>
<br />
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<span style="font-size: 14.0pt;">– thoughts
from 2 days with Brendan Spillane<o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">After spending 2 days listening to the
messages of Brendan Spillane I was reminded of why I regard myself as a
passionate educator. I am an idealist, a dreamer, a deep believer in people.<o:p></o:p></span></div>
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Brendan says, “Love makes us bigger” I believe that. If you
love what you do, you will be ‘BIG’ at it. At LNNZ we are ‘BIG’ at what we do.
We have to be. We are the sum of four and want to exist with a strong why. A
why is deeply personal, however the development of a shared why can be
reaffirming and truly expose the differences within that make us strong. There’s a need for it to be complexly simple,
a deep and powerful reason to exist, but framed in a simple enough format that
it can be represented in 140 characters. Brendan challenged teams to construct
their vision as a tweet.<o:p></o:p></div>
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MY ‘Why we exist’ TWEET:<o:p></o:p><br />
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“We exist because we
believe education should be more. We provide opportunities for educators to be
the best they can be, to grow great kids!”<o:p></o:p><br />
<br /></div>
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The complexity of our working environment, of the world
today means we HAVE to be leaders when embracing the new paradigms of learning
& teaching. We HAVE to work above ‘the magic line’. <o:p></o:p></div>
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<a href="http://3.bp.blogspot.com/-2dH8JmUkpgo/VewTlzPeypI/AAAAAAAAAMU/mbuMZZa9yBA/s1600/blogimage1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="170" src="http://3.bp.blogspot.com/-2dH8JmUkpgo/VewTlzPeypI/AAAAAAAAAMU/mbuMZZa9yBA/s320/blogimage1.PNG" width="320" /></a></div>
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When our thinking is “Above the Line” then Ownership,
Acceptance, Responsibility are embraced. Below: Blame, Excuses & Denial
prevail. How do we build a culture where enough Trust, Respect & Joy exist
so those inside it are free to work above the line?<o:p></o:p><br />
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Leaders need to tell the people working ‘above the line’ they
model a great attitude. Have you told the people you work with they live ‘above
the line’? Have you asked yourself why others work ‘below the line’? Have you
tried to find their joy? Have they? What could the behaviour be masking? All
key questions I’ve pondered this week, writing this blog. Easy to
ask, difficult to answer, even harder to live by some days.<o:p></o:p></div>
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<a href="http://1.bp.blogspot.com/-Grb_yVCamBc/VewTr-toPzI/AAAAAAAAAMc/5WLlIFDzBE8/s1600/blogimage2.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-Grb_yVCamBc/VewTr-toPzI/AAAAAAAAAMc/5WLlIFDzBE8/s320/blogimage2.PNG" width="241" /></a></div>
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Without Joy in the role 'above the line' thinking will not
manifest. <o:p></o:p><br />
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What gives us Joy is easy. Generally it comes as an inherent
gift, manifested early in life. Sometimes it is blinkered but others recognise
it in you. Brendan encourages you to identify yours as a team – play a game of warm
fuzzies. But know what each team member brings that gives or replenishes joy. I
remember doing this with one team when a teacher who thought she was nothing
special had the rest of the team telling her that without her compassion they
would be a very different team. She was always caring for the ones in real need.
Brendan told us about a teacher with a similar response whose colleagues said
she was great at listening without judging. It can be an uplifting and
revealing task.<br />
<span style="text-align: center;"><br /></span>
<span style="text-align: center;">Know what gives you
joy.</span><br />
<span style="text-align: center;"><br /></span>
<span style="text-align: center;">Find it.</span></div>
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<o:p></o:p></div>
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<br /></div>
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Or keep looking...
because...<o:p></o:p></div>
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Brendan goes on to share
the belief that: “Everything depends on how physically well you are!”<o:p></o:p></div>
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Seriously! If you are physically unwell nothing functions at
its optimum. And day-in, day-out mental torture to the point of exhaustion in
order to manage your way through work life is not generally conducive to great
physical well-being. Add that to the mental exhaustion already manifested in a
school leaders’ role and the recipe can be difficult to manage. Leadership in
schools is mentally demanding. The experts agree the only escape from a
mentally demanding job (this means the only way to find necessary Joy and
ensure resilience!) is to have a complete brain break from anything
educational. Anything 'work-related. How many principals or school leaders do you know who do that?
Those that do stand out, they build strength from the right drivers. They
ensure others find their joy and by association – success.<o:p></o:p></div>
<div>
<br /></div>
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<a href="http://2.bp.blogspot.com/-WfaAJdyUzgI/VewT5DZJ2yI/AAAAAAAAAMo/AMMHocxndfI/s1600/blogimage3.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="243" src="http://2.bp.blogspot.com/-WfaAJdyUzgI/VewT5DZJ2yI/AAAAAAAAAMo/AMMHocxndfI/s320/blogimage3.PNG" width="320" /></a></div>
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So what’s important? And how do we determine those things
for the institution within which we work? The why is important! The determiners
are the what, driven by the why! I share strong conversations around the WHY
with colleagues. And why the WHY is all important to get right. Not so much
right as truly identified with honesty and humility. The why is your Vision.
It’s why you exist. It’s shared. Brendan says, “a vision that isn't shared is a
hallucination!” Hallucinations can often mask as beautiful day dreams, however
the concept remains the same. Neither are real and can only be brought to life
if shared, actioned and open.<o:p></o:p></div>
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The first thing any intelligent leader today can do in order
to bring vision to life is:<br />
<br />
Increase the
QUANTITY of power. Our times require the ‘genius of the group’. <o:p></o:p><br />
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‘Open hand’ leadership as opposed to leadership that is a closed
fist makes a difference. An open hand signifies support and an, ‘I've let go,
so you can fly on your own but I'm still here to help if you need me.’ It
allows risk-taking and leading not only from the middle but across all roles,
leadership that is more about the best fit for the skills needed to get a job
done. <o:p></o:p></div>
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Outcomes are the result of establishing an understanding of
why we do what we do. Top down mandated change and closed fist leadership, by
definition, means lack of ownership, higher staff turnover, more ‘below the
line’ behaviour. This results in less sustainability and/or continuity of
implemented change.</div>
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What’s your leadership default setting?</div>
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<a href="http://3.bp.blogspot.com/-p2KjVoZOKCs/VewUd-mZz_I/AAAAAAAAAMs/b3_Nfoh-opQ/s1600/blogimage10.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/-p2KjVoZOKCs/VewUd-mZz_I/AAAAAAAAAMs/b3_Nfoh-opQ/s1600/blogimage10.PNG" /></a></div>
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<o:p></o:p></div>
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To increase the quantity of power in the work place <o:p></o:p></div>
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Brendan suggests the ‘round the campfire’ metaphor:<o:p></o:p></div>
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In order to create an environment of <o:p></o:p></div>
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Joy & Performance:<o:p></o:p></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Build narrative intelligence – tell your stories<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Do this with purpose, “Sit around the campfire”<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle">
Adapted from <span style="color: red; mso-bidi-font-family: CenturyGothic;">Lencioni, </span>2012<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Ask the 6 questions of organisational Clarity<o:p></o:p></div>
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Once a shared understanding of why the things that are
important are important, successful design and implementation becomes the
foundation of school strategic direction and gives life to the annual
operational goals staff identify. Visible success determined by how well the
team engages in a cycle of action learning.</div>
<br />
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<a href="http://2.bp.blogspot.com/-Z2BoL19lDGk/VewUtOl6eSI/AAAAAAAAAM8/KnrtON-bFi8/s1600/blogimage4.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="195" src="http://2.bp.blogspot.com/-Z2BoL19lDGk/VewUtOl6eSI/AAAAAAAAAM8/KnrtON-bFi8/s400/blogimage4.PNG" width="400" /></a></div>
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Brendan’s messages are simple, though not to easy to put into practice and he is highly engaging. I thoroughly enjoyed being part of the learning over the two days as did everyone who attended. He made us think a lot. I have been made aware through feedback that this post could be 3 and maybe I'll work on unpacking the three big ideas I took away from the time with Brendan in more depth.<o:p></o:p></div>
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Throughout, Brendan reiterates:<br />
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“Be KIND!” <o:p></o:p></div>
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<br /></div>
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“Be
true to your season. Stand in front of people with heart and offer things of
worth. Work with humility, mindful of the wisdom of others.”<o:p></o:p></div>
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“Be honest!” If you say it – Mean it! If you mean it – prove it!
If it’s important, how do we/others see it?<o:p></o:p></div>
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I end with some of the humorous images Brendan used to
prove this point.<o:p></o:p></div>
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How we see and perceive ourselves and the messages we send
need to be viewed from many levels. <o:p></o:p></div>
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How do your people see you?:<o:p></o:p></div>
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DO YOU HAVE
AN OPEN DOOR POLICY...</div>
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<span style="text-align: center;"><br /></span></div>
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<span style="text-align: center;">But inside
others see a raging bull?</span></div>
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<span style="text-indent: 36pt;">DO YOU THINK YOU’RE HUMBLE … YET ..</span></div>
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others feel they need to tell you how incredible you are
with frequency.</div>
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<o:p></o:p></div>
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DO YOU LOVE
WORKING WITH PEOPLE .... BUT ...<o:p></o:p></div>
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they don’t
feel they can ever find you<o:p></o:p></div>
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DO YOU SAY YOU SUPPORT THOSE WHO
TAKE RISKS .... YET ...<o:p></o:p></div>
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the last
person seen to take a risk round here ended up in your jaws....<o:p></o:p></div>
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brendan@spillaneconsulting.com.au<o:p></o:p></div>
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-68007414406616423922015-03-31T14:20:00.001+13:002015-06-04T09:24:45.870+12:00Teaching for Intelligent Mindsets<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-2U4xgXHLe_Y/VRn22GX-msI/AAAAAAAAALo/SFLGtDgzMF8/s1600/IMG_4990%2B(2).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://3.bp.blogspot.com/-2U4xgXHLe_Y/VRn22GX-msI/AAAAAAAAALo/SFLGtDgzMF8/s1600/IMG_4990%2B(2).jpg" width="320" /></a></div>
<br />
<b><u>Teaching for Intelligent Mindsets</u></b><br />
<br />
A dissemination and resource bank of "Mindsets" gems!<br />
<br />
<a href="https://docs.google.com/presentation/d/1ytX2VMohOE-w5bew-m_5CqxnAMCU11nP2EDgkD0Xqgc/edit#slide=id.p4">SLIDESHOW</a><br />
<br />
The above slide show was put together following this educators experience when Carol Dweck 'Chicken'ed to NZ. It has without a doubt been the highlight of the year and many amazing memories - life-changing and otherwise resonate from her visit. One big question I would like to explore further is "are we failing students?" Knowing what we now know about learning, brain development and best practice are we still readying students for the world lacking resilience and real life skills?<br />
<br />
Big messages from the symposium:<br />
1. You never see an unmotivated baby!<br />
2. Want turns students into non-learners? A non-learner mindset: If I do nothing I can't make a mistake.<br />
3. Carol's research evidences how we give praise makes a big difference.<br />
4. Praise: The struggle, the strategies and choices, learning from previous attempts, the problem solving, the improvement in learning.<br />
5. Don't Praise: outcome - you're so smart you did that quickly and easily sends the message "unless I do well I'm not good enough".<br />
6. A growth mindset builds resilience.<br />
7. They haven't learned it YET! Watch <a href="https://www.youtube.com/watch?v=J-swZaKN2Ic">Carol's TEDTalk</a><br />
8. We have no idea what ANY of our students are capable of!!!!!!<br />
<br />
<div dir="ltr" style="line-height: 0.96; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: blue; font-family: 'Arial Black'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;"><a href="https://storify.com/learningnz/mindsetslnnz" style="text-decoration: none;">https://storify.com/learningnz/mindsetslnnz</a></span></span></div>
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<span style="background-color: transparent; color: blue; font-family: 'Arial Black'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 0.96; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="font-size: x-small;"><span style="background-color: transparent; color: black; font-family: 'Arial Black'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">@kiwiallana – </span><span style="background-color: transparent; color: blue; font-family: 'Arial Black'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="http://t.co/wUlQg9T8rN" style="text-decoration: none;">http://t.co/wUlQg9T8rN</a></span></span></div>
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<span style="font-size: x-small;"><br /></span></div>
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<span style="font-size: x-small;"><span style="background-color: transparent; color: black; font-family: 'Arial Black'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">@GeoMouldey - </span><span style="background-color: transparent; color: blue; font-family: 'Arial Black'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="https://eodysseyblog.wordpress.com/2015/03/14/a-chance-to-explore-my-own-growth-mindset/" style="text-decoration: none;">https://eodysseyblog.wordpress.com/2015/03/14/a-chance-to-explore-my-own-growth-mindset/</a></span></span></div>
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<span style="font-size: x-small;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: 'Arial Black'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;"><a href="http://www.landau-forte.org.uk/">http://www.landau-forte.org.uk/</a></span></span></div>
<br />Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-15747270499770035772014-12-01T17:38:00.000+13:002014-12-18T17:12:55.067+13:00<br />
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<br />
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<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Teachers are Learners</span></h2>
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<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Whenever anyone asks me what I do, the reply has always been, with
alacrity, “I'm a teacher!” Am I 'Teaching?' Not in the classroom, school
sense, no. Mostly, I'm learning. And I love it. When it was suggested I blog about change I reacted as any 20<sup>th</sup> century
learner – how do I do that? Can I do that? I enjoy reading other educators blogs – they are
another powerful learning platform I’ve recently discovered. </span></div>
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<span style="background: white; color: #373737; font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">As I move forward I have to believe the universe is turning
as it should, and I am doing all I can to make sure of the end goal. For me that is
happiness, mine, my loved ones. When happiness is in question – change is
afoot. Unless you’re prepared for perpetual unhappiness something must change.
How big the change agent is, depends on the individual. My current ‘situational
learning’ came about through change.</span><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></div>
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<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">As a teacher Kath Murdoch’s teaching and reading underpinned my
inquiry practice. FISH! A philosophy I embrace and share. Guy Claxton's 6
Pillars of Learning, Murray Gadd's writing research, the writing book, the
habits of mind, modern/co-operative learning environments, Thinking tools, are all
aspects of my teaching belief, what I value in teaching practice, how I still
look atmyself as a teacher and a learner. Teaching and Learning, are synonymous with each other, </span>I believe. I think if you are not open to ‘being the
learner’ how can you engage in a learning environment of today? How can you
possibly connect with the learners you’re charged with the care of? So, as an
engaged learner, I am a better teacher for the learning I am privileged to be a
part of.</div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">So, who am I?<o:p></o:p></span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I'm Kate.<o:p></o:p></span></div>
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</div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Right now I'm a learner!<o:p></o:p></span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Earlier this year I became 25% of Learning Network NZ (LNNZ), and
my learning curve went viral. I have - learnt html, website design, graphic
design (OK this is still early on in the peace - it's complicated!), become a
Facebooker (no, I wasn't on FB before joining LNNZ), got a Twitter handle
@learningnz (oh my gosh I love the learning to be had via this platform), jumped
into POND, found that I'm not 10 feet tall and bullet proof, that everyone’s a
critic and marketing might not be my forte, and I have been reminded how valuable a
good team is and how much it can make a difference - astoundingly so.<o:p></o:p></span></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Learning Network is the sum of 4! It is a working environment
sometimes the antithesis of a school one. There are similarities: a culture
exists, it’s perpetually constant and there is genuine passion for education
and educators.<o:p></o:p></span></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Teachers are self driven learners. Well I am, if I’m inspired. I
always have a professional text on the bedside table (right now ‘<a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=RICT0164">Jab, Jab, Jab, Right Hook! – How to tell your story in a noisy social world</a>’ by Gary
Vaynerchuk. It’s a New York Times bestseller. I like the idea of telling a
compelling story via social media) or a stack to get through on my desk. Now I'm surrounded by
the best, most inspiring resources available. LNNZ provides education
resources. For this to be great we have Dorne:<o:p></o:p></span></div>
<div class="MsoPlainText">
</div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Dorne - wonder women of two roles: resources and accounts. If we
don't have a resource you're looking for she'll tell you why or get it in for
you. She'll give advice on what you're sourcing based on feedback and
discourse. She's funny, imaginative and is my friend through the glass,
referred to as the fishbowl due to our sustainably designed office space. Her
experience and knowledge as the second longest LNNZ team member has meant an
easy transition for me into the team. Always there to help work things out –
from SAP to embedding youtube clips onto website. What to do, how to do it,
go-to girl! I hope she thinks I am a quick enough learner.</span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Sometimes the energy, urgency, quantity gets away on teachers. I
can get excitable. A friend sent me this once: <o:p></o:p></span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-2NeaJctlzU8/VHepxHrAI1I/AAAAAAAAAKY/5YOMWJF8K34/s1600/interrupt-people.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-2NeaJctlzU8/VHepxHrAI1I/AAAAAAAAAKY/5YOMWJF8K34/s1600/interrupt-people.jpg" height="213" width="320" /></a></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I could only assume it referred to me. And suppose it’s true. Some
days it’s nice to know there’s always someone who can be relied upon. Someone
who is ‘grounding’. I value people I know who can do this. Who are perfects. We
have:<o:p></o:p></span></div>
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<br /></div>
<div class="MsoPlainText">
<span style="font-family: Calibri, sans-serif; font-size: 12pt;">Diana - nestled at the front desk, answers the phone, takes all
enrolments and invoices, checks all my work (omg she's good at that), organises
our calendar, ensures needs are met, entertains and makes the best coffee shy
of the cafe bought kind.</span><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> </span><br />
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-bF1f4EqUOzo/VHvN6zZdj6I/AAAAAAAAAKo/KVisp0qgLPg/s1600/coffee%2Bpic%2B(2).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-bF1f4EqUOzo/VHvN6zZdj6I/AAAAAAAAAKo/KVisp0qgLPg/s1600/coffee%2Bpic%2B(2).jpg" height="240" width="320" /></a></div>
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">There's me, of course, Kate - the learner. Responsible for events. I have refered to
myself as "teacher by trade, marketer by accident", instigator,
creator, deliverer, communicator, researcher, of all things eventsy. As a
learner I am privileged to have been present for some of the greatest learning
on offer. From New Zealand - Nathan Mikaere-Wallis, Mark Osborne, Andrew Cowie, Murray Gadd, Sheena Cameron and Louise Dempsey to name a few. And from across the planet - James Nottingham, Tony Ryan, Guy Claxton, Kath Murdoch, </span>next year, <span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Carol
Dweck! I mean, for me, this is a teacher’s heaven? I have even had dinner
with them </span><span style="font-family: Wingdings;">J </span>...The conversations... </div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span>
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I always thought of myself as a risk taker. I know I can, I’m not
sure how good I am at it. So far, successful. I enjoy being challenged and
engaging in meaningful discourse. I enjoy the creativity of ideas morphing into
something tangible and exciting.<o:p></o:p></span></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">In a very insufficient nut shell that is the Learning Network
mindset: bringing inspiration to NZ educators. With that in mind the final team
member is of course:<o:p></o:p></span></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Faye - the face, the driver, the champion, the force. Almost here
from inception Faye is the most inspiring, excitable, fun, fast-paced, loyal, and
generous, determined to provide quality for NZ leaders and educators with the
biggest heart I’ve ever come across. The depth of knowledge and experiences
leaves me in awe. <o:p></o:p></span></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">In the 6 months I’ve been here, this is what I find:<o:p></o:p></span><br />
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-aIyLayYMR0g/VHvQoFveDsI/AAAAAAAAAK0/dNs0elhAOgs/s1600/package.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-aIyLayYMR0g/VHvQoFveDsI/AAAAAAAAAK0/dNs0elhAOgs/s1600/package.jpg" height="199" width="200" /></a></div>
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">We provide NZ teachers with the most inspiring professional
learning we, as the sum of 4, can put together. That’s inspiring. What does
success look like? That’s an incredible journey.<o:p></o:p></span></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">We Love connecting with educators, with presenters, me with my PLN
(although I admit I am different than those immersed at the chalk-face),
providers, sponsors, leaders and inspirers.<o:p></o:p></span></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Our ethos: the wow factor - fun, inspirational professional learning
that is enduring. If we don't have it – we’ll want it - call. Talk.<o:p></o:p></span></div>
<div class="MsoPlainText">
<br /></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">And so, working alongside a small team I hear messages such as;<o:p></o:p></span></div>
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<br /></div>
<div class="MsoPlainText" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">‘teaching from the front is stupid’<o:p></o:p></span></div>
<div class="MsoPlainText" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">‘technology is NOT an add-on’<o:p></o:p></span></div>
<div class="MsoPlainText" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">‘everyone needs loads of opportunities to fail. Teach how to fail
with grace’<o:p></o:p></span></div>
<div class="MsoPlainText" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">‘education is ideology’<o:p></o:p></span></div>
<div class="MsoPlainText" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">‘Everyday we sacrifice, we must give ourselves time for renewal.
What is your regular source of calm?’ Right now mine is space, where no-one
wants anything </span><span style="font-family: Wingdings;">J</span><br />
<div class="MsoNormal">
<o:p></o:p></div>
</div>
<div class="MsoPlainText" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">‘become someone who is an “unstucker!”’<o:p></o:p></span></div>
<div class="MsoPlainText" style="margin-left: 36.0pt;">
<br /></div>
<div class="MsoPlainText">
Change is scary and easy to put off. But alternatives need looking at too. And not being happy doesn't seem much of an alternative to me.</div>
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<br /></div>
<div class="MsoPlainText">
</div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I'm happy being here. I love our ethos and what we strive for. It's tough and it's busy, but it's inspirational and it’s
rewarding.</span><span style="background: black; border: 1pt none black; font-family: 'Times New Roman', serif; font-size: 0pt; padding: 0cm;"> <o:p></o:p></span></div>
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<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoPlainText">
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">I’m learning, I’ve rediscovered FISH!, </span><br />
<span style="font-family: Calibri, sans-serif; font-size: 12pt;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-He7CkJfBVtQ/VHvTJ_cFykI/AAAAAAAAALA/yKxitSBK3dw/s1600/photo%2Bkate.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-He7CkJfBVtQ/VHvTJ_cFykI/AAAAAAAAALA/yKxitSBK3dw/s1600/photo%2Bkate.jpg" height="240" width="320" /></a></div>
<span style="font-family: Calibri, sans-serif; font-size: 12pt;"><br /></span>
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span><span style="font-family: Calibri, sans-serif; font-size: 12pt;">the team supporting me provides commitment and resilience and that
makes me better at what I am – and what I am is – “a teacher”.</span></div>
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<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-12957821597612325042013-07-31T14:07:00.000+12:002013-07-31T14:07:17.834+12:00An 'aha' moment<a href="http://3.bp.blogspot.com/-5u7off7PsGA/Ufhwub5r96I/AAAAAAAAAHU/TSe4QZHSMWU/s1600/lightbulb.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-5u7off7PsGA/Ufhwub5r96I/AAAAAAAAAHU/TSe4QZHSMWU/s200/lightbulb.jpg" width="163" /></a>Listening to Perry Rush giving a keynote at our conference last Thursday, something struck me. It was his comment about the fact that our kids are sent to school. They have no choice but to go. From the age of 6 to 16, they have to attend, and it's against the law for them not to. He equated this to a term in prison (not saying that schools are like prison, just saying that there is no choice for the individual, they have to be at a certain place for a certain amount of time). This was a powerful statement and it truly brought home the fact there is a HUGE responsibility - for teachers, principals, administrators and anyone else involved in the education industry - to ensure that those 10 years of enforced schooling for our kids are 10 years well spent. How do we do this? It's a question the team here at Learning Network NZ is constantly asking. We're lucky enough to be in touch with some of the world's foremost thinkers, leaders and educationalists - and we are always working on ways to better connect you with the knowledge, expertise and inspiration you need to do a great job in supporting and challenging our nation's learners, every day. Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-32426989771982908132013-02-11T13:35:00.000+13:002013-02-11T13:35:09.804+13:00Wise words to start the year<br />
<b style="color: #38761d; font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">From ‘can’t do’ to ‘can do’</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><b>Advice for parents, by Andrew Fuller</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Research has proven Henry Ford correct when </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">he said, “whether you think you can or that you </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">can’t, you are usually right”. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Helping young people develop a positive </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">growth oriented mindset where they can </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">improve over time and overcome setbacks </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">powerfully predicts success. This shifts them </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">from “can’t do” to “can do”. Here are some </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">ways that parents develop this attitude in </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">children.</span><br />
<span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><b><br />Have a policy of “we fall down 7 times </b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="color: #38761d;"><b>but we get up 8”.</b></span> </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">We all have set backs. There are times when </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">we all have to pick ourselves up, dust </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">ourselves off and start again. Most of us are </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">experts in this even if we’ve forgotten it </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">because this is the way we learned to walk. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Sucking at something the first few times you do </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">it is the first step to getting good at it.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><b><span style="color: #38761d;">Use “I noticed” feedback. </span></b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Parents can use “I noticed” feedback for </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">positive and negative behaviours. The number </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">of comments made to kids that begin with the </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">phrase “I noticed”, shape behaviour powerfully. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">For example, “I noticed you like to draw”, “I </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">noticed you are really trying hard to”, “I noticed </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">you’re reading a good book”. Believe me, they </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">will notice that you have noticed! </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Parents can use this to calmly draw attention to </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">negative behaviours. For example, “I notice </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">you are up when you are supposed to be </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">asleep” or “I notice that you are feeling upset </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">right now”. This gives kids a chance to explain </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">their actions or comply with parents’ wishes.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><b><span style="color: #38761d;">Praise effort more than ability. </span></b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Tell your kids that they are geniuses but they </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">don’t know it yet. It’s good to know that your </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">parents think you are wonderful. Then focus </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">most of your comments on effort. For example, </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">“You really worked hard at that well done!” “I </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">noticed you really tried your best at that, I’m </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">impressed” or “Wow, your practice seems to be </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">really paying off”.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><b><span style="color: #38761d;">Mistakes are opportunities to learn. </span></b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">If a child thinks they didn’t do well at something </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">because they lack intelligence, they give up. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">When they can see they are on a pathway of </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">improvement they persist. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Mistakes are an essential part of learning. The </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">physicist Niels Bohr defines an expert as “a </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">person who has made all the mistakes that can </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">be made in a very narrow field.” </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Creating something new involves make a lot of </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">mistakes. One example is the bestselling </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Dyson vacuum cleaner. The inventor made </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">5,127 prototypes of the vacuum before getting </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">it right. “There were 5,126 failures. But I </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">learned from each one. That's how I came up </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">with a solution. So I don't mind failure”. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Parents can help children to learn that when </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">you make a mistake all it means is that you </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">haven’t learned how to get it right yet.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><b><span style="color: #38761d;">Dealing with set backs. </span></b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">No one really enjoys making mistakes. If we </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">don’t learn from our mistakes we are destined </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">to repeat them. It is hard to keep your </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">enthusiasm up when you’ve not been selected </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">for a dance team or a drama part or a sports </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">team or failed a test at school. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Parents can help kids by helping them to </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">analyse mistakes. Some questions used to </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">review a setback are: </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Ok so you didn’t do as well as you would have </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">liked. Let’s see if we can learn from this? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">What parts of it did you do well? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">What parts of it didn’t go as well as you hoped? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">How much work would be involved in getting </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">better at those parts? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Would you change the way you prepared for it </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">next time? In what ways? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">I know you can do better at this if you want to. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Do you want to try again? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">How can I help you with this? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">If they decide not to have another go say, “Ok </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">but don’t let your decision trick you into </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">believing you couldn’t get better if you tried.”</span><br />
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<span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><b>Turn losses into tournaments. </b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">You may have already done this as a kid. After </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">losing at a game, you may have said, “Ok, best </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">out of three is the champion”. If you didn’t win </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">that tournament perhaps you may have said, </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">“Ok, best out of five is ruler of the universe”. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Teach your kids that there is no loss; there is </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">always a chance to have another go.</span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><span style="color: #38761d;"><b><br />There is no try! </b></span></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">As the Jedi master puts it, do or do not, there is </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">no try. Parents shouldn’t accept “try” either. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">When kids say they are going to try ask them, ”</span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">does that mean you are going to do it or not?”</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><b><span style="color: #38761d;">Focus on the way we do things rather than </span></b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><b><span style="color: #38761d;">the result. </span></b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Successful sports teams play the game the </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">same way regardless of the score in the game. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Focusing on the result causes people to panic </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">or freeze up. Parents’ comments can cause a </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">shift in their child’s awareness. Instead of </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">commenting on the result, find something you </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">like and notice it. For example, “you sang the </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">first few bars of that song beautifully, it’s </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">coming together”. Avoid the temptation to then </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">add suggestions of ways to improve.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="color: #38761d;"><b>Talk about your role models. </b></span></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Young people today seem to lack positive role </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">models. The media seems determined to serve </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">kids up role models of testosterone fueled </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">bozos or ditzy socialite women. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">The idea that you can partly shape your life on </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">someone who you admire is alien to them. Talk </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">about the people you admired as a kid. Explain </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">why they have been important. Talk about the </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">everyday heroes who have inspired you.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><span style="color: #38761d;"><b>How to avoid a boring life. </b></span></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">If you get scared of getting things wrong, you </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">won’t try new things. If you don’t try new things </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">you become bored and boring. Life becomes </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">mundane, dull and routine. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Parents can arrange to do things with their kids </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">that they have never done before. Quirky </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">adventures don’t have to take a lot of time or </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">money but they do take some thought and </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">planning. Plan to have your child (and yourself) </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">go somewhere they’ve never been before or do </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">something they have never done before. Don’t </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">settle for anything less than an interesting life.</span><br />
<span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><b><br />Think of a time when it was hard. </b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">We’ve all done things that at first seemed </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">impossible. We’ve all struggled at times in our </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">lives. Share some of those stories with your </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">kids so they know that you have shared the </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">same doubts as they have. Talk about times </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">when you could have given up but you didn’t.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><span style="color: #38761d;"><b>How to talk with them about successes. </b></span></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Kids want their parents’ approval. The way you </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">provide praise will shape their future efforts. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Let them know you are proud of them. Try to </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">include in your delight at their success a </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">comment on the effort that went into their </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">success. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">For example, “I am so proud of you for getting </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">that A, I know how much work you put into that </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">project.” </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">“You were great today. All that practice has </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">really paid off. I’m proud of you”. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">“Wow when you put your mind towards </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">something you really work hard and get it. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">That’s great”</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><span style="color: #38761d;"><b>Be exuberant. </b></span></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">If you become the proud parent, kids will tell </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">you that you are embarrassing them. Don’t </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">believe them. Maybe don’t do it in front of other </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">people but when you get them in private, let </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">them know that you love them and think they </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">are fantastic. They may pretend to you that </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">they hate it but they all secretly lap it up.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /><span style="color: #38761d;"><b>Be the antidote to the drip feed of despair. </b></span></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Your kids will become upset at setbacks, will </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">label themselves as “no good” or stupid if they </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">don’t get a good mark and compare themselves </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">negatively to others. It is so tempting for </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">parents to try to soothe kids out of this or even </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">provide a salutary lesson, “well if you’d tried </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">harder you would have done better”. Don’t do </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">this! </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Be determined to stay focused on effort and </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">improvement. “I’m sorry you didn’t do as well </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">as you hoped and if you want to have another </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">go, let’s work out a way of getting better at it”. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">At first changing your parenting language might </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">feel a bit weird. Focusing on noticing, </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">commenting on effort and emphasising the </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">power of having a go are the most powerful </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">ways parents can set kids up for success.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span style="background-color: white; color: #505050;">This came through to us (with a directive to share!) from clinical psychologist, Andrew Fuller. Andrew works with many schools and communities in Australia and internationally, specialising in the wellbeing of young people and their families. He is a Fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne, and the </span><span style="background-color: white; color: #505050;">the author of many best-selling books, including </span><b style="background-color: white; color: #505050;"><i><a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=RMAN0706" target="_blank">Tricky Kids</a>, <a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=LIFE" target="_blank">Life: a guide</a></i></b><span style="background-color: white; color: #505050;"> and </span><b style="background-color: white; color: #505050;"><i>Beating bullies. </i>More info at<i> </i></b></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><a href="http://www.andrewfuller.com.au/index.php?Do=ContentView&pageno=100">www.andrewfuller.com.au</a></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Copyright Andrew Fuller</span></div>
<br />Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-36449227026039769192013-01-25T08:46:00.002+13:002013-01-25T08:46:19.539+13:00Back to school (5)<br />
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<span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: large;">Get 'back to school' ready</span><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"> with our guest blogger Anne Davies (Step Five of Five)</span></h3>
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<b style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Step Five: Plan to have your students working harder than you are</b></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Much of a successful new school year is dependent on the relationships you build with your students and the ways you engage them in the learning process. Assessment in the service of learning is one of the best vehicles for building relationships and engaging learners. What does this look like in the first days of school? Here are my TOP THREE suggestions:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">1. <b>Involve students in shaping the learning community</b> of the classroom. For example, “What is important so this is a class where we can all learn and grow together?” List their ideas. Accept all ideas. It shows respect and that student’s opinions, no matter how different they are from yours, are valued. This is the first step to co-constructing criteria. I suggest you leave this as a list for the first week or two. Periodically ask students what else is important so this is a class where we can all learn and grow together. As Stephen Covey suggests, this is a powerful way to “Seek to understand before seeking to be understood.” It is so much more powerful than a teacher posting ‘Class Rules’ that some students translate as, ‘It’s my way or you’re out.’ Now students can be involved as they self-monitor their contributions to the classroom community.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">2. Invite students to show you <b>HOW they are smart</b>. Building on Howard Gardner’s work, have students identify their expertise – in or out of school. This is a unique kind of baseline data that helps students help you to better understand how they might show proof of learning in your class. Some teachers have students post mini “Expert Sheets”. Students brainstorm different kinds of expertise like: Mathematics, long boarders, video gaming, running, and so on… it can be about in or out of school. Each kind of expertise becomes a title on a letter-sized piece of paper. Once all the ‘expert sheets’ are completed have students post them around the room. Then, ask students to sign up for all the kind of expertise they currently have. Then, these sheets can act as a “go to” place when people need help. Now students can be involved as they find ways to prove to you that they are learning.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">3. Ask students to describe the <b>best class</b> and the <b>best teacher</b> they have ever had (no names please). This can be done individually in a journal or email to you. Or, it can be a brainstormed list that will be posted in the classroom. This helps you understand what students’ value and appreciate. It will also help when you model self-assessment. You can go to the lists and explain to the students what you think two of your strengths are and what evidence you have. Then you can talk about one thing you are working on to become a better teacher. Do this periodically so students understand that you also do what you are asking them to do. Now you have begun to set students up to communicate to you their ongoing learning strengths and challenges. This can save you time while having students more engaged and learning.</span></div>
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<a href="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" imageanchor="1" style="clear: right; color: #222222; float: right; font-family: Arial, Helvetica, sans-serif; font-size: 13px; margin-bottom: 1em; margin-left: 1em;"><img alt="View product details" border="0" src="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" /></a><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Canadian-based author, consultant, and researcher,<b> Anne Davies</b>, Ph.D., applies her expert knowledge of developing quality classroom assessment practices toward her mission to 'increase the possibility of learning for all our students'. If you like what she has to say she's in NZ in Ma</span><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;">y 2013 with Sandra Herbst for a series of assessment workshops. For more info and online bookings</span><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"> </span><a href="http://www.learningnetwork.ac.nz/shared/calendars/courses.aspx?filter=international&internationalId=123467#courseListTop/" style="font-family: Arial, Helvetica, sans-serif; font-size: small;" target="_blank">click here.</a></div>
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-79107438059661757622013-01-24T08:49:00.002+13:002013-01-24T08:49:39.436+13:00Back to school (4)<br />
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<span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: large;">Get 'back to school' ready</span><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"> with our guest blogger Anne Davies (Step Four of Five)</span></h3>
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<b style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Step Four: Plan to involve students in collecting evidence</b></div>
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<span style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; line-height: 22px;"><span style="font-size: x-small;">As you completed Step 2 and created your evaluation plan, the evidence collection becomes clear. Since you need valid and reliable evidence of learning it is important to collect the evidence of learning over time from multiple sources (products, observations, conversations). It also supports student learning if they have responsibility for collecting some the evidence. Getting students involved is easier than it sounds. Consider the Science example shared in Step 1. Consider the ways students can be supported to collect and file the products - in a digital file folder or a paper-based one. A crate or part of a file drawer can keep the evidence safe as the learning time unfolds.</span></span></div>
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<b><span style="font-size: x-small;">Learning Destination</span></b></div>
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<b><span style="font-size: x-small;">Evidence of Learning:</span></b></div>
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<span style="font-size: x-small;">Students collect in a ‘fat’ file folder or something else</span></div>
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<span style="font-size: x-small;">Makes detailed, thoughtful observations of activities and lessons using pictures, words and charts</span></div>
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<span style="font-size: x-small;">All products – both draft and final work – such as:</span></div>
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<span style="font-size: x-small;">·<span style="line-height: normal;"> </span>Notebook pages</span></div>
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<span style="font-size: x-small;">·<span style="line-height: normal;"> </span>Journal entries</span></div>
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<span style="font-size: x-small;">·<span style="line-height: normal;"> </span>Observation notes</span></div>
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<span style="font-size: x-small;">·<span style="line-height: normal;"> </span>Work sheets</span></div>
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<span style="font-size: x-small;">·<span style="line-height: normal;"> </span>Self-assessments</span></div>
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<span style="font-size: x-small;">·<span style="line-height: normal;"> </span>Evidence in relation to criteria for different products and processes</span></div>
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<span style="font-size: x-small;">Note: Important that all work be dated</span></div>
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<span style="font-size: x-small;">Is curious about the scientific world and asks questions to help their understanding of what they’re learning and direct their focus for future learning</span></div>
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<span style="font-size: x-small;">Makes realistic predictions about the outcome of activities, experiments, and research using observations as a guide</span></div>
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<span style="font-size: x-small;">Shows a positive attitude towards Science activities and shows responsibility in activities and group work</span></div>
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<span style="font-size: x-small;">Understands the scientific concepts being learning in class and applies them to new scientific situations</span></div>
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<span style="font-size: x-small;">If the students are supported to be responsible to collect and file the ongoing evidence of learning then teachers can focus on collecting observations. For example, given the example above, a teacher might choose to make the following on-going observations:</span></div>
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<b><span style="font-size: x-small;">OQP</span></b></div>
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<span style="font-size: x-small;">(O) Observations are detailed</span></div>
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<span style="font-size: x-small;">(Q) Questions about scientific world</span></div>
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<span style="font-size: x-small;">(M) Makes realistic predictions</span></div>
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<b><span style="font-size: x-small;">ESWUC</span></b></div>
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<span style="font-size: x-small;">(E) Engages productively in activities and experiments</span></div>
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<span style="font-size: x-small;">(S) Works by self</span></div>
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<span style="font-size: x-small;">(G) Works as part of a small group</span></div>
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<span style="font-size: x-small;">(U) Understands scientific concepts being taught</span></div>
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<span style="font-size: x-small;">(C) Makes connections to new scientific situations</span></div>
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<span style="font-size: x-small;">How to make these observations both possible and practical? Consider setting up your observations using the tools at hand (either digital or in paper form) in the following way:</span></div>
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<b><span style="font-size: 10pt;">Names</span></b></div>
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<b><span style="font-size: 8pt;">Week 1</span></b></div>
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<b><span style="font-size: 8pt;">Week 1</span></b></div>
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<b><span style="font-size: 8pt;">Week 2</span></b></div>
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<b><span style="font-size: 8pt;">Week 2</span></b></div>
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<b><span style="font-size: 8pt;">Week 3</span></b></div>
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<b><span style="font-size: 8pt;">Week 3</span></b></div>
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<b><span style="font-size: 8pt;">Week 4</span></b></div>
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<b><span style="font-size: 8pt;">Week 4</span></b></div>
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<span style="font-size: 10pt;">Name 1</span></div>
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<span style="font-size: 10pt;">OQP</span></div>
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<span style="font-size: 10pt;">ESWUC</span></div>
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<span style="font-size: 10pt;">OQP</span></div>
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<span style="font-size: 10pt;">ESWUC</span></div>
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<span style="font-size: 10pt;">OQP</span></div>
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<span style="font-size: 10pt;">ESWUC</span></div>
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<span style="font-size: 10pt;">OQP</span></div>
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<span style="font-size: 10pt;">ESWUC</span></div>
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</td></tr>
<tr><td style="border: solid black; padding: 0cm 5.4pt; width: 69.2pt;" valign="top" width="69"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">Name 2</span></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 38.3pt;" valign="top" width="38"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 45.8pt;" valign="top" width="46"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 36.75pt;" valign="top" width="37"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 35.8pt;" valign="top" width="36"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 35.8pt;" valign="top" width="36"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td></tr>
<tr><td style="border: solid black; padding: 0cm 5.4pt; width: 69.2pt;" valign="top" width="69"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">Name 3</span></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 38.3pt;" valign="top" width="38"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 45.8pt;" valign="top" width="46"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 36.75pt;" valign="top" width="37"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 35.8pt;" valign="top" width="36"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 35.8pt;" valign="top" width="36"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td></tr>
<tr><td style="border: solid black; padding: 0cm 5.4pt; width: 69.2pt;" valign="top" width="69"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">Name 4</span></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 38.3pt;" valign="top" width="38"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 45.8pt;" valign="top" width="46"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 36.75pt;" valign="top" width="37"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 35.8pt;" valign="top" width="36"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 35.8pt;" valign="top" width="36"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">OQP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 49.25pt;" valign="top" width="49"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">ESWUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td></tr>
</tbody></table>
<div class="MsoNormal" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: x-small;">Now you can make observations as students engage in being scientists day-by-day in your classroom. Select a few students to observe each day and then take a few seconds to use a highlighter pen to note <span style="background-color: yellow;">what you have observed</span>.</span></div>
<div class="MsoNormal" style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="background-color: white; border-collapse: collapse; border: medium none; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;"><tbody>
<tr><td style="border: solid black; padding: 0cm 5.4pt; width: 90.45pt;" valign="top" width="90"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">Names</span></div>
</td><td style="border: solid black; padding: 0cm 5.4pt; width: 70.9pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">Week 1</span></div>
</td><td style="border: solid black; padding: 0cm 5.4pt; width: 70.85pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">Week 1</span></div>
</td><td style="border: solid black; padding: 0cm 5.4pt; width: 78pt;" valign="top" width="78"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">Week 2</span></div>
</td><td style="border: solid black; padding: 0cm 5.4pt; width: 99.2pt;" valign="top" width="99"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">Week 2</span></div>
</td></tr>
<tr><td style="border: solid black; padding: 0cm 5.4pt; width: 90.45pt;" valign="top" width="90"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">Name 1</span></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 70.9pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="background-attachment: scroll; background-color: yellow; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; font-size: 14pt;">O</span><span style="font-size: 14pt;">QP</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 70.85pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">ES<span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial;">WU</span>C</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 78pt;" valign="top" width="78"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="background-attachment: scroll; background-color: cyan; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; font-size: 14pt;">OQ</span><span style="font-size: 14pt;">P</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 99.2pt;" valign="top" width="99"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="background-attachment: scroll; background-color: cyan; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; font-size: 14pt;">ESWUC</span><span style="font-size: 14pt;"></span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td></tr>
<tr><td style="border: solid black; padding: 0cm 5.4pt; width: 90.45pt;" valign="top" width="90"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">Name 2</span></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 70.9pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">OQ<span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial;">P</span></span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 70.85pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="background-attachment: scroll; background-color: yellow; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; font-size: 14pt;">E</span><span style="font-size: 14pt;">SW<span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial;">UC</span></span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 78pt;" valign="top" width="78"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">O<span style="background-color: cyan; background-position: initial initial; background-repeat: initial initial;">QP</span></span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 99.2pt;" valign="top" width="99"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="background-attachment: scroll; background-color: cyan; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; font-size: 14pt;">ESW</span><span style="font-size: 14pt;">UC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td></tr>
<tr><td style="border: solid black; padding: 0cm 5.4pt; width: 90.45pt;" valign="top" width="90"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">Name 3</span></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 70.9pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">O<span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial;">Q</span>P</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 70.85pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="background-attachment: scroll; background-color: yellow; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; font-size: 14pt;">ES</span><span style="font-size: 14pt;">WUC</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 78pt;" valign="top" width="78"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">O<span style="background-color: cyan; background-position: initial initial; background-repeat: initial initial;">Q</span>P</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 99.2pt;" valign="top" width="99"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="background-attachment: scroll; background-color: cyan; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; font-size: 14pt;">ES</span><span style="font-size: 14pt;">W<span style="background-color: cyan; background-position: initial initial; background-repeat: initial initial;">UC</span></span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td></tr>
<tr><td style="border: solid black; padding: 0cm 5.4pt; width: 90.45pt;" valign="top" width="90"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 10pt;">Name 4</span></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 70.9pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">O<span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial;">Q</span>P</span></div>
<div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<br /></div>
</td><td style="border-bottom-color: black; border-right-color: black; border-style: none solid solid none; padding: 0cm 5.4pt; width: 70.85pt;" valign="top" width="71"><div class="MsoNormal" style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0cm 0cm 0.0001pt;">
<span style="font-size: 14pt;">ESW<span style="background-color: yellow; background-position: initial initial; background-repeat: initial initial;">UC</span></span></div>
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<br /></div>
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<span style="font-size: 14pt;">O<span style="background-color: cyan; background-position: initial initial; background-repeat: initial initial;">QP</span></span></div>
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<span style="font-size: x-small;">As the term progresses your ongoing observations provide you with the data – the evidence of learning – you need to evaluate the parts of the curriculum that are not evident in products. Because you've take a few minutes every week to record what you have witnessed students actually doing, you can look at the pattern and trend over the term. You can speak confidently to what students are able to consistently and independently do as scientists. Everything else you need to have “proof” is present in the products students have been collected. This is one way to have the evidence you need to evaluate when the end of the term arrives as well as having students engaged in providing evidence of their own learning to you.</span></div>
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<a href="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="View product details" border="0" src="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" style="background-color: transparent;" /></a></div>
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<span style="color: #38761d; font-size: 13px;">Canadian-based author, consultant, and researcher,</span><b style="color: #38761d; font-size: 13px;"> Anne Davies</b><span style="color: #38761d; font-size: 13px;">, Ph.D., applies her expert knowledge of developing quality classroom assessment practices toward her mission to 'increase the possibility of learning for all our students'. If you like what she has to say she's in NZ in May 2013 with Sandra Herbst for a series of assessment workshops. For more info and online bookings </span><a href="http://www.learningnetwork.ac.nz/shared/calendars/courses.aspx?filter=international&internationalId=123467#courseListTop/" style="font-size: 13px;" target="_blank">click here.</a></div>
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-89835859096294106872013-01-23T09:31:00.000+13:002013-01-23T09:31:51.524+13:00Back to school (3)<br />
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<span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: large;">Get 'back to school' ready</span><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"> with our guest blogger Anne Davies (Step Three of Five)</span></h3>
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<b style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Step Three: Preparing to collect baseline evidence of learning</b></div>
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<span style="font-size: x-small;"><span style="font-family: Arial;">I find that teachers tend to be optimists – a new beginning is a time full of hopes and dreams. At least it always is for me. Getting ready for the school year is an important part of making this the best year yet. I've identified six steps to being ready for the new school year from an assessment perspective - after all, as Black and Wiliam (1998) and other researchers note, powerful research-based assessment practices have the ‘greatest impact on student learning ever documented.'</span></span><br />
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<span style="font-size: x-small;"><span style="font-family: Arial;">The first step I identified in an earlier blog is being clear about what needs to be learned. Step Two is thinking about and planning for evaluation (often evaluation is the “end” teachers have in mind and plan to share with students as part of being open and transparent). Preparing for evaluation means thinking about what reliable and valid evidence of learning might be.</span></span><br />
<span style="font-size: x-small;"><span style="font-family: Arial;"><br /></span></span><span style="font-size: x-small;"><span style="font-family: Arial;">As we prepare for a new year, reflect back to the first two steps: what students need to learn and what evidence of learning you will need to make an informed professional judgment (evaluation). Then you are ready for Step Three: Preparing to collect baseline evidence of learning.</span></span><br />
<span style="font-size: x-small;"><span style="font-family: Arial;"><br /></span></span><span style="font-size: x-small;"><span style="font-family: Arial;">There are two key benefits to collecting key pieces of baseline evidence of learning early in the term: Teachers get the information they need to 'tweak' instructional plans to better meet student needs and also get the first layer of 'proof' needed to later help students and their parents appreciate how much has been learned.</span></span><br />
<span style="font-size: x-small;"><span style="font-family: Arial;"><br /></span></span><span style="font-family: Arial;"><span style="font-size: x-small;">What kind of baseline evidence do teachers collect? Consider the kinds of evidence students need to provide to show proof of learning. When it comes to classroom assessment, anything a student does, says, or creates is potentially evidence of learning. When teachers collect evidence of learning from multiple sources over time in relation to the learning outcomes/standards, they are more likely to make informed professional judgments that are reliable and valid. Teachers in different subjects, different classes and different levels or grades collect different samples. Consider these examples of baseline samples teachers in different subject areas and grade levels collect:</span></span><br />
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<b><span style="font-family: Arial;"><span style="font-size: xx-small;">Subject </span></span></b><span style="font-family: Arial; font-size: xx-small;"><o:p></o:p></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">–––––––––––––––</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">Do/Application</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">–––––––––––––––</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">Know/Understanding</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">––––––––––––––––––</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">Articulate</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">––––––––––––––</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="color: blue; font-family: Arial;">English:</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Journal entry</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Sample(s) of writing</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Representation of everything the student knows about favourite/favorite author or genre</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Reader response entry</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">Mathematics:</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Description of how mathematics is used outside of school</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">After a quick review of mathematical concepts, students choose one to write about everything they know in relation to that concept</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Math journal entry using the frame:</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Do</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Say</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Write</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Represent</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="color: blue; font-family: Arial;">Social Studies:</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Map of the world</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Brainstorm list of notes for a debate of dialectic essay on a current event of the student’s choice</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Audio recording of a small group discussion (have the entire class in small group discussions at the same time, have members record and take note of group members)</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="font-family: Arial;">Science:</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Mini-science lab report</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Quick word web: Everything I know about…. Concept area to be the focus on future study</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="font-family: Arial;">Journal entry focused on why Science is important</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><b><span style="color: blue; font-family: Arial;">Second Language</span></b><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Audio recording of a conversation in the language (may be a lot of silence)</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><span style="color: blue; font-family: Arial;">Everything I know about… language</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="color: blue; font-family: Arial;"><span style="font-size: xx-small;">Written self-assessment focused on current level of knowledge and experience in the subject area</span></span></div>
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<span style="font-family: Arial;"><span style="font-size: x-small;">Think about the kind of evidence your students will need to produce in order that you can evaluate their learning at the end of the term. What would you have students create, do, and articulate in order to provide evidence of where they are at this point in time while it is still early days in the term. Make a plan to collect a few key pieces - not too many! You just need enough to inform your general understanding of what students know, can do and can articulate. And later, students (and their parents) will need enough to provide a powerful "lightbulb" moment as they see visual and concrete evidence of their growth and improvement over time.</span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Arial;">Notice, with the baseline samples in these examples, teachers can adjust their instruction based on current information. Students now have a first attempt – a baseline sample – that they will be able to use to help show themselves, their teachers, and others the progress they have made as they have learned during the term.</span><span style="font-family: Arial;"><o:p></o:p></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Arial;">A new school year is getting closer. Tune in for Step Four tomorrow.</span></span></div>
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<a href="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="View product details" border="0" src="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" /></a><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: 13px;">Canadian-based author, consultant, and researcher,</span><b style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: 13px;"> Anne Davies</b><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: 13px;">, Ph.D., applies her expert knowledge of developing quality classroom assessment practices toward her mission to 'increase the possibility of learning for all our students'. If you like what she has to say she's in NZ in M</span><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: 13px;">ay 2013 for a series of assessment workshops. For more info and online bookings </span><a href="http://www.learningnetwork.ac.nz/shared/calendars/courses.aspx?filter=international&internationalId=123467#courseListTop/" style="font-family: Arial, Helvetica, sans-serif; font-size: 13px;" target="_blank">click here.</a></div>
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-12578015995643537032013-01-22T09:12:00.000+13:002013-01-22T09:12:54.160+13:00Back to school (2)<br />
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<span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: large;">Get 'back to school' ready</span><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"> with our guest blogger Anne Davies (Step Two of Five)</span></h3>
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<b style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Step Two: planning to evaluate</b></h3>
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<span style="color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">First of all, if you can't begin with the end in mind, you can end up scrambling to get the evidence you need to make an informed professional judgement. In </span><u style="color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;"><i><a href="http://connect2learning.com/store/publications/leading-learning/leading-the-way-to-assessment-for-learning-a-practical-guide" style="color: #888888; text-decoration: initial;" target="_blank">Leading the Way to Assessment for Learning</a>,</i></u><span style="color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;"> </span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Sandra Herbst and I outline the 12 steps needed in order that:</span></div>
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<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="font-family: Arial, Helvetica, sans-serif;">Teachers are prepared to evaluate well.</span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="font-family: Arial, Helvetica, sans-serif;">Leaders are prepared to support teachers, and,</span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="font-family: Arial, Helvetica, sans-serif;">Leaders know how to better engage in the evaluation process themselves.</span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;">Part of the process I will highlight in this post has to do with looking at the learning destination and thinking about what needs to be VALUED. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Consider a Science example from a primary classroom. This teacher need to keep track of what students create, what they do, and what they say <i>in relation to the learning destination. </i></span></div>
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<a href="http://4.bp.blogspot.com/-fC_rwxYUTBI/UBwsFZjVZbI/AAAAAAAAADw/4ZmcIwqxnIY/s1600/Screen+Shot+2012-08-03+at+12.35.11+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="224" src="http://4.bp.blogspot.com/-fC_rwxYUTBI/UBwsFZjVZbI/AAAAAAAAADw/4ZmcIwqxnIY/s320/Screen+Shot+2012-08-03+at+12.35.11+PM.png" width="320" /></a><span style="font-family: Arial, Helvetica, sans-serif;">What would be evidence that students can:</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">-make observations,<br />-ask questions about the world around them, and,<br />-collect data about living and non-living things?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">And the list continues. Each statement is a question that leads to what needs to be valued and helps teachers consider what could be possible evidence.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Large-scale assessments would give a series of paper and pencil or online tasks. In Classroom Assessment we collect evidence in relation to the learning destination from multiple sources over time to ensure our findings are reliable and valid. This is a process called TRIANGULATION. It is essential when it comes to classroom assessment. (To read more go to <i><a href="http://connect2learning.com/store/publications/classroom-assessment" style="color: #888888; text-decoration: initial;" target="_blank">Making Classroom Assessment Work</a></i> - Chapter 5).</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When we only value PRODUCTS (tests, quizzes, culminating assignments), we can put ourselves at professional risk because the learning outcomes/standards also include PROCESS, and require students to ARTICULATE their learning to others.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">As you get ready for the new school year, consider two questions:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">1. What evidence of learning will students create as they engage in the rich learning tasks in relation to the learning outcomes/standards?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">2. What evidence of learning will you as the teacher collect and track so you have the evidence you need in relation to the learning destination for the first reporting period?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This is part of the process participants in our May workshops in NZ will engage in. We will be working with great groups - feel free to register with Learning Network NZ (details below) so you can join Sandra and me.</span></div>
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<a href="http://4.bp.blogspot.com/-wtcOrwVyupM/UBwvncwq5bI/AAAAAAAAAD8/OduM5xRc0ws/s1600/Screen+Shot+2012-08-03+at+1.06.11+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-wtcOrwVyupM/UBwvncwq5bI/AAAAAAAAAD8/OduM5xRc0ws/s400/Screen+Shot+2012-08-03+at+1.06.11+PM.png" /></a><span style="font-family: Arial, Helvetica, sans-serif;">Consider this example from a high school Spanish class. Notice the teacher has listed the possible evidence of learning. </span><span style="font-family: Arial, Helvetica, sans-serif;">Notice the teacher is deliberately collecting products, observations, and records of conversations (journals, notes, and so on) so the evidence is from multiple sources over time.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">As you think about this example and the earlier Science example, consider these focus questions:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">1. What evidence will students be creating? </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">2. What evidence could the teacher choose to track and collect?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">3. Is the teacher preparing to evaluate what is valued as defined by the outcomes/standards?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Lastly, before you finalize your evaluation plans, you need to know the 'rules and regulations' around reporting so you are ready to use the symbols required by your report card. Contact the principal or the school district office to find out about the current policies, rules, and regulations. Don't operate on the basis of rumour. Report cards are legal documents and they need to be done correctly. Don't place yourself at professional risk.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Step Three will be posted tomorrow.</span></div>
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<a href="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="View product details" border="0" src="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" /></a><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
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<span style="color: #38761d;">Canadian-based author, consultant, and researcher,<b> Anne Davies</b>, Ph.D., applies her expert knowledge of developing quality classroom assessment practices toward her mission to 'increase the possibility of learning for all our students'. If you like what she has to say she's in NZ in May 2013 for a series of assessment workshops. For more info and online bookings <a href="http://www.learningnetwork.ac.nz/shared/calendars/courses.aspx?filter=international&internationalId=123467#courseListTop/" target="_blank">click here.</a></span></div>
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-15482914510733093232013-01-21T08:42:00.000+13:002013-01-21T08:42:05.886+13:00Back to school (1)<h3>
<span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: large;">Get 'back to school' ready</span><span style="color: #38761d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"> with our guest blogger Anne Davies (Step One of Five)</span></h3>
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<a href="http://4.bp.blogspot.com/-cg59MCLb1w8/UBAqlt-85FI/AAAAAAAAADM/dCTrGrTfiqU/s1600/Mathematics-learning+Destination.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-cg59MCLb1w8/UBAqlt-85FI/AAAAAAAAADM/dCTrGrTfiqU/s200/Mathematics-learning+Destination.png" width="136" /></a><b style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Step One: Getting ready for the new school year: beginning with the end in mind</b><span style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;"><br />The first step of an assessment plan is preparing to begin with the end in mind. This means deconstructing the curriculum outcomes or standards into groups of 'big ideas' that make sense for you and your learners. Then think about how best to express the collection of standards in each grouping in learner-friendly language. Research and practice support this powerful idea. (Research Connection - </span><i style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Visible Learning</i><span style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;"> by John Hattie).</span><br />
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<a href="http://3.bp.blogspot.com/-jzvZYMUZS44/UBAt3hBgoVI/AAAAAAAAADk/nRFFxKUrynU/s1600/Writing-Learning+Destination.png" imageanchor="1" style="clear: left; color: #888888; float: left; line-height: 18px; margin-bottom: 1em; margin-right: 1em; text-decoration: initial;"><img border="0" height="200" src="http://3.bp.blogspot.com/-jzvZYMUZS44/UBAt3hBgoVI/AAAAAAAAADk/nRFFxKUrynU/s200/Writing-Learning+Destination.png" style="-webkit-box-shadow: rgba(0, 0, 0, 0.0980392) 1px 1px 5px; border: 1px solid rgb(238, 238, 238); box-shadow: rgba(0, 0, 0, 0.0980392) 1px 1px 5px; padding: 5px; position: relative;" width="187" /></a>Last summer, during the 'back to school' sessions Sandra Herbst and I did, we worked with groups of educators helping them get ready for the school year from an assessment perspective.</div>
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Here are a few examples from previous sessions of Learning Destinations from Mathematics, Writing, and Science, written in language students and their parents are likely to understand.</div>
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<a href="http://2.bp.blogspot.com/-96M4wyoysdo/UBAszeLmq1I/AAAAAAAAADY/_W2qMalVlk8/s1600/ScienceLearningDestination+copy.jpg" imageanchor="1" style="clear: left; color: #888888; float: left; line-height: 18px; margin-bottom: 1em; margin-right: 1em; text-decoration: initial;"><img border="0" height="320" src="http://2.bp.blogspot.com/-96M4wyoysdo/UBAszeLmq1I/AAAAAAAAADY/_W2qMalVlk8/s320/ScienceLearningDestination+copy.jpg" style="-webkit-box-shadow: rgba(0, 0, 0, 0.0980392) 1px 1px 5px; border: 1px solid rgb(238, 238, 238); box-shadow: rgba(0, 0, 0, 0.0980392) 1px 1px 5px; padding: 5px; position: relative;" width="240" /></a><span style="color: #222222;">Notice they provide the big ideas based on the curriculum in simple language. Notice how they assist learners to think about what they need to learn, "I c</span>an write in my journal" or "I make detailed, thoughtful observations...." This process is described in detail in Chapter Three of Making Classroom Assessment Work.<br />
<br />
The next step in this process is to think through the evidence of learning that will provide the 'proof' you need to make an informed professional judgment (see Chapter Five). Then consider what models, criteria, or examples are needed to help students understand quality. And, lastly, plan how you are going to evaluate (Chapter Ten).</div>
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In the next blog entry, I am going to focus on Step Two - Preparing for Evaluation.</div>
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<br /></div>
<a href="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" imageanchor="1" style="clear: right; color: #222222; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="View product details" border="0" src="http://www.learningnetwork.ac.nz/shared/images/products/CMAN1331.jpg" /></a><span style="color: #38761d;">Canadian-based author, consultant, and researcher,<b> Anne Davies</b>, Ph.D., applies her expert knowledge of developing quality classroom assessment practices toward her mission to 'increase the possibility of learning for all our students'. If you like what she has to say she's in NZ in May 2013 with Sandra Herbst for a series of assessment workshops. For more info and online bookings visit our website: <a href="http://www.learningnetwork.ac.nz/shared/calendars/courses.aspx?filter=international&internationalId=123467#courseListTop/" target="_blank">www.learningnetwork.ac.nz</a> </span></div>
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-62239258089738648522012-11-21T10:57:00.000+13:002012-11-21T10:57:05.376+13:00<b style="color: #38761d; font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">Where are the originals? </span></b><b style="color: #38761d; font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">They're a bit blogged down...</span></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Here was I thinking it was a brilliant idea; rounding up the original board members to get their perspective on how things have changed within the education sector (and at Learning Network NZ) over the last 20 years.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Everyone was keen ... but then ... silence. So obviously my timing is out (busy busy term four / lead up to Christmas etc). Anyway, here's a solution! I stumbled across this letter written by Mark Treadwell (original CEO of WEAC / LNNZ) back in '95. Same issues, same challenges, same aims, even some (or one) of the same staff members! It's worth a read.</span><br />
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<a href="http://1.bp.blogspot.com/-OGKOImR_j3A/UKv6NNOT4mI/AAAAAAAAAEs/jK-UxN6I9SM/s1600/Mark+Letter.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="640" src="http://1.bp.blogspot.com/-OGKOImR_j3A/UKv6NNOT4mI/AAAAAAAAAEs/jK-UxN6I9SM/s640/Mark+Letter.jpg" width="481" /></a></div>
Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-61059099603788324562012-10-10T11:49:00.000+13:002012-10-10T11:51:49.481+13:00My how things have changed!<br />
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<span style="font-family: Calibri, sans-serif; font-size: 11pt;">Here's something I read in the
Ministry of Education's NZ Education System Overview: <b>"All aspects
of education in New Zealand have undergone transformation in the past two
decades, including the areas of governance, curriculum,
assessment, qualifications, and teaching and learning"</b>.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: Calibri, sans-serif; font-size: 11pt;">That's a power of change. And
it got me thinking. Two decades is precisely how long Learning Network NZ
has been around. Twenty years as a not-for-profit organisation, and still going
strong in what can only be described as a radically different landscape.<span class="apple-converted-space"> </span><b>So what’s the secret to LNNZ’s
longevity?</b></span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-Fmr8OZYYOVM/UHOgYBy5m_I/AAAAAAAAAD4/KaHyKx0eNTk/s1600/LNNZ+ad.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://1.bp.blogspot.com/-Fmr8OZYYOVM/UHOgYBy5m_I/AAAAAAAAAD4/KaHyKx0eNTk/s400/LNNZ+ad.jpg" width="267" /></a></td></tr>
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<span style="font-family: Calibri, sans-serif; font-size: 11pt;">Rummaging through the archives,
I can only guess that it’s been a readiness to move with the tide while
remaining true to vision - which (more or less)<b> </b>is<span class="apple-converted-space"> </span><b>to provide quality professional
development, resources and support to NZ educators nationwide. </b></span><span style="font-family: Calibri, sans-serif; font-size: 11pt; text-align: center;">Interesting that my delve into the history books revealed that the story being told in 1992 is pretty much what we are saying today. </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; text-align: center;">Which has sparked an idea; what if we were to round up a few of the ‘originals’ (i.e. the first board and staff members of Learning Network NZ – or WAEC as it was known back then) and see what they have to say? Invite them to do a ‘guest blog’ and turn it into a series for your reading pleasure over the next few months. Could make for fascinating reading (all I have to do is convince them to do it!). </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; text-align: center;">I’ll keep you posted on that one... </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; text-align: center;">In the meantime,<b> I will leave you with one of our latest ads</b>. This not only provides you with the visual element I promised last time, but also reaffirms my ramblings above. </span><i style="font-family: Calibri, sans-serif; font-size: 11pt; text-align: center;">- Danielle</i></div>
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Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-13091599830443427152012-09-26T15:16:00.000+12:002012-09-26T15:16:08.062+12:00Our blog's back!<br />
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Ok, so I know our blog has been quiet (too quiet) over the
past few months – but hey, I’m the new girl here and it’s taken me awhile to get
my head around what <b>Learning Network</b>
<b>NZ</b> is all about. Now that I have (and
while it’s still fresh and new), here are a few things I’d like to share...</div>
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Did you know that <b>Learning
Network NZ is a not-for-profit organisation</b>? Seriously! It’s not about the
money, it’s about the love. Clearly we have to remain profitable in order to <b>continue</b> to offer our excellent
professional learning, support and networking services to you all... but in the
end, our bottom line is about giving back, rather than raking it in. Cool!</div>
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Also, did you know that <b>Learning
Network NZ has been around for 20 years now?</b> Apparently (as the story goes)
back in 1992 a group of passionate, very committed Principals got together and
decided they wanted to establish an organisation that would provide quality
professional learning support and networking opportunities for educators in the
West Auckland region.</div>
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That’s exactly what they did – and as a result, from humble
beginnings (working out of a pre-fab classroom at the back of New Lynn Primary
School <span lang="EN-US">as the ‘West Auckland Education Centre’) an
institution was born. </span>Not
only has Learning Network NZ changed location a few times and rebranded, it’s
also grown and developed over the years, responding to the evolving needs of
the wider educational community, and moving on from one-off isolated courses to
more in-depth support nationwide. Our services and our relationships and
networks with local, national and international educators have gone from
strength to strength, and today we’re seen as <b>one of the most </b><b><span lang="EN-US">innovative and trusted providers of professional learning in New Zealand.</span></b></div>
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<b><span lang="EN-US"><br /></span></b></div>
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<span lang="EN-US">(Personally I am quite taken with this ‘little
history’ - I love the fact that things have changed HUGELY over the years, yet
the fundamental reason for LNNZ’s being remains the same.)</span></div>
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</span>Lastly, <b>did you know that the team
here at Learning Network NZ is awesome? </b> I have to say it’s great to be working with
such a smart, up-beat, humorous, thoughtful and caring group of people. With
the amount of work that gets done you’d think there were 50 busy bods running
the place, not just five.<br /><br />Keep an eye out for more musings coming your way soon. I promise (now I'm in the swing of things) I'll not leave it as long before the next one! - <span style="text-indent: -18pt;">Danielle</span></div>
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<span style="text-indent: -18pt;">(PS: I also promise I'll work out how to embed a picture or two, to make it more interesting...)</span></div>
Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-61886483921137139692012-07-25T15:00:00.001+12:002012-07-26T08:50:14.639+12:00Reasons .... or excuses? Guest post by John Shackleton<span style="font-family: Arial, Helvetica, sans-serif;">Ask any of the delegates at the NZAIMS (NZ Association of Intermediate and Middle Schooling) Conference in May what the highlight was, and they are likely to reply, "John Shackleton!" - he was a real hit. John spends a lot of time in the corporate and sporting world, but his messages around leadership, coaching and teamwork really hit home for educators too.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">So we thought we'd share some of his pearls of wisdom - thanks John! This article ties in nicely with the upcoming Olympics. And if you'd like to see more of John, check him out at the APPA Senior Leadership Conference on <a href="http://www.youtube.com/watch?v=zP_lw81grek&safety_mode=true&persist_safety_mode=1&safe=active" target="_blank"><b><span style="color: magenta;">our YouTube channel </span></b></a>and contact <b><span style="color: magenta;"><a href="mailto:ceo@learningnetwork.ac.nz">Faye Hauwai</a></span></b> to talk about getting him along to work with your school, cluster or association.</span><br />
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<b style="background-color: white; text-align: center;"><span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">Do you
ever find yourself making excuses? by John Shackleton</span></span></b><br />
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<span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">I
spent most of my teenage years in a swimming pool training to become an
international swimmer but I never managed to achieve my ambition. Over and over
again I would lose the races that counted by fractions of seconds and so I
never got the selection call-up. Now, at that time I kne<span style="font-size: small;">w the logical </span><b>reasons </b><span style="font-size: small;">why I wasn’t making it – they
were obvious. I wasn’t tall enough, my hands and feet weren’t big enough and, of
course, I didn’t have the natural talent that every top swimmer had!</span></span></span><span style="background-color: white; color: blue; font-family: Arial, Helvetica, sans-serif;"> </span></div>
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<a href="http://2.bp.blogspot.com/-HKH_VImks-Y/UA9eRRtOLlI/AAAAAAAAADE/hhMfbtrrfow/s1600/swimmer.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="213" src="http://2.bp.blogspot.com/-HKH_VImks-Y/UA9eRRtOLlI/AAAAAAAAADE/hhMfbtrrfow/s320/swimmer.jpg" width="320" /></a></div>
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<span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">I
retired from competitive swimming at the tender age of 19 and became a coach but
it wasn’t until my late twenties that I started to realise that the <b>reasons </b>that I always used to explain
my own lack of success were the same as those used by many of the swimmers I
was coaching. Swimmers that I thought had everything they needed to become
internationals were using almost exactly the same language as I used to, to
explain why they didn’t succeed. Almost 10 years after I retired from swimming
I started to understand that those things I had said to myself back then were
not <b>reasons </b>at all, they were <b>excuses. <o:p></o:p></b></span></span></div>
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<span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">Now
when I look back on those days I can see that I had everything I needed to
succeed except perhaps the most vital thing of all - self-belief. That lack of
self-belief was what caused me to think negatively and expect to fail. Because
of the way in which our brains work, once you expect to fail you will start to
take the actions that will lead towards that failure and, if you never change
those negative thought processes, you’ll end up getting just what you expected
in the first place - failure. The only way I could justify to myself my
constant lack of success was to give other people <b>reasons </b>why I had failed (or should I say <b>excuses)</b>. Nobody could have
argued with the fact that I wasn’t tall enough or that my hands and feet were
too small as far as I could see. Both
were irrelevant (although not in my head) but extremely convenient facts of
life that I could not change. And as for natural talent – can anyone really explain
what that might be? Looking back I can
see that, at the time, I found it especially easy to ignore the superstars that
did not possess those attributes I had decided were causing me to fail because
they would have disproved my ideas!<o:p></o:p></span></span></div>
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<a href="http://2.bp.blogspot.com/-j4cNRydfRqg/UA9f5pRfR-I/AAAAAAAAADU/M3DqQVaiPM0/s1600/golf.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="212" src="http://2.bp.blogspot.com/-j4cNRydfRqg/UA9f5pRfR-I/AAAAAAAAADU/M3DqQVaiPM0/s320/golf.jpg" width="320" /></a></div>
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<span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">I
only saw these wonderful truths when I started to study sports psychology and
discovered the connection between performance and self-belief. When our
self-belief is low our performance will reflect it and we will underachieve. If
we can raise our self-belief we will start to expect success and will therefore
take the actions that lead to that success. If you play golf you will know
exactly what I mean. For most of us, standing on the first tee, about to take
our first shot of the day, with a few other people watching us, will cause enough stress to enable our
self-belief to come under attack and start off those little voices of self
doubt. Those voices question our skill level, remind us of our recent failures
and constantly focus our minds on what other people might think if we don’t
perform to our ability. Those voices help us to find excuses for a poor
performance. This is true of everything we do in life, not just in our sporting
activities. Our performance in anything that is critical to what we define as success,
is affected in the same way by our self-belief. <o:p></o:p></span></span></div>
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<a href="http://2.bp.blogspot.com/-HKH_VImks-Y/UA9eRRtOLlI/AAAAAAAAADE/hhMfbtrrfow/s1600/swimmer.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;"></span></a></div>
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<span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">Probably
the most difficult thing in this whole cycle is <b>knowing </b>when we are suffering from low self-belief. Others can
usually tell by watching or listening to us perform but we often don’t realise
ourselves until it is too late and we are already on the path towards failure.
But there is help at hand and it is those wonderful <b>excuses </b>that we love to use that can be the evidence we need to
indicate to us that our self-belief is beginning to struggle. Next time you give someone a <b>reason</b> why you can’t do something, or a
<b>reason </b>why you did not succeed, or a
<b>reason</b> why something is impossible,
ask yourself this question: Is this really a <b>reason </b>or is it just an <b>excuse</b>?
You’ll need to consider things carefully and to be totally honest with yourself
but if you find yourself making <b>excuses </b>rather
than providing truly valid <b>reasons </b>then<b>
</b>you know that something is wrong. It is your self-belief and it needs
fixing.<o:p></o:p></span></span></div>
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<a href="http://4.bp.blogspot.com/-Gcf3IkJawto/UA9hB3ynZwI/AAAAAAAAADc/yiTVrWFDLuM/s1600/medals.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/-Gcf3IkJawto/UA9hB3ynZwI/AAAAAAAAADc/yiTVrWFDLuM/s320/medals.jpg" width="320" /></a></div>
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<span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">When
I was 35 one of the athletes I was coaching suggested that I should start practicing
what I was preaching. <i>“If you think that
good self-belief is what we need in order to succeed, then why don’t you prove
it to all of us? Get back in the water yourself and start swimming again”. </i>Well,
I chose to accept the challenge and, to cut a long story short, I’m swimming
faster today at 52 than I was in my teenage years and I’m breaking National Masters
records. I am training a lot less than I was back then, but I am believing in
myself a whole lot more and that’s what is making the difference to my
performance. Nowadays I find it easier to take on challenges with a positive
outlook and if I ever feel like I am starting to make excuses about my
performance, I work on my self-belief until I feel I can cope again.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">When
you find yourself making excuses, it is a great sign that your self-belief is
under attack. At that point don’t spend your energy looking for reasons why you
can’t cope but work on your self-belief - it will always lead to success.<o:p></o:p></span></span></div>
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<a href="http://1.bp.blogspot.com/-HauJHYdl73E/UA9ezqk8coI/AAAAAAAAADM/66j1pdB0YGk/s1600/JohnShackleton+pic.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-HauJHYdl73E/UA9ezqk8coI/AAAAAAAAADM/66j1pdB0YGk/s200/JohnShackleton+pic.jpg" width="132" /></a></div>
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<span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">John Shackleton</span></span></div>
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<b><span lang="EN-US"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;"><a href="http://johnshack.com/" target="_blank">www.JohnShack.com</a></span><o:p></o:p></span></b></div>Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-5279056014838439522012-07-09T12:04:00.001+12:002012-07-16T09:19:50.832+12:00How green is your teaching thumb?The dust is settling after our mid-year <b><i>'Cultivating the 21st Century Fluencies' </i>Conference</b>, so I wanted to share a few of the nuggets we picked up from our great presenters.<br />
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<b>Lee Crockett</b> opened the conference with <b><i>'Literacy is not enough'</i></b>, and reminded us that today's workforce is made up primarily of creative jobs - most traditional white-collar jobs can now be outsourced or computerised. So cultivating creativity in our students is key; there was standing-room only at his creativity workshop! Lee also stressed the importance of multi-sensory learning experiences for our young learners. Lee is back for a two-day institute in 2013 - <a href="http://www.learningnetwork.ac.nz/shared/products/productCourse.aspx?id=CMAN1304" target="_blank"><span style="color: magenta;"><b>check it out here.</b></span></a><br />
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<b>Tony Ryan</b> shared his thoughts on <b><i>'The Art of the Extraordinary',</i></b> inviting us to push beyond our comfort zones and stretch our limits. If you knew you couldn't fail, how much closer to the edge would you work at? Tony's strong sense of social justice always shines through and reminds us that, as teachers, you really can make a difference. He challenged us to 'write our own eulogy - and then live it'. That's a sure fire way to aim for the best!<br />
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<b>Kath Murdoch</b> explored <b>curiosity </b>- what is it, why is it so important and how can we cultivate it in our students? She shared some cool websites including <span style="color: magenta;"><b><a href="http://wonderopolis.org/" target="_blank"><span style="color: magenta;">wonderopolis</span></a> </b></span>(they send you a daily wondering) and <a href="http://www.literacyshed.com/index.html" target="_blank"><span style="color: magenta;"><b>The Literacy Shed</b></span></a> (plus lots of other sheds!) - great collections of resources, blogs and links. Also, check out Kath's recent <a href="http://inquiryblog.wordpress.com/2012/07/14/what-can-kids-teach-us-about-curiosity/" target="_blank"><span style="color: magenta;"><b>blog post</b></span></a> on Inquire Within.<br />
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As well as these great keynote speakers there were over 40 workshops spanning e-learning, literacy, maths, thinking and more - all with a focus on preparing students for life, study and work in the 21st century. Delegates went digital, accessing notes and presentations via QR codes (see picture).<br />
<br />
<span style="background-color: white;">See you all next year for </span><a href="http://www.learningnetwork.ac.nz/shared/products/productConference.aspx?id=CONF1302" style="background-color: white;" target="_blank">'<b><span style="color: magenta;">It's a Learners' World: Mapping a new Landscape'</span></b> </a><span style="background-color: white;">on </span><b style="background-color: white;">25 & 26 July 2013. Heidi Hayes Jacobs, Lee Crockett</b><span style="background-color: white;"> and </span><b style="background-color: white;">Joan Dalton</b><span style="background-color: white;"> are all confirmed plus many more to be added.</span>Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-71090247356042837672012-05-22T17:13:00.000+12:002012-05-22T17:13:01.374+12:00Literacy is Not Enough<br />
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At the recent annual Hawker Brownlow Thinking and Learning conference in Melbourne we have
been listening to experts present on not only thinking and learning but
leadership, assessment, and strategies to engage students.<br />
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<a href="http://4.bp.blogspot.com/-hFYqK3S66EQ/T7sfRfC7YAI/AAAAAAAAACs/hrV0ayCz23g/s1600/Lee+Crockett.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-hFYqK3S66EQ/T7sfRfC7YAI/AAAAAAAAACs/hrV0ayCz23g/s200/Lee+Crockett.jpg" width="200" /></a></div>
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There were many wonderful presenters, but the stand out presenter of the conference would have to be Lee
Crockett</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/R7cuui8-85U?feature=player_embedded' frameborder='0'></iframe></div>
His visionary thinking on 21<sup>st</sup> century learning environments challenged educators to ask these questions...<br />
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<b><i>* what this is going to look like for the students of the future?</i></b><br />
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<b><i>* how do we teach 21st century skills to the students ?</i></b><br />
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Lee’s presentation style is passionate and engaging.<br />
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Here's what he has to say about the 21st century fluencies.<br />
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Read more about these fluencies in his new book <a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=LC2011">"Literacy is Not Enough".</a><br />
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Learning Network NZ is thrilled to have Lee present at our<a href="http://www.blogger.com/goog_1524022679"> </a><b><a href="http://www.learningnetwork.ac.nz/shared/products/productConference.aspx?id=CONF1203">“Cultivating 21st Century Fluencies” </a> conference on 2/3 July 2012</b> where he will share 21<sup>st</sup> century skills that will help students be successful learners for the future. <br />
<br /></div>Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-13113209391624165362012-05-13T20:13:00.000+12:002012-05-22T11:27:42.754+12:00Different Learners , Different Needs<br />
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<a href="http://3.bp.blogspot.com/-9jQYWhXGITY/T68za6rqcDI/AAAAAAAAACY/5Ufn6JBQyMk/s1600/P1060175.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://3.bp.blogspot.com/-9jQYWhXGITY/T68za6rqcDI/AAAAAAAAACY/5Ufn6JBQyMk/s200/P1060175.JPG" width="200" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;">Carolyn Coil has been in NZ this week working with teachers and
school leaders sharing strategies and ideas about how to <b>raise achievement for
all students through differentiating teaching and learning</b>.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In the 21st Century global village our children
need to be able to achieve on a worldwide stage. This requires teachers to
recognise that students have different needs and different interests, and must
be taught in a myriad of different ways.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="color: purple;">You need to consider things like :</span></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">·
The learning
styles and modalities of individual students. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">·
The
pace of learning and the amount of time it takes to accomplish a task.<o:p></o:p></span></div>
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Cultural
implications when dealing with school achievement. <o:p></o:p></span></div>
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Levels
of ability and /or readiness. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">·
And
different ways to assess what students have learned.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When teachers can
look at individual students, see their needs and plan appropriately to meet
these needs, achievement happens. On the other hand, when teachers see students
only as "members of my class" there is little individualised
instruction and therefore success in learning is harder to achieve.<span style="font-size: medium;"><o:p></o:p></span></span></div>
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<a href="http://4.bp.blogspot.com/-MQjhFtfQR8o/T68zwnWR6tI/AAAAAAAAACg/GFyvelZCBHs/s1600/P1060171.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" height="150" src="http://4.bp.blogspot.com/-MQjhFtfQR8o/T68zwnWR6tI/AAAAAAAAACg/GFyvelZCBHs/s200/P1060171.JPG" width="200" /></span></a><span style="font-size: 13.5pt;"><span style="font-family: Arial, Helvetica, sans-serif;"></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The good news is that
there are many strategies teachers can use to differentiate their instruction.
The best approach is to become familiar with a number of these strategies and
decide which ones work best considering your students, your teaching style and
the learning environment of your school.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Some examples of these strategies can be found in Carolyn’s book, </span><span style="color: white; font-family: Arial, Helvetica, sans-serif;"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"><a href="http://www.learningnetwork.ac.nz/shared/products/productBook.aspx?id=SUCTEADIFCLS"><b>Successful Teaching in the Differentiated Classroom</b></a></span> </span></div>
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><b><span style="color: purple;">Some tips from Carolyn to get you started... </span></b></span></div>
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<span style="color: purple; font-family: Arial, Helvetica, sans-serif;"><b>1. </b><b>Start
small and work from there</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Teachers
sometimes become overwhelmed because there are so many strategies for differentiation and therefore do nothing at all.</span><br />
<span style="color: purple; font-family: Arial, Helvetica, sans-serif;"><b>2.</b>
<b>Consult and plan with at least one other
teacher</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Decide on approach that will work for you and try something. Then
get together to assess what worked and what didn't.</span><br />
<span style="color: purple; font-family: Arial, Helvetica, sans-serif;"><b>3.<span style="font-weight: normal;">
</span></b><b>Engage in professional learning</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Find opportunities to learn more about differentiation, either attend
a course, read a book or find online offerings.</span><br />
<span style="color: purple; font-family: Arial, Helvetica, sans-serif;"><b>4.<span style="font-weight: normal;">
</span></b><b>Approach differentiation both vertically
and horizontally</b></span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">The </span><b style="font-family: Arial, Helvetica, sans-serif;">vertical approach</b><span style="font-family: Arial, Helvetica, sans-serif;">
is to look at year level expectations and decide if students need </span><b style="font-family: Arial, Helvetica, sans-serif;">remediation or acceleration.</b><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">The </span><b style="font-family: Arial, Helvetica, sans-serif;">horizontal approach</b><span style="font-family: Arial, Helvetica, sans-serif;"> is to give the
curriculum </span><b style="font-family: Arial, Helvetica, sans-serif;">more breadth or more depth</b><span style="font-family: Arial, Helvetica, sans-serif;">
either through </span><b style="font-family: Arial, Helvetica, sans-serif;">extensions </b><span style="font-family: Arial, Helvetica, sans-serif;">of the
regular curriculum or</span><b style="font-family: Arial, Helvetica, sans-serif;"> enrichment</b><span style="font-family: Arial, Helvetica, sans-serif;">
using student selected topics.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Carolyn says, “Taking the
theory of differentiation and putting it into practice in your classroom or
school, is the best way I know to raise student achievement in the 21<sup>st</sup>
century.</i></span></div>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;"><i> <span style="color: magenta;"> </span></i></span><b><span style="color: magenta; font-family: Arial, Helvetica, sans-serif;"><i>Start small, but just START...the key word is
<u>start. </u>"</i></span></b></blockquote>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Find out more at <a href="http://www.learningnetwork.ac.nz/">Learning Network NZ</a></span></b></div>Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-19740652672351316612012-05-02T10:18:00.001+12:002012-05-18T11:33:06.849+12:00Education in the 21st century - what does it mean?<br />
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Having just celebrated <b>20 years as a not-for-profit trust</b> (see our last post), we've been reflecting on the amazing facilitators who we've worked with over the years. We thought we'd ask them to share their thoughts on what
they feel is <b>paramount for education in the 21<sup>st</sup> century</b>. So, our gift to you - some great condensed pearls of wisdom from some of NZ and the world's leading educationalists. We'd love to hear <b>your reaction to these comments</b> - and your own soundbites! </div>
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<i>“Four words: curiosity, connectedness, creativity and
courage. With a liberal dose of each of these ingredients, a
learner is capable of just about anything.
No program, no curriculum, no set of outcomes, no resource can teach
these things; so much depends on the quality and passion of the teacher.
The 21<sup>st</sup> century needs teachers who are similarly curious,
connected, creative and courageous.” </i><b>Kath Murdoch (AUS)</b><i><o:p></o:p></i></div>
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<i>“Humility, empathy and risk
taking, on the part of the teacher, as we shift to a relevant 21st century
learning environment where the learners cultivate the 21st century fluencies.”
</i><b>Lee Crockett (CAN)</b><br />
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<i> “Explicit teaching delivered with commitment,
passion and well-researched knowledge.” </i><b>Tony Ryan (AUS)</b><i><o:p></o:p></i></div>
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<a href="http://4.bp.blogspot.com/-Z_R97Ztmpyw/T6BgUKuW-nI/AAAAAAAAACA/kvfHy4GLLB0/s1600/jumping+kids.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/-Z_R97Ztmpyw/T6BgUKuW-nI/AAAAAAAAACA/kvfHy4GLLB0/s320/jumping+kids.jpg" width="320" /></a></div>
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<i>“21st century teaching and
learning must be based on a new conception of expertise, intelligence and
learning: producing and working with knowledge, not merely memorising it;
knowing how to find out, not knowing lots.” </i><b>Clinton Golding (NZ)</b><i><o:p></o:p></i></div>
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<i>“Expansive education: a
growing army of teachers dedicated to helping young people develop the mindsets
they will need to flourish in a tricky world - through sharing the results of
their small-scale classroom experiments”. </i><b>Guy Claxton (UK)</b><i><o:p></o:p></i></div>
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<i>“What's paramount for 21st
century teaching and learning is quite simple in concept and complex in
delivery. We need to once and for all remove 'secret service' teaching from our
pedagogy. Let the students into their learning; after all it's their learning!”
</i><b>Gavin Grift (AUS)</b><i><o:p></o:p></i></div>
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<i>“All learning should be authentic, apply
to the students’ current life and have immediate transfer. In addition, teachers and principals need a
deep understanding of the emotional brain, how it dictates our behaviour and
beliefs, and why positive relationships are essential for learning.” </i><b>Mike
Scaddan (NZ)</b><i><o:p></o:p></i></div>
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<i>“21st Century education would
do better to place less stress on final exams, and focus more on continual
progress; help all learners (pupils and teachers) develop a growth mindset; and
ensure that learning is challenging, inspiring and fulfilling for body, mind
and spirit.” </i><b>James Nottingham (UK)</b><i><o:p></o:p></i></div>
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<i>“Young people will need to have a sense of
empowerment and the ability to innovate. Developing experiences in social
entrepreneurialism where positive solutions to issues facing our world are
discussed and developed would meet this need. ” </i><b>Andrew Fuller (AUS)</b><i><o:p></o:p></i></div>
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<i>“We are preparing young people for an
unknown future in an uncertain world; anything less than skilful thinking and
independent learning is insufficient.” </i><b>Graham Watts (UK)</b><br />
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<i>“21st Century learning is about transfer;
i.e. teaching so that students can apply their learning to new and
unpredictable situations.” </i><b>Jay McTighe (USA)</b></div>
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<b>Kath, Tony and Lee </b>will be presenting at our<b> <a href="http://www.learningnetwork.ac.nz/shared/products/productConference.aspx?id=CONF1203">'Cultivating the 21st Century Fluencies'</a> Conference</b> on 2 & 3 July.<b> <a href="http://www.learningnetwork.ac.nz/shared/calendars/courses.aspx?filter=international&internationalId=GWATTS#courseListTop/">Graham Watts</a> </b>is touring NZ in late July/early August. <b>James Nottingham </b>is back in NZ in January 2013. Click on the links for more information or contact Sue: <a href="mailto:info@learningnetwork.ac.nz">info@learningnetwork.ac.nz </a><br />
<br />
<i><o:p></o:p></i></div>Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0tag:blogger.com,1999:blog-6287286632751595578.post-89059871980954324492012-04-20T11:35:00.009+12:002012-04-20T12:04:53.081+12:00A journey of twenty years ..... and counting<a href="http://1.bp.blogspot.com/-fCntaIpo6Q0/T5CnB-K7skI/AAAAAAAAAB4/Rmhy45N6ZPs/s1600/20%2Byears%2Binvitation.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 226px;" src="http://1.bp.blogspot.com/-fCntaIpo6Q0/T5CnB-K7skI/AAAAAAAAAB4/Rmhy45N6ZPs/s320/20%2Byears%2Binvitation.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5733265977953202754" /></a><br />We don't look or feel our age, but we're celebrating a couple of milestones this month. Yesterday marked the third anniversary of moving into our gorgeous <a href="http://www.learningnetwork.ac.nz/shared/map_popup.aspx">new centre</a>, and on 26th April we're celebrating <b>20 years as a not-for-profit trust</b>. We think that's quite an achievement! <br /><br />For those of you who don't know our history .... we started life back in the 80s as the <b>West Auckland Education Centre</b>. Many years, different locations and a new name (chosen to better reflect a commitment to supporting educators throughout the country) later, we're still here. Becoming a trust was the best way to secure a sustainable future in an unpredictable world; we've evolved from small, local beginnings to being a <b>connector of educators around NZ and the world</b>.<br /><br />We wouldn't be here without our numerous supporters: from the visionary principals in the <b>Waitakere Area Principals’ Association</b> who were there from the start, through to the many individuals and organisations that have worked with us over the years. Thank you!<br /><br />So we're having a party! All educators are warmly invited to join the <b>20th anniversary celebration</b> at the Learning Network NZ centre in Henderson, Auckland, on <b>Thursday 26th April from 3.00 – 6.00pm</b>. Music, refreshments, old faces and new friends. Contact <a href="mailto:courses@learningnetwork.ac.nz">Maryanne Smith</a> to RSVP or for more information. See you there!Anonymoushttp://www.blogger.com/profile/05746649883056373944noreply@blogger.com0