learning4lofts

A snapshot

“beyond the Swell” Lighthouse project at Rose Bay Secondary College.

The Light House project based on an elearning design called “beyond the Swell” and  its implementation for  the uptake of the new software on the Lenovo S10e Net books which are being distributed to every year 9 student in NSW State Schools as part of the Digital Education Revolution. The project is centered on the learner’s exploration of the content (ie the new software) circles from personal reflection (cognitive experiences) to collaborative (social experiences). In the briefing stage a collaborative wiki is featured as the resource and edmodo http://www.edmodo.com/home/ (educational micro-blogging) and twitter hashtags and One Note are used to share and collaborate knowledge.

Appropriate social and technological supports are integrated into the learning environment through the important role of the moderator ( the Teacher) and inclusive of access to online discussion, synchronous online meetings and asynchronous mentor support & technical support.

By selecting a group of Gifted learners to explore the educational possibilities of such a elearning model within the class room taps in to the needs of the students to be independent, self-paced online learners resulting  in the students  feeling connected and in control of their own learning. They were readily able to transfer their personnel WEB 2 tool experience into an educational setting. Collaboration and instant access to other student ideas within the learning environment engaged them in learning. Many gifted students visual-spatial learning style is not well accommodated by the audio- sequential learning style of most teachers.  The interactions that can be provided within an online environment will allow opportunity beyond the set curriculum. Enrichment opportunities to create knowledge, challenge ideas, reflect & discover new knowledge through social and cognitive experiences was the overwhelming consideration for the an elearning model to meet the learning needs of gifted students.
The ‘Authentic task’ of presenting their discoveries to teachers, ensured, the real life experience of F2F presentation of their learning.

Background

‘Beyond the swell’   e-learning design

‘Beyond the swell’ is an Elearning Design for Adolescent ‘Gifted students’ in a social constructivist and cognitive learning environment that uses the phases of Blooms Revised Digital Taxonomy to move students to deeper learning.

Moving minds beyond the Swell an elearning model for gifted Adolescent is dependent, firstly not only a hierarchical system of cognitive categories and levels, but is underpinned by a circling of learning phases from Individual experiences to Social experiences. The moderator is imperative to guiding the learner through the phases of learning; the learner is circling through cognitive and social experiences.

As a student moves up the hierarchy (LOTS-lower order thinking to HOTS-higher order thinking) through the cognitive categories/ activities, the cycle is balanced within a social elearning object. The balance of learning experiences, environmental factors and social interactions will move the Gifted student beyond the ‘Swell’ of their own inhibitors.

Designers Summary

The learning environment is centered by a collaborative group wiki and reflects heavily the phases of Blooms updated digital taxonomy (Church 1997), the social and cognitive experiences are guided by the moderator who plays a significant role (Salmon 2005) in the creation of new knowledge by the subtle and appropriate guidance of resources and supports given to learners. The implementation of the model is being trialed with Year 9 leading learners, students who are in the selective stream at Rose Bay Secondary College. The learning content is based on the uptake of the new software on the Net books (Digital Education Revolution) which are being distributed to every year 9 student in NSW State Schools. The learner’s exploration of the content circles from personal reflection (cognitive experiences) to collaborative (social experiences). In the briefing stage a collaborative wiki is featured as the resource and edmodo http://www.edmodo.com/home/ (educational micro-blogging) and twitter hashtags are used to share and collaborate knowledge. As the learner gathers knowledge there is a progression to the final phase of the learning design where the student is required to reflect on experiences through individual and collaborative spaces in which students create their own knowledge based on their experiences and publish to online spaces (wiki’s http://www.wikispaces.com , blogshttp://edublogs.org/).

Appropriate social and technological supports are integrated into the learning environment through the important role of the moderator and inclusive of access to online discussion, synchronous online meetings and asynchronous mentor support & technical support.

Information provided by Denise Lofts DP RoseBay  Secondary College.
Full elearning paper can be found on Denise’s Blog
Blog; http://deniselofts64.edublogs.org

Feedback

From John Evans | D.E.R Regional Manager – Sydney Region

Hi all

Today Sal and I had the pleasure to witness, first hand,  an outstanding DER NSW Light House presentation by a group of Year 9 students at Rose Bay Secondary College.

They presented their ideas on how the Digital Education Revolution could and should be used in the class room. Their audience,  a tough one,  consisted of their class room teachers and others.

During the presentation each student showcased some vey simple but effective tools that could be used to engage students while allowing them to  collaborate and share information with their teachers and class mates.

They demonstrated how to set up accounts, create  groups and blog posts in a WEB based program called Edmodo and how Student Response Network (SRN )could be used in a class room to evaluate the knowledge gained from the lesson.

Another student demonstrated the effective use of shared One Note pages within a class environment, where students could add content to a topic in real time. The same student demonstrated how he had set up One Note to record his notes from lessons and his use of Free Mind to map what they had learnt  as well as  areas of further exploration.

All this was made possible with the Net Books. If a school,  that has not yet received their allocation,  can have students demonstrate the above to a room full of teachers  I can only imagine the outstanding stuff that is happening in our schools, state wide.

Figure 1 Thanks to the program, we were able to use

6 Net Books to prove how successful they could be used to engage us

Research Paper

Denise Lofts   e-learning Models Task 2

Presented as Part of Masters of Education University of Technology

‘Beyond the swell’    e-learning design

‘Beyond the swell’ is an Elearning Design for Adolescent ‘Gifted students’ in a social constructivist and cognitive learning environment that uses the phases of Blooms Revised Digital Taxonomy to move students to deeper learning.

Moving minds beyond the Swell an elearning model for gifted Adolescent is dependent, firstly not only a hierarchical system of cognitive categories and levels, but is underpinned by a circling of learning phases from Individual experiences to Social experiences. The moderator is imperative to guiding the learner through the phases of learning; the learner is circling through cognitive and social experiences.

As a student moves up the hierarchy (LOTS-lower order thinking to HOTS-higher order thinking) through the cognitive categories/ activities, the cycle is balanced within a social elearning object. The balance of learning experiences, environmental factors and social interactions will move the Gifted student beyond the ‘Swell’ of their own inhibitors.

Designers Summary

The learning environment is centered by a collaborative group wiki and reflects heavily the phases of Blooms updated digital taxonomy (Church 1997), the social and cognitive experiences are guided by the moderator who plays a significant role (Salmon 2005) in the creation of new knowledge by the subtle and appropriate guidance of resources and supports given to learners. The implementation of the model is being trialed with Year 9 leading learners, students who are in the selective stream at Rose Bay Secondary College. The learning content is based on the uptake of the new software on the Netbooks (Digital Education Revolution) which are being distributed to every year 9 student in NSW State Schools. The learner’s exploration of the content circles from personal reflection (cognitive experiences) to collaborative (social experiences). In the briefing stage a collaborative wiki is featured as the resource and edmodo http://www.edmodo.com/home/ (educational micro-blogging) and twitter hashtags are used to share and collaborate knowledge. As the learner gathers knowledge there is a progression to the final phase of the learning design where the student is required to reflect on experiences through individual and collaborative spaces in which students create their own knowledge based on their experiences and publish to online spaces (wiki’s http://www.wikispaces.com , blogs http://edublogs.org/).

Appropriate social and technological supports are integrated into the learning environment through the important role of the moderator and inclusive of access to online discussion, synchronous online meetings and asynchronous mentor support & technical support.

Context & Content

Description of the Setting

The educational context is a large coeducational secondary City high school with 25 % identified[i]* Gifted students. The school community, both teachers and parents have identified some disengagement by students and in particular Gifted Students where some are not achieving outcome levels that would be expected from a cohort of gifted students. The model will be underpinned by the opportunities that will come from the Federal Government Digital Education Revolution and the 2009 roll out of Netbook computers and the wireless online networking.

Educational Challenges identified at the beginning.

One of the greatest gifts we can give a gifted student is the opportunity and the encouragement to risk temporary ‘failure’ in the secure environment of a classroom which encourages all students, including the gifted, to let their reach exceed their grasp. (Gross 2004)

Underachievement and disengagement can result in some students not achieving their potential. Underachievement is often the result of ‘lack of interest’, lack of cognitive challenge and hence disengagement that is often a direct link to pedagogy that does not address the needs of gifted students.  Have we left our gifted students to fend for themselves?  Have we held them back because of the lack of scope in the outcomes of curriculum? Do we need to move them beyond the curriculum to truly meet their needs?

The challenge was to create a model that created the structure where students could move, with the help of their facilitator ‘beyond the swell’.

Initial Justification for considering e-learning approach.

Gifted learners generally prefer independent, self-paced learning and online learning, they prefer advanced, complex content that can be self -paced. Online individualized learning has shown substantial academic effects, including the accurate retention of greater knowledge for gifted students when used in mathematics or science and, to a lesser extent, with foreign languages and other subjects (Rogers, 2007). Many gifted students visual-spatial learning style is not well accommodated by the audio- sequential learning style of most teachers. The interactions that can be provided within an online environment will allow opportunity beyond the set curriculum. Enrichment opportunities to create knowledge, challenge ideas, reflect & discover new knowledge through social and cognitive experiences was the overwhelming consideration for the an elearning model to meet the learning needs of gifted students.

Potential worth of e-learning approaches

Like all educational tools e-learning provides a structure to be an active learner, access and analyse information, achieve insight and develop skills. It can provide motivation and access to mentors, and foster collaboration with others of similar ability. However, the focus must be on higher-order thinking skills, analysis of information and cross-disciplinary knowledge. Elearning is most valuable when used as a tool in conjunction with other forms of learning and communication to foster gifted students’ cognitive development and encourage reflection, analysis and evaluation (McVey 2008).

Review of the e-learning Model

The e-learning model cycles through the Cognitive elements of Blooms Digital taxonomy map, utilizing social media, social networking tools, Web 2.0 tools and needs/interests of the learner. First, beginning with the elearning community micro-blogging tool ‘edmodo’ to invite participation and the establishment of a personal learning network. The teacher/moderator will invite the learners, guide the process of emersion & establish protocols. Then learners will be encouraged to participate in the elearning community, feel comfortable with the community. The elearning will be modeled (UNDERSTANDING) on a teacher wiki,  http://rbscleadinglearning.wikispaces.comstudents will then be guided to the establishment of their own learning wiki (APPLYING), collaboration of ideas. This will lead to the community sharing of ideas and the collaboration of understandings on the wikis (ANALYSING) with Class sharing and collaboration.  The learners will then evaluate performance (EVALUATING) with posts to blogs, survey monkey http://www.surveymonkey.com/ to collect data and establish identity to be then move to creation (CREATING) of their academic Blog and the structure to which post comments validate understanding and the creation of new knowledge.

From this point the facilitator will re-engage (RECYCLE and RE-ENGAGE) learners to become mentors and establish an e-learning community to meet gifted learner needs and facilitate networks beyond the test case to meet the identity and needs of the learners. The moderator’s role in the summarizing of e-tivities will be re-engage direction for the learners to lead the cycle of learning.

Version 1.

Process of Development & Implementation of ‘Beyond the Swell’

The elearning design development in the implementation Phase and the Support Reference Group.

The support /reference group for the e-learning model was a combination of the technology team (lighthouse school team) teachers, Professional Learning Network inclusive of ‘Twitter community’ #GAT4DER, Gifted Education Consultant and University lecturers and University students.  The lighthouse group range across all KLA’s.  This group of teachers assisted in the collection of data, i.e. survey of year 9 students and teachers. They acted as moderators to the learners and advised the designer.  Toward the end of implementation I scheduled a teacher/student meeting for both students and staff (the wider staff). It was interesting to see the perceptions of students from what they originally expected from the experience. The students shared their experiences of the learning cycle. During the meeting they shared their wiki space, explained the collaboration process on edmodo and the creation of new knowledge. The students outlined what they have learnt and how it worked in our context. The teachers were quite intrigued by this opportunity to hear from the trial, to feel how it might work in the larger implementation phase.

The Implementation:

Including two modifications; 1) The Significance of the moderator; and 2) importance of Authentic tasks.

Remembering (Cognitive experiences)

Phase one involved setting up of the learning community through edmodo and the leadership wiki, including the establishment of the significant role the Moderator (Salmon 2009). The learners began to experience the formalisation of collaboration through edmodo, in turn the alignment to the perceived outcomes and ideas about the project i.e. investigation of the software on the laptop.

Understanding (Social Experiences)

At this stage it was quite obvious that the establishment of an authentic task needed to be put into place. The feedback from Lighthouse group reiterated this. According to the Woo, Herrington, Agostinho and Reeves 2007, a learning environment built around authentic activities, students have their own roles similar to those found in a real team at work, at play, or in other collaborative social contexts. The instructor (the moderator) acts as coach and facilitator, supporting students as they accomplish authentic tasks. With this idea the ‘beyond the Swell’ learners became a consultative team operating an action research project in the school gathering in-class data to present to teachers their findings about the new Netbooks.

Applying (Cognitive Experiences)

Once the Authentic task was established the learners immersed themselves in sharing, experimenting and applying knowledge in their consultative group with the moderator establishing the structure for the task. Weaving and Summarising (Salmon 2009) are paramount to the ongoing mashing and validating of the learning with the learners.  Online meetings (edmodo) and F2F were used in this phase. Appendix 1.

Analysing and Evaluating (Cognitive and Social Experiences)

The learners were now at the stage were they created their online spaces where they evaluated their experiences and sought comment, feedback and established wider networks beyond the learner groups. The learners established their own analytical position and moved toward creating their knowledge for the authentic task.

Creating (Social experiences)

The learners created and communicated new knowledge with a combination of local and global Blogs.  The learners prepared an evaluative and reflective online space and established viable production of new material. The resources will be used to support the in class experiences with recommendations for other students and teachers.

Recycle & re-engage (Cognitive)

The learners recommended the establishment of directions for the implementation of the software for the remaining cohort and the focus for whole school use of the software. The Learners are now become leading learners and champions to other students and staff.

Design directions and modifications as a result of discussions with support groups.

The reference group consulted in a number of ways. The use of educational blogs enhanced the evaluation of the design and the use of educational wikis.  Edmodo, has been used at the collaborative meeting tool and proved extremely productive.  Appendix 2. Edmodo example. Appendix 3. Blog example. Appendix 4.Educational Wiki.

Implementation of the model reiterated the significant role of the online moderator as being pivotal in giving students the confidence/liberties to edit/contribute the group wiki and was highlighted as an initial hurdle to engagement. The students are ‘willing to please’ and some degree of reluctance (politeness) was the initial stumbling block holding back their own knowledge creation.

Another element for consideration and modification: Gifted education; cannot predict the responses, setting a structure that allows the ‘letting go’ of control by the moderator/online teacher.

Lastly, the consultative team reviewed and analysed the role, function, and skill of the moderator as vital to support the learning design.  It is apparent that the role and function of the moderator be clearly defined, with specific strategies to support online learning is developed to support the successful role of the moderator to underpin overall design implementation.

The Blue Print and development

The model is underpinned by the use of Web 2.0 tools in the online environment. To use the term ‘Web 2;0’ is not helpful, rather in the words of Alexander (2007), digital strategies to enhance learning. Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope. A wise person just told me, make learning social, expect students to collaborate and expect them to share, working alone is mid last century.  However, it is essential to establish the role of the moderator and structure the learning around authentic tasks. These modifications have been included in the final design.  The Final Design has maintained the properties of the Digital Taxonomy and the Social/Cognitive experiences. However, consideration has been given to the advocacy of authentic tasks. Herrington (2004) proposes that authentic activities be shared to improve the quality of online pedagogy and to date still continues to need development.

Version 2. Prior to the modification of authentic tasks and The Facilitator (Moderator)

Version 3. Final Version. Beyond the Swell: Elearning Model for Gifted Students

Learner moves through the cognitive and Cognitive activities,

Moderator (catalyst) focusing on the developing of skills and knowledge based on Revised

Blooms Digital taxonomy (Church 1997). Authentic Tasks are established.

Design related issues and unexpected outcomes.

Challenges

Managing the group work successfully and the importance to help students learn from negative experience. The solution was to use those with online experience to mentor others and help the group progress.

Comparatively high workload to keep the discussions online aligned with the outcomes of the content.

Facilitator Issues and the role of the online moderator and the ability to maintain focus and provide opportunities for collaboration and creative solutions to group work did create some issues. The use of F2F at some of the stages is imperative to redirect and support learning.  Identified importance of defining the role of the moderator (facilitator) and the need for careful and deliberate skills. It is important to participate regularly in the student interaction process. The facilitator needs to be a role model. Ensure that student thoughts and resources are shared regularly. Update all online work regularly, to ensure currency.

Unexpected outcomes.

The most unexpected outcome was the ability of gifted students to adapt to problems that arose. They had developed solutions to problems beyond the expected outcome and were able to share openly with other members of the group. Motivation was high within the group, and the students openly and collaboratively created new ways of creating knowledge. The success of the student engagement was partly to do with the ‘newness’ of the project content beyond any other school experience.

Design Directions

Changes

For full implementation of the model a structured set of strategies would be established for the moderator. These would be couched in four headings, pedagogical, social, managerial, and technical (Berge, 1995).  Weaving, archiving and summarising are key tasks for e-moderators and add much value to e-tivities (Salmon 2009).  The imperative need for good facilitation over poor facilitation online has been one of the worst issues in hindering success in the online educational environment and ongoing aspects of online learning in this area are under deep scrutiny (Woo, Herrington, Agostinho and Reeves 2007).

Student engagement.

To follow is a list of future directions that will contribute to student engagement that would be considered in the ongoing development of and use of this elearning model.

• Enabling elearners to choose or suggest their own project
• Collaborative teams in which they make all decisions about projects and take on specific responsibilities decided by the team.
• Encourage student to examine their own ideas on collaboration, the design process and they’re past learning experiences.
• Talk about learning, good and bad.
• Encourage learners to reflect on their own experiences, both individually and collaboratively.

The ‘beyond the swell’ model while meeting social and cognitive strategies to improve learning, the role of the moderator appears to be problematic in terms of time and productivity. Further development in this model would see other support structures put in place including peer support, online learning objects and media tools, and the building of the personal learning networks to support the acquiring of higher order thinking skills.

Appendix 1.

1.Sample of Online Collaboration using Edmodo for student learners.

Appendix 2.Sample of reference group collaboration.

Appendix 3. Educational Blog Collaboration.

Appendix 4.Educational Wiki for ‘beyond the swell’

Footnote.

---

[i] Identified through the Selective schools unit of the Department of education and Training. The identification is assessed by a series of tests at primary school.http://www.schools.nsw.edu.au/learning/k-6assessments/selectiveschools.php

References

Aldrich, C. (2004). Clark Aldrich’s Six Criteria of Educational Simulation. Available:

http://www.e-learningguru.com/wpapers/sixcriteria.pdf [accessed: 15 July 2009]

Alexander, B. (2006). Web 2.0: A new wave of Innovation for Teaching and Learning?

EDUCAUSE Review 41(2):33-44. Available:

http://www.educause.edu/ir/library/pdf/erm0621.pdf [accessed: 15 July 2009]

Bennett, S. (2002). Description of A technology-supported constructivist-learning environment that uses real-life cases to support collaborative project work. Retrieved October 15, 2009, from Learning Designs Web site: http://www.learningdesigns.uow.edu.au/exemplars/info/LD1/index.html

Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations From the Field. Educational Technology. 35(1) 22-30. http://www.emoderators.com/moderators/teach_online.html (accessed 7 Nov 2009)

Champion, S., Faulkner, R., Geddes, M., Gibb, S., Gill, N., and Lofts, D. ‘edutweet’, A model for e-learning in a collaborative context based around the social networking tool Twitter. Retrieved 15^th October 2009. http://edutweet.wikispaces.com/

Creating and sustaining effective professional learning communities (May 2005).

Research Brief, Brief No RB 637. Department for Education and Skills (DfES), General

Teaching Council for England (GTCe) and National College for School Leadership

(NCSL), UK. Available: http://www.dfes.gov.uk/research/data/uploadfiles/RB637.pdf

[accessed: 15 July 2009]

Davies, A., Ramsay, J., Linfield, H. and Couperthwaite, J. (2005). Building learning

Communities: foundations for good practice. British Journal of Educational Technology,

36(4): 615-628

Herrington, J., Reeves, T. & Oliver, R. (2006) Authentic Tasks Online: A synergy among

Learner, task and technology. Distance Education, 27(2): 233-247.

McLaughlan R.G. & Kirkpatrick D. (2005) Online Text-based Roleplay-Simulation: The

Challenges Ahead, In Proceedings of SimTecT 2005 (Simulation Technology and

Training Conference), Simulation Industry Association of Australia, Sydney.

Available: http://www.siaa.asn.au/get/2411856278.pdf [accessed: 15 July 2009]

McVey, Stephanie (2008) Computer technology and the gifted. The Australasian Journal of Gifted Education, 17 (2)

Nichani, M. (2002). Empathic Instructional Design. elearningpost. Available:

http://www.elearningpost.com/articles/archives/empathic_instructional_design/

[accessed: 12 July 2009]

Rogers, K.B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted child quarterly, 51, 382.

Salmon, G. 2002, e-Moderating: The key to teaching and learning online, 2nd ed., RoutledgeFalmer, Oxon

Salmon, G. 2009 Running e-tivity plenaries – 5 Stage Model, E-tivities – The Key to Active Online Learning. Viewed online on 4 May, 2009 at http://www.atimod.com/e-tivities/5stage.shtml

http://www.atimod.com/e-tivities/resources.shtml

The Learning Place – Education Queensland’s e-Learning environment

Available: http://education.qld.gov.au/learningplace/ [11 July 2009]

Woo, Y., Herrington, J., Agostinho, S. and Reeves T.C. (2007). Implementing

Authentic Tasks in Web-Based Learning Environments. EDUCAUSE QUARTERLY,

30(3): 36-43. Available: http://net.educause.edu/ir/library/pdf/eqm0735.pdf

[accessed: 17 July 2009]

Beyond the line

…is an initiative by the DET to allow executive to experience the life of a rural teacher, in particular a role they want to play in leading learning.

It is an experience in action…. what awaits..

Reflections… on the experiences to “woop woop!”.

From the Foreshores of Coogee.. to the rural communities where opportunities abound.

On sunday at 9 a.m.  I sit off the east coast floating about….7 hours later I am amidst our Sunburnt country..

Dubbo….Time to Create, play, work and learn.

The variety of opportunities.. from small primary schools of 50 students, K-12 central schools of 125 students, thriving central schools in excess of 350 students,  Junior and Senior College structures with state of the art technology to enhance learning opportunities for all students with particular emphasis on closing the gap for Aboriginal students.

The experiences have been overwhelming positive. The breadth of experience, sense of belonging and ‘at one’ with the community is certainly the over riding emotion communicated from teachers and students…. i love my job and I love my community was repeated over and over.

The surprising and impressive things i saw, was the amazing facilities, the ability of school leaders to access professional learning  to enhance teachers experience, the sense of community and passion for their communities.

I was only concerned about some of the specific harder  issues were glossed over. The problems faced by rural communities are not dissimilar to our city issues.

I had questions about health facilities,   teaching resources and professional learning opportunities which definitely were answered.  The focus on Learning was spelt out over and over.

I have decided that I am really very interested in the opportunities that may exist and will endeavour to pursue some of the opportunities.

What really came through clearly, was the quality of the schools and the quality of the staff.

Moving beyond….My short snippet of ‘beyond the line’ ….

What I need to do now is “talk to my school” share the experience and encourage others to explore the opportunities. It appears that teachers benefit from changing regions, schools is immense professionally, and personally.

Pre-visit ideas and thoughts.

What do I anticipate to be the major learnings of my experience “Beyond the Line” ..

1.The opportunity to see how learning is enhanced by technology no matter what the distance or isolation issues.

2.To see leaders and leadership opportunities within communities and ‘ communities of schools’ to enhance ’student engagement’.

3. To gain insight to the workings of rural communities and the connections to their school communities.

When I consider the issues/ and highlights of what this opportunity provides for me.

I consider the following things as questions I need to ask….

What opportunities exist to achieve high learning outcomes for students.

-this area is where i am most interested, what , how  and when do students access ” gifted programs” and extension experiences. The top 10% how do we stretch the top.. how do we really enhance their learning outcomes.

What do I rate as my concerns for a rural posting.

1.Health care

2.Unsure about how the DET will assist executive in the transition.

3.Opportunities to maintain existing relationships.

I rate the likelihood of securing an executive position as reasonable high.

The possibility of securing position is  good, because I have faith in the present staffing systems and how the system endeavours  to match the “right candidate” to the school. I have to believe in the systems equity, matching Quality candidates.

Seeking executive positions is all dependent on timing.

Opportunities that may come my way must exist in a crucial timeframe. Matching opportunity to the timeframe.

Questions

Where to from here!! A little group brain storm!

1. Concerns:appointments are very much a closed shop! What follow up and support will come from this trip ‘beyond the line’.

2. Support: What support will be given on the journey to a the life change in the bush.

Questions & Answers.

A program that is being developed is “Professional Exchange Program” to allow exec to swap positions.  To allow for those who are not confident about the real change.  ..

Creating the metaphor for leadership.

Connections of the ocean and sailing the high Seas.

“To be in heaven is to steer, to be in hell is to drift” George Orwell

“Ships were not built to stay in port, they are built to sail the seas”

“Smooth seas do not make good sailors”

“Your Stance..”your keel” is the authentic anchor in your glide through the rough seas”.

“What rows my boat, happy engaged students”.

“The team, ’surfing a wave’ with 4 other people, is the ultimate sharing of success.

The swirling sharks, the leaks, the success of gliding the high seas!

The ripples, stone drops in the pond, and make the ripples across the pond.

The producer of the film! Not the director.

The jumbo jet, passengers, departure lounge, the ticket collectors, the baggage handlers.

Metaphors are used for critical evaluations to review our leadership effectiveness.

Mentoring, shadowing and leadership.

Closer the principal is to the classroom, the bigger the impact. High leverage strategy to improve student outcomes.

Mentoring & Shadowing

Background-Have a mentor and be a mentor.

Our Volunteers give up their time to mentor, and in turn need to tap someone on the shoulder to mentor someone.

Skills for being a mentor.

1. Constructive feedback, which leads learning.Focus on learning by evaluating, clarifying and reflecting.
2. Listen and Give realistic feedback. Reflective feedback. Communication skills are paramount. Ability to ask the right question. Ask good questions.
3. Deeper professional knowledge, authentic understanding of experience and mutual respect.

Giving good feedback.

1. As much positive feedback as possible, criticism is couched in the positive, point of leverage then launch into the suggestions. Not using a “but”, pause.
2. Come up with a strategy together  and then follow up, “Catch them  being good”, have a running sheet of things that are positive.

Mentoring is a way of learning and a way of leading.

1. Builds capability in staff
2. Good questions allow someone to hold a mirror to themselves.
3. Covey- seek first to understand. Restorative Justice practices. Questioning, with silence and the pause. Use effectively, pause and silence.

What I hope I will gain as a ‘mentee’, what are my;

Hopes.

• That my enthusiasm will be encouraged. The enthusiasm will be given direction.
• Honesty from my mentor, help with what directions and short comings.

Fears

• Will be disengaged. Not strategic, in advice.
• Not honest feedback

Phases of Mentoring

Mentoring is a sustanined, dynamic relationship. the mentoring relationship is likely to pass through phases just like an other relationship.  The flow of the relationship can be seen as a series of steps, although in reality these steps will not be discrete.

Other powerful professional learning opportunities

Shadowing ‘Knowing in action’    Donald Schnon refers to this paradox as knowing in action

Shadowing is one means of responding to the fact that often highly skilled are often unable to realise the basis of their performance.

Refer to DER website for Shadowing and facilitative  questions.

https://www.det.nsw.edu.au/proflearn/der/infopages/facilqus.html

Note:

Masters (Adult learning): Part of the masters will be RPL; Strategic, leadership, (Recognised Prior Learning) which will be accessible through Professional learning directorate.

Some Ramblings..

What does this mean for us?

*Nationally skills shortaages, gaps & recruitment difficulties provide a fertile gorund for people entering education and dramatically increased promotion prospects fot those of us already in leadership positions.

*Build on strengths

*work on your weaknesses

Schools do make the differecne for every extra year of schooling..

For individuals

-5.5 to 11% increase in weekly earnings

For the nation

-.3 to .8 on national productivity

How do we povide our young people with choice and chance?

We start with the points of greatest impact”

Literacy

Numeracy

Retention Strategies

Current thinking around the SLCF.

Resourcing leveraging high achievement outcomes. What we do with what we have got is how we make a difference.

Outer domain describe what we as leaders have to do. Educational, Interpersonal, Organisational, Personal, Strategic.

The inner circles.. are what make the difference.

Emotional intelligence- Your stance, how you work with people, how you manage yourself. Manage how you relate to people, you need to put your feelings below the needs of the student and the learning outcomes. Leaders need to think about where your stance is…have trusted people to advise you, genuinely.

Diagnostic Maps-Think things through, integration of the model, not what you do but how and when you do it. Understanding you will make mistakes, and when that happens, it needs humility and an approach to fix the situation.

Self Diagnostic Leadership Tool. Introduction by Gail Cluff.

Oh here we go!!

Hidden Judgement activity

Emotional Intelligence

Choose a good  leader you know, rank  a person using a hidden judgement activity.

Ways of thinking-

Reflections from the Principal Preparation Program.

Principal in effecting sustainable improvement for student outcomes.

-What are the points of the role.

Leaders make the difference and make a huge difference on learning outcomes for students.

Caring about the classroom next door. Leadership is taking effective learning and sharing it with colleagues.

Why Lead?

What do effective leaders do?

Why do they do it?

Leading and Managing the school which outlines the accountability of Leading schools. The second document is the Leadership capability Framework.

Case Study of a school.

1.Highly selective school; however the the exit data indicated that expectations were not being reached,  in particular differential outcomes across varying faculties, stages within the school. Focusing on teacher outcomes, focus on what mattered most, lifting the exit outcomes.

2.Effective leadership under certain circumstances. What is it that effective leaders do under pressure.

What are the most memorable images of effective leadership?

-vision (transformational leadership, relentless focus), quality systems, relationship credability, emotional intelligence, authenticity. Deep personal will, deeply humble to achieve, self knowledge and

The Keel ( deep core values and will be the thing that carries you through).! Ah the Keel! A strong keel… to make good sailors in stormy waters.

What do  teachers and school leaders do that makes the greatest difference?

Good teachers asssess where there students are at? Spend their time giving feedback to students, explicitly quality feedback. Leadership effectiveness is measured by results. The leaders who make the most difference have a goal for improvement. Leaders relentless focus on teacher learning and student learning, and build in evaluative practice and is part of the everyday practice for students and teachers.  teachers need feedback. Research tells us this.

John Hattie: Research on what makes the biggest learning impact, what are the  factors, ‘ teachers make the difference’ interesting point that previous teachers also have an impact on the learning gains (and this is part of the student when they walk into your classroom).  The difference of leaders  to build the capacity of teachers to make the difference.

What matters most…for leadership.  (transformational practice)

Ensuring an orderly & supportive environment.=0.27

Promoting and participating in Teacher Professional learning.=0.84

Planning and evaluating-teaching & curriculum. =0.42

Strategic resourcing = 0.42

Establishing goals & expectations=0.35

What could you do to enable your leadership to have a greater impact on your students learning.

Creating environments where teachers learn.

-plan learning together

review student learning together

review teaching strategies together

implement improvement strategies

teaching together.

Barth 1990)  Probably nothing within a school has more impact on students that the personal growth of their teachers.

A public school is the only place that everyone is welcome, no matter what race, values, cultural heritage, gender, religious values.

Reflections from the Connected Conference. Sixth Sense & Leading Learning & teaching.

Like all good bloggers I thought I needed to reflect on my experiences having just returned from the DET Connected Learning Conference..Titled Transforming Learning and Teaching.

Firstly, yes we get it.. it is imperative we all get connected, that change is exponential and moving at an astounding rate, the game has changed and what we are learning now will be outdated in 3 years time. I have been searching for a metaphor to put all the concepts into any easy digestable way for my hardworking diligent teachers who ultimately need to ‘connect’ with our students.

Its a nautical theme..to be in Heaven is to steer, to be in Hell is to drift. How then do we steer our teachers in the white water that stretches for miles before us. We have the canoe, but many are up stream without a paddle. How can I negotiate the waters, lead the way and give out the paddles.

Firstly, thinking about our school community, our teachers, our students.

1.Build a structure from the bottom up,  that is sea worthy, bouyant, strong, and dependable.  Create a plan, vision for how we want ‘learning to look like at RBSC’.

2.What floats our boats. Happy engaged students.

3.How do we get the boat moving. Paddle together like heck!  Create collaborative groups of teachers who share ideas, resources, successes as a matter of every day practice. Establish Personal learning networks & share, share, share.

4.Paddle to  ”cyber-ria”, collaborate with the natives, learn their customs, look at the map and establish the protocols.

5. Create a sixth sense about the weather, the ocean, the sails and the wind. The journey is not dependent on the wind but how we position the sails. Look always across the horizon for the bigger picture, the construction of new knowledge.

While, this may appear clunky,  as i struggle to put meaning to how we move forward, I am excited about standing up on the surfboard to hang ten with the best of them..

Transforming learning and teaching will take us on the ride of our lives. Bring it on!

 

 

I finally get the difference between a comment and a post. Not sure I I actually understand how I actullay place them thoughtfully in my blog, but I have this feeling that I am getting so much closer to having a slight understanding of how it works, its purpose and its link to learning and quality teaching. I am excited about this personal quantum leap for it means sense of the messy ness of the outer space of …onlineness.

 

Bravo! Finished, its almost a bit sad! It has been a great journey. 

Note it is on its own page  called ‘Assign Reflections On Learning Process’.

Yeh!

 

 

Advanced Rich Editing

Images and Attachments

There is a button in the editor toolbar for inserting images that are already hosted somewhere on the internet. If you have a URL for an image, click this button and enter the URL in the box which appears.

If you need to upload an image or another media file from your computer, you can use the Media Library buttons above the editor. The media library will attempt to create a thumbnail-sized copy from each uploaded image. To insert your image into the post, first click on the thumbnail to reveal a menu of options. When you have selected the options you like, click “Send to Editor” and your image or file will appear in the post you are editing. If you are inserting a movie, there are additional options in the “Media” dialog that can be opened from the second toolbar row.

HTML in the Rich Editor

Any HTML entered directly into the rich editor will show up as text when the post is viewed. What you see is what you get. When you want to include HTML elements that cannot be generated with the toolbar buttons, you must enter it by hand in the HTML editor. Examples are tables and <code>. To do this, click the HTML tab and edit the code, then switch back to Visual mode. If the code is valid and understood by the editor, you should see it rendered immediately.

Pasting in the Rich Editor

When pasting content from another web page the results can be inconsistent and depend on your browser and on the web page you are pasting from. The editor tries to correct any invalid HTML code that was pasted, but for best results try using the HTML tab or one of the paste buttons that are on the second row. Alternatively try pasting paragraph by paragraph. In most browsers to select one paragraph at a time, triple-click on it.

Pasting content from another application, like Word or Excel, is best done with the Paste from Word button on the second row, or in HTML mode.

@mollybob. Thats me done, yes do need to tidy up blog tomorrow night. Good night.