Tag Archives: middle years

Singapore Heat inspires us to reactivate and focus on what is really important!

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Adolescent success - Conference Singapore 2014. adolescentsuccess.org.au

Adolescent success – Conference Singapore 2014. adolescentsuccess.org.au

 

 

 

Being on the management committee of Adolescent Success (formerly MYSA) and a member of the organising committee for our International conferences affords me valuable experience, access, insight and connections that contribute to my continuing learning journey.  Having that insider ‘info’ assists members of my staff also, to engage in opportunities for furthering their professional growth and development.  And so, with a small team of educators from my college and the management committee of Adolescent Success, we travelled to Singapore to The Australian International School (our conference site) to engage in global learning around middle years learners – our Inaugural Asia Pacific Conference.

 The Keynote’s key notes

With its theme “Global students, Real solutions“, our conference brought together three dynamic keynote speakers – Veronica Boix Mansilla (Project Zero- Harvard Graduate school), Dan Haesler (Educator, writer, consultant and speaker- Australia) and  Association of Middle Level Education (AMLE) Director of Middle Level Services, Dru Tomlin (USA) who all expertly challenged and engaged the audience of middle years educators from Australia, New Zealand, UK, Singapore, Thailand, and Vietnam. The themes sparked robust conversation both inside the sessions and via social media, as marked by the ‘trending’ twitter feed #apcas14 by day 2. These keynote sessions most definitely reactivated important discussions about the type of learning that we should be focusing on in this century, providing theoretical and research based evidence, as well as practical processes and real examples of approaches and strategies that we can employ to do this – on local, national and global scales.

Veronica’s sessions engaged us to think critically about the world today and the meaning of education within this context. She tells us that “It is essential for educators to understand that the world for which we are preparing students today is fundamentally different from the one we experienced growing up. Today’s societies are marked by new global economic, cultural, technological and environmental trends that are part of a rapid and uneven wave of globalisation.” She further  challenged us to ask of ourselves as thoughtful educators:

•           What matters most to teach in an increasingly interdependent world?

•           What skills and dispositions should students develop to address the global issues defining their times?

During her first session we examined the nature of global competence as a “promising aim of education in the 21st century”. We were urged to deliberately incorporate global competencies within our learning frameworks, to ensure that our students experience and acknowledge global perspective and relevant disposition (ways of being).  Veronica provided valid evidence to support that this can no longer be achieved (successfully) through single discipline teaching and learning.  Interdisciplinary and connected learning that uses locally oriented thinking, digitally connected thinking and embracing divergent and differences in thinking is critical in today’s world.

Veronica incorporated global thinking routines and workshopped with us encouraging us to consider perspective and disposition ourselves-modelling the processes and leading us to the emergence of deep conversation and consequently deeper learning.  Using the See, think, Wonder process and then a 3 Why’s analysis enabled us to drill down and think deeply.  These Processes should be used within our classrooms on a daily basis to encourage valid and deep conversation and examination of real issues and problems.  These are the types of processes that should form the basis of our curriculum as are articulated through the Australian Curriculum General Capabilities -Critical and creative thinking and ethical understanding, intercultural understanding, personal and social capability, along with ICTs, literacy and numeracy. These General Capabilities must be the drivers for  curriculum development, not the content descriptors (that so many teachers focus on).

Her insights provide me further reason  to examine my role as an educator of middle years learners, and as a leader within my school setting to ensure that we do create conditions for our learners to become globally competent. To successfully enable this to occur, we must consider some key questions:

 What is our mission?  What do we value for our learners? How do we empower our teachers and learners to become globally competent?   

Through the spaces we create, the schedules we set in place, the resources we provide and the people we employ and of course the curriculum and programs we implement; all of these are considerations for our learning community. Along with these factors, the big and small connections we make to the real world in our programs become critical components and drivers for learning (for all) in these times in our school settings.

Our next keynote, Dan Haesler then provided us with data and statistics on student engagement and the impact of this on success and consequently, learning.  He highlighted that “engagement is one of the most over-used words in education, yet all too often we misunderstand the core ideals of engagement and in doing so, we miss the opportunities for authentic learning to take place in our schools and communities.”

He sees intrinsic motivation as the “secret sauce of genuine engagement”, and as such, the real question should be “how can we create environments that encourage and nurture intrinsic motivation, whilst realising – by its very nature – we can’t make students be intrinsically motivated.

We can’t make students engage – even if we do give them all iPads.” Dan reinforced the notion that it is in the pedagogical approaches that the teacher employs, the relationships developed with the students and the connections made between the learners and within the community, that motivation (and maybe engagement) can follow.

In his keynote, Dan explored a number of key perceptions, ideas and questions relating to engagement. He challenged us to “consider the world our kids inhabit, and how that impacts what they expect at school”, which raised again that central issue of global competencies.  As well, he asked us to think about whether we really know what engagement looks like, and to focus our energy on what is needed to enhance engagement in our students – how we can foster a sense of autonomy, mastery and purpose in our students; these being essential for lifelong learning. That key question to consider-  Would your students really come to your class if they had a choice?

For me, Dan has reinforced that we need to be learner centred and learning focused, developing relationships both with our students and within our communities. We should be having conversations around what THEY need, not what WE need.  We must “Empower our learners to change someone’s world.” Not necessarily THE world!

The last, but definitely not least of the keynotes focused us again, through his quirky and energetic approach of the modelling of practical and engaging strategies, on Pastoral Care and Advocacy.  Again, the focus brought back to relationships, building safe and  engaging classroom environments and school communities that engender a culture of belonging, trust, and inclusion.

Dru Tomlin exuded passion, enthusiasm and a love of learning and being. As an energetic advocate of the Association for Middle Level Education’s foundational text, ‘This We Believe‘, he “models that (advisory) pastoral care and advocacy are critical ingredients in the recipe of an effective middle school”, and in fact within any school setting for that matter.  He reinforced that “these key ingredients; however, must be relevant and purposeful within the school context, which at times can be challenging!” Dru expertly and enthusiastically provided impetus for us to examine more fully the what, when, where and how of making pastoral care and advocacy work to improve the lives of young adolescents. All members of the community MUST be privy to this culture- not just the teachers. As leaders, we must ensure that the ‘Pastoral’ and the ‘rest’ are interconnected.

And so, we threw around (literally) our thoughts on middle years learners, and thoughts that are relevant to our own contexts of learners.  “We were asked, “In one word to describe a middle years learner if they were an animal”.  “What if they were food?” The snowball activity is one that I will definitely incorporate in the next staff meeting, or as a class starter – a highly effective strategy from a kinaesthetic perspective and a thinking one too.  Dru, not only continued to make us think deeply about what and how we do what we do within our school settings, but reminded us of the types of activities and processes that are effective middle years strategies. Engaging and fun- I would most definitely enjoy being in his classroom- I would come back for more, every day.  He shared (and demonstrated) many valuable ideas to ignite practical approaches within the classroom setting.

He challenged us to remember that Pastoral Care and Advocacy should be at the centre of the learning and that each and very staff member must be doing that same thing (the engendered culture); this is Critical.

For me then, the keynotes most definitely had KEY notes.  They have energised my purpose – that focus on middle years learners; that focus on learning for today.  Engendering a culture, one that is valued by all.  We do want our students to be excited, engaged and competent – locally and globally.

The Keynotes set the tone for all of the sessions at the Adolescent Success Inaugural Asia Pacific Conference. The shared enthusiasm was palpable and the conversation critical if we are truly dedicated to engaging our learners and providing the necessary catalysts to enable global citizens for this world, in this day.  It is our role as educators to assist these young people; to ensure they can function empathetically and confidently; to be globally competent citizens. Much food for thought and a definite call to action for all educators today.

 PS – For me, middle years learners are possums– they may sneak around at night, at times be a little coy, but they are cute and cuddly and should be protected, yet let to run free. What is yours?

 

Never Underestimate the Power we have as a Teacher

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As a teacher, I know that as the year draws to a close, I (as do others I am sure) ensure that my students begin their reflection process.  What goals set, have been achieved? What hasn’t been achieved for them?  How has my work enabled them to achieve these goals, or perhaps not?  What might they need to focus on next?  How can they do this?

Today, there are so many ways that this can be done; through a class website, where goals and reflections might be transparent, which certainly brings with it the accountability factor; through the use of a survey (survey monkey, moodle or the like); hand written (of course); and so on.

In the process of student reflections, I have also taken to ensuring that I receive feedback from my students. Let’s face it, they are our clientele, our audience.  If we are not serving their needs, then what point is there really? Now, I have completed the surveys for the year, and it is reaffirming to know that I have improved as the year progressed.  It appears (from my latest survey) that I have addressed the needs more effectively, of all of my students.  The reason I point this out is because, earlier in the year, I discovered, although it should not have been a shock to me, that there were some girls who didn’t feel I provided them with all that they needed.  If my aim as a middle years (specialist) is to meet the needs of all of my students, then this was just the feedback I needed.  It was my goal to build a stronger relationship with all of my girls – 30 of them in a Year 9 Integrated Studies class.  This was my second year with them, and I know that if any of them felt that I was not doing everything in my power to connect with them, to guide them and to assist them in their learning, then, they just wouldn’t progress and maybe not succeed.  So, as I said, mission accomplished.  My report card was much improved and I have to say, that each and every one of those beautiful girls left me with a smile, a tear, a hug and even if they didn’t excel in their grades, I know that I have left them some sort of legacy.

When you hear from a girl, those notes on their card to you, “you’re the best”, “I will never forget you”, “you helped me so much”, “I am so grateful”, well that so reinforces the importance of those relationships.  “You can’t teach a child you don’t know well” of course is true.  The bonds and relationships built are paramount to the success of the lessons we teach, and ultimately the engagement of the learner and the learning that may occur.

So, my story is about feedback, and the power that we as teachers have.  We can make or break a child’s spirit and we have such an impact and influence on them.  I have read before those inspirational stories written by other teachers and wondered about my impact.  I do know that I have connected with many students and hopefully provided some inspiration.  Now, for whatever reason, these last few years for me have been “big” and I feel that just maybe I am making a difference.  I’m not sure why, but there you go. Is it my passion for learning, or passion for teaching, or just my love of connecting?  Whatever, it is working, and I am so pleased.

So for my end of year reflection and anecdote – here goes….

It was a week or so after school had finished for the girls, and accustomed as we as a Learning Group (which is what we call our middle years classes) were of emailing drafts to a fro, of my sending information to the girls (online), of my communicating my pride in what they had accomplished, (or not); of the girls asking me for help, or some question; or to tell them that I needed them to challenge themselves more, or work harder on something; be focused, and so on, to my surprise, there were a few emails from my students, and one stood out  – SUBJECT Re: Diary of Anne Frank.  I thought, “Oh, really, is she still reading that novel?”, then realised, that she was clearly making sure she got my attention, and so I opened the email.  Now, this girl is one of my higher achievers; yes, and we did connect; yes, but never have I been so affected by someone’s words.  She told me that it was “to be a report card of sorts, an essay if you like – albeit unedited”.  (And an essay it was).  She also noted that, “I was not to edit it and return it to her, but to take it as was”.  (I did let her know that it didn’t really require much work;  I actually would publish it if I was her!)

In her letter, she referred to so many aspects of the learning that had occurred during the two years we had together. She referred to experiences we had as a class and on a personal level; she had taken such time to think about the journey we had, which reinforced so strongly, the impact that I must have had on her!  This, to me, summed up my year. I felt it. I believe it has been a successful (and rewarding year).  I know I am still on track – 30+ years into my career.  I refuse to stand still.  I will continue to challenge myself. I can hear the words of so many great educators like Dr Rita Pierson who knew that every student could be educated and the art of teaching is to find the best way of doing that. “Every child,” she said, “deserves a champion who will never give up on them… and insists they become the best they can possibly be.” That, by the way, was pretty much our class mantra (everything to the best of your ability).

So, what is my point? 

Whether we get the “report card” or not, it might just be a quick hug, or a look, but we do have an amazing power as a teacher.  And, it is essential that we are passionate about what we do.  They (the students) know if we’re not!

Relationships are at the heart of what we do.  Our aim is to ensure success for our learners, on whatever level that is for them, but ultimately, it is to make a difference in their lives and to connect with them.

In her email, my student wrote (towards the end),
“Overall, this is a poorly constructed, but I hope meaningful message I am sending to you. There is so much more I want to say to you, thank you hardly suffices. I am so happy and thrilled, buzzing, beaming, hollering, yelling, smiling, laughing and crying at the experiences I had with you. Perhaps I will forget them one day, but I will never forget you”. 
Her words resonated so strongly with me – I did shed a tear (or two).  I had built a strong relationship here- hopefully just one of many in that group.
So how might we get to these relationships and connections?  
My thoughts – Seek feedback from your students; encourage them to articulate their thoughts, to let you know (be it positive or negative), because, from my experience, if we allow them to tell us what they need from us, their perceptions of how and what we  can do for them and ultimately,  possible ways of assisting them as individuals, then we will get the best results. We show we care, we build those relationships and ultimately, create a learning community where strong bonds are forged.
We as teachers have great power and our core purpose is to use that power for the benefit of each and every one of our learners.

Learning through the journey of others….

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Forward focus – thinking about young adolescents and meeting their specific needs.

A few reflections arising from a symposium in WA – Yr 7 into Secondary Schools

I began my week  in Perth this week, by attending a symposium, organised by Brisbane Catholic Education Office, where approximately 120 leaders from Catholic schools around Queensland came together to learn of the experiences of our WA colleagues.  Year 7 became a part of catholic secondary schools in Western Australia, about 5 years ago and to be able to listen to leaders from, and visit a number of those campuses has been very engaging, but most importantly, reaffirming. To hear of the types of strategies and programs that have been implemented in a wide cross section of schools in Perth has provided a number of ideas and tools, as well as reaffirmed many processes that we have in place at our school, as we journey forward to 2015 and beyond.

Re-affirming to me …. because I know that we already have a strong focus on the  transition of our girls and understand that  their sense of ‘belonging‘ is the key to success; we always make purposeful links and connections with our feeder schools; implementing (and improving) our orientation processes that enable our young students a time to come , to met their teachers and other girls, to feel part of our community; and through our Pastoral structure we are dedicated to the ongoing care and development of our girls.  We clearly understand the importance of belonging to a Franciscan community and make that central to our transition processes.

Re-affirming to me …. because, we have a strong emphasis on middle years curriculum that is integrated and connected; ensuring core teachers are working with their learning groups, building strong relationships with their girls and gaining a very clear understanding of their students learning strengths and needs; providing programs of learning that are challenging, engaging and relevant. We have a dedicated group of Curriculum leaders and teachers collaborating and working to ensure the success of all of our middle years learners.

…. And re-affirming to know that we are so well positioned for changes that are ahead; where we will develop new and exciting programs and processes to welcome our first cohort of year 7s, to ensure that we are meeting the developmental needs of not only our year 7s, but our year 8s and 9s (and beyond).

It is re-affirming also to know that we can learn from the experiences of others and then to build on what we already do; to ensure that what we as educators put into practice for our learners is purposeful and relevant. Of equal  importance, is for us to understand that we can (and probably will) make some mistakes along the way, but that everything we do will ultimately be of benefit to all members of our community.  To learn and grow and journey is of the utmost importance in any process of change and development.   To be brave enough to say, “yes, this is what we will do”, to implement, to evaluate and to refine; that is just as important in any process of change, as important as the changes that we make.

To learn directly  from others,  to talk with them, to ask questions of them and to share with them,  is the most effective way of learning. It is wonderful to make connections across Australia and to learn.  It is modelling within our community that is most effective.  The middle years journey we are on (at our place) has truly positioned us well as we work towards 2015, and welcoming our first cohort of year 7s.

Storify – Year 7 into Secondary Symposium – A middle years focus

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Networking and collaborating – the benefits

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More reflections and learnings 

As a new member of the leadership team at my school, everything for me is a learning experience. I attended a recent dinner meeting with school leaders, and then came across a blog (through twitter) that reinforced an engaging  conversation I had  with a colleague from another school. That conversation being about the fact that teachers struggle with the need to and the way to inspire and engage our young adolescent learners at times.  To  me it is so clear that we should be “lighting the fire” for our younger students much more than we are now. We need to instil a passion in these learners that sets them up for their futures.

But, for many teachers, the constraints of the senior school, the way we have been taught, the need to cope and “get the work covered” drives the way the learning environment is constructed. It is difficult for all to be able to cut through, make the difficult decisions and enable and provide the appropriate professional learning opportunities for this to occur, but it is so critical that we do.

In Queensland, it is timely to be having these discussions and ultimately essential to be making some hard decisions, because our secondary school settings are preparing for a new, younger cohort of learners – the year 7s of 2015. We must be thinking  deliberately about really addressing the needs of these young adolescents.

We should be enlisting our best teachers into our year 7, 8 and 9 classrooms, so that these kids are switched on to learning. We must have teachers who are passionate about learning, passionate about their students, those teachers that understand what it is that these young learners need. I believe we need our best educators working with our middle years learners.  And they must have PASSION.

I quote from Edutopia- an inspiring blog that I subscribe to: (http://edut.to/12tMOHP)

“Students at all levels, preschool through high school and college, respond to inspiration and a sense of higher purpose. Our middle years kids must not be forgotten, it is here that so much more energy is needed, we must ensure that the teachers engaging with this group of learners understands who they are teaching.”
“It is important to believe in teachers …. and students, to believe they can surpass themselves, to believe that ordinary can be turned into extra-ordinary, to believe in our students and to know that they can accomplish miracles — these are the essence of our vision for what all schools can become. “

This, I agree with and I truly believe we need to be working towards this goal in all of our classrooms and schools; it rings true, particularly at this time that we are poised to be making some critical moves in education; and more importantly critical times in our young people’s lives.

There is a great need to continue collaborating and networking, within and outside our own educational communities, so that we are certain that we are creating engaging, challenging and inspiring teaching and learning communities for these learners.  We, as leaders must be  providing the example, modelling what we need and ensuring that the decisions being made are meeting the needs of our students.  They are the reason we are in this game.

 

 

The MYSA position paper offers some key principles that can be adopted for thinking about and engaging with the middle years.  

 

The Bottom Line, focus on the relationships, not just the change.

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“Change – What is now proved was once only imagined.” – William Blake

But, even though much has been proven, there is still a deal of reluctance by some to embrace the changes and the learning directions of this decade. I am no longer going to discuss this as “21st century learning”, because, as I read recently (via twitter) and totally endorse, it should be  just  “learning”. We are a long way into this century, after all.

Yes, the only certainty in education is that there is and will continue to be change. But there are some things in teaching and learning that do not change.  The need to connect (with your students and colleagues)  is one of those!  So,I will not simply discuss web 2.0 tools, iPads or laptops. They are necessary, yes, but not the key to learning.  I incorporate them into the process of learning, of course, that to me is a no-brainer.  As a classroom teacher, as well as a leader in a school (Coordinator of teaching and learning), it is essential that I lead by example.  I do, as I expect others will do too.  I can’t imagine leading without actually being in the classroom.  For me, that is the way I need to do things.  (I do not want to be just an administrator).

So, I like to connect and I am a learner too …

As such, I have begun to develop a PLN;  for me a very new online presence, and I openly discuss this with my class.  I explain to them what I have learnt of late, and how I collaborate.  I share with them a great deal about myself, and explicitly point out that we are in this together. That to me is the key to learning.

In my core teaching class – which is a year 8 Integrated Studies class – (English, SOSE and Religious Education), the relationship that I have with my girls is first and foremost.  I come to that classroom every day with enthusiasm, excitement and optimism. As a middle years “expert” (and I use that term loosely), I know that relationships are key to success for all students.  We (my students and I) have a mutual respect, and I know that they are learning (most of the time anyway). I see the spark in their eyes and I know what is important.

Recently, I began to share with them my collaborating and learning through my Personal/Professional Learning Network. We discussed this, and how our knowledge and expertise may be expanded through such a medium as Twitter.  I constantly incorporate ideas and strategies that I have learnt and discovered via twitter, in my classroom now. (once those ideas only came from Workshops and books!)

One great example of something I incorporated recently into our  Inquiry Based Processes, was the concept of exploring the  “googleable” and “non-googleable” questions. This has been invaluable.  (A tip I picked up early on through my twitter community). They love the idea of questioning, and now understand how the questions that cannot be answered simply through Google, are the ones where the most indepth learning occurs.

My students are benefiting from the myriad of tutorials, innovative ideas, resources and learning experiences that are shared by educators across the globe. The point though, is that we discuss openly in the classroom where many of these ideas and resources come from, and they know now when there is something new happening!

Not only in the classroom, but also in my role with staff,  it is paramount to lead by example.  I try to embrace change, I encourage and share new strategies that can assist in the learning process.  I share my experiences with my colleagues and again, try to create relationships that are based on professionalism and respect.  It’s the connection that allows for true collaboration and learning. (And it is very clear when working with teachers when those connections have not been made.)

We all have to be willing to move forward; to change (or modify) the way we do things.  And it is interesting, because what I have learnt is that by connecting with other educators (globally), I now feel I am actually becoming a leader.  I also know that I am becoming a better teacher by connecting more closely with my students.  So much so, that now, more than ever, I want to be IN the classroom, as well as leading the teaching and learning process. I want to continue focusing on the relationships that I have built and see how these benefit the learning. The bottom line really!

 

 

 

 

 

My first public comments out here – into this connected new world!

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What is it that I really want to say?  What is it that I really believe in? Having been in education for a long time, I have had to reinvent myself so many times – as a teacher! I would certianly say that those reinventions have really put me in good stead to be able to say, “I really have and do focus on the learning.”  I graduated as a Commerce teacher (and Geography teacher) quite a number of years ago – Yes, shorthand, typing, Business Principles, and ….  well, need I say more?

Now, I teach kids, not subjects! But of course, I do this through English, Study of Society, Religious Education, Business and Technology  ….. You could say, that my whole career has been one of adapting, upskilling, staying abreast of the changes and changing! Now, even my current role as an educator (Coordinator of Teaching and Learning), is simply all about learning.

How can we best do this for the students that we serve? 

Middle Years of schooling principles and philosophies have been my driving force – and now, as we continue through this century and time of connectedness, these principles and philosophies have taken on new meaning, or a more advanced meaning. In a sense, they have been reinforced and validated, if you like. When I read the various tweets by many leaders in our field and listen to the greats, like Sir Ken Robinson, it is clear that we need to engage our learners in design, in creativity, in problem solving; using the tools that we have available to us in this digital age. We must provide them with real life journeys for today’s world. We are not preparing them for the 21st century- we are in it! Our kids are living it and we must be responsible and accountable for that.  This IS what middle schooling philosophies have always been about! About ensuring that what we do with our kids (and for them) is relevant, appropriate, challenging, motivating and that all are able to feel a sense of achievement.  That it is student centered, not test driven; that it might be flipped; that it is inquiry based and project based; that we use the appropriate tools for the appropriate task and allow for creativity…..

And so, I continue the learning curve that is education (that is life really), and I take on this challenge of connectedness – I  tweet, I facebook, I own an iPad, a smart phone and I connect with those of you who are also out there.  Our learning community is growing, and it excites me.

So, as my first blog, I probably haven’t really said anything too awe-inspiring, but I think that the point is – the learning. To be able to connect with people on a global scale is so valuable. To have it all at our finger tips is and must be capitalised on in all of our schools, everywhere.

I am so priveleged to have what I do, and be where I am today. I want to stay connected and continue to offer my students and my learning community all that I can as I continue on this journey…..

Debra

Find me on twitter: @debraway