Powerful Partnerships - Hononga Kaha

Last Wednesday we were privileged to launch New Zealand's first Secondary School Maori Cultural Kit, Te Pātaka. This is an App which allows users to develop their understanding of Tikanga and Te Reo by swiping to hear correct pronunciation, recording their own voice and using templates to construct their own mihi. It also includes information on the history and tikanga of our mana whenua, Te Kawerau ā Maki.

Powerful Partnerships is a key principle we have followed in the design of our school and this project, from the beginning, has been powerful partnerships in action.

The first partnership was between our school and Steven Renata, CEO of Kiwa Digital.

With Steven Renata Promoting the Launch

The chance nature of our initial meeting which kicked off the project is described briefly in this newspaper article.

But the creation of such an App required further partnerships and the most important one was with mana whenua, Te Kawerau ā Maki. Both Steven and HPSS were determined to use this project as an opportunity to begin the development of a meaningful and sustainable relationship between kura and mana whenua.

We had a wonderful night on Wednesday with a powhiri for Te Kawerau ā Maki and a launch of the App.

Waiata

Welcoming Te Kawerau ā Maki

Presentation of App by Steven Renata

We've only just begun our journey of forging a strong and sustainable relationship with Te Kawerau ā Maki but it certainly feels as if strong foundations have been laid.

Check out the App on the Apple or Play Store. You might be able to use it for any personal gals you may have set during Te Wiki o Te Reo Maori: Kia Kaha Te Reo Maori.

Share:

Implications for HPSS - Part 2 - Challenges

My previous post concentrated on the aspects of my sabbatical which provided affirmations for what we are already doing at HPSS. This post attempts to capture what I see as the areas of challenge or further development.

Student Self-Regulation

I have been critical of conventional secondary schools which complain that their students are not independent, self-regulated learners but give them no opportunity to be so. In most schools, up until the age of 18 students are closely regulated by external factors: timetable, bells, rules, teachers. While such factors can make schools more ‘manageable’ and lead to great academic results, they do not promote self-regulation and, quite possibly, contribute to our high university drop-out rate.

I have always wanted our school to be one in which students were given daily opportunities to self-regulate. A simple representation of this is by having no bells. Another layer has been our Floor Time (originally MyTime) programme. It originally allowed students to opt into up to 3 workshops a week to “do whatever I need to do know, where I need  to do it and with whom I need to do it.” It has now become a more regulated time on our timetable with less self-regulation.

My visits have reinforced my view that we need to look for more ways for students to self regulate. I have reflected that too often we may not ‘loosen the leash’ and provide opportunities for self-regulation because not all students will cope so we end up tightening things to accommodate those students. I’d like to flip that and provide more self-regulation opportunities but have arrangements to accommodate those who are unable to manage.

Following are two examples I have been thinking about and want to explore with my staff:

• Learning Hub time be voluntary for Year 13s (and possibly Year 12s.)
• I think a large group would still attend and another large group would make excellent use of their time to continue their learning. A small group would waste the opportunity.
• With the Year 13s (and possibly Year 12s) this would give an opportunity for the senior Hub students (Year 11 or 12) to have a formalised leadership role in the Hub.
• This has the advantage of providing more time in a senior student’s timetable to determine how to use their time best to progress their learning.
• It would also give more opportunity for Learning Coaches to concentrate on developing our Foundation students and preparing them for self-regulation.
• I can’t think of a worst case scenario if this was implemented that would keep me awake at night.
• Non-staffed class time for Year 13 students.
• If a student had 3 blocks of time allocated in a week to a subject/module only 2 of these would be staffed. Direct teaching and support would occur in the staffed blocks and students would continue through the programme, independently, in the non-staffed block. Many programmes delivered at NYC iSchool were delivered in this ‘blended’ approach with access to resources and support made available on-line (as we do now).
• The added advantage would be that students could determine how they would use their 5 non-staffed blocks (assuming they were doing 5 subjects/modules) at any given time. Because of workload demands they might use 2 (or more) unstaffed blocks to work on one subject in one week.
• This provides further opportunity for self-regulation and moves closer to how they have to manage their time at university.

Students as Partners in Learning Design

There is no doubt that when I saw students engaged as true partners in the design of their learning, engagement levels were at their highest. This was sometimes at the level of choosing project topics but moved through the continuum to include planning a full project inquiry, with teacher support, determining the learning context and the product of or evidence of learning. I saw many examples of deeper than expected learning and all schools had excellent attainment levels in statewide assessment/testing.

At Hobsonville Point Secondary School we attempt to involve students in co-designing their learning. Before each semester’s module planning we get students to explore their understanding of the overarching concepts (Identity, Space and Place, Citizenship, Systems and How Things Work, Relationships, Cultural Diversity, Innovations and Transformations) and then to suggest contexts for learning (eg How Did The Universe Begin? How Serious is Climate Exchange? Why Are There Refugees?). Teachers then collaborate to plan modules to offer students. As well, within each module students have a part to play in designing their learning (see blog post comments included in previous post.)

I am finding myself asking how we could both embed and extend this concept further. What does a school look like when students are authentic partners in learning and schooling in general?

At this stage my plans are to:

• Carry out a stocktake of the current situation of “Students as Partners in Learning Design”.
• Explore the concept with the Learning Habitat and gather their views of the current situation
• Gather some staff voice via ‘Kitchen Table With Maurie’
• Explore further areas of opportunity to have students as authentic partners.
• Begin with Learning Habitat and then cast to wider student group.

Some opportunities I have been thinking about include:

• Ambassadors to host touring groups
• Involvement in staff appointments
• Formalise student involvement in feedback to staff re their teaching
• Involvement in restorative practice processes so that impact of behaviours and outcomes on wider student body is taken into account

Parents as Partners

A neat outcome of increasing the strength of partnership with students will be in supporting us to bring parents and the wider community on board. All schools I visited spoke of the challenge of ‘parental push-back’ in relation to their attempts to transform secondary education. This occurred in all schools, despite their vision and models of learning being well-known before families enrolled their children (in fact, most, if not all, of these schools were over-subscribed and had waiting lists).

In discussing this issue at each school the responses were similar. Julie Abraham, at Design Tech, captured the common message with “being unalterably clear on what we are about” and having the courage to stay true to the vision. I have often spoken of the need for a school leader to have a clear moral purpose and the courage to see that carried out. This was a common message from the schools I visited.

I am of the view that the most powerful and effective ambassadors of any school are its students. Because they are immersed in the daily life of a school and continually breathe the air of the culture of the place they know what a school is about and if it is the right place for them. Because I see our students interacting with our many visitors and I hear them talking about the school and their learning I know most of them are fully on board. More than one student has told me that their parents “now understand” and that while earlier on there was a risk that they would be removed by their parents they feel the relief of that increased understanding.

By increasing the opportunities for authentic partnership with our students, I believe they will be even more powerful and effective ambassadors for our school in their own families and the wider community.

Currently we have many practices in place to partner with parents. They include:

• Start the year with Individual Education Meetings (IEMs) and repeat throughout the year
• Waitangi Whanau Celebration in collaboration with Hobsonville Point Primary School
• Fortnightly Newsletter, Facebook updates and School App communications
• Hub Coach communication home
• Parent workshops/conference
• Morning Tea With Maurie

Later this year I plan to focus my collection of parent voice on the effectiveness of the current parent partnership opportunities and ask what else we could do to make it more effective.

Share:

What Could Schools Do To Promote Personalisation and Authenticity

In this next post on my sabbatical I provide suggestions on what schools could do to explore PBL and make learning more personalised and authentic and forming connections between learning areas.

What Could Existing Schools Do To Reflect These Principles?

• Explore models of Project-based learning. A clear model that all staff understand and commit to and through which students are scaffolded is essential to provide rigour and prevent low quality experiences and outcomes. The following links could be a good place to start:
• Best brief introduction to current thinking I’ve seen for a while
• Buck Institute for Education is very useful not only with the ‘why’ but awesome for the ‘how?’ - great, easy to use tools
• Wiggins’ model of Understanding by Design used by the Science Leadership Academy
• The Stanford Model driven by Design Thinking and used at High Tech High, Nueva High School and DesignTech.
• Make every effort to provide opportunities for learning to be connected across subjects. Even with a traditional, single-subject timetable it’s not difficult to change mindsets and school practices to enable students to establish connections.
• Schools could start by determining common themes that could drive learning contexts across the whole school or particular year levels. This would, at least, allow all subjects to connect to the common theme.

  

  Grade level Themes at SLA

• Meeting structures could be turned on their head and regular meetings for the common teachers of each class to discuss how learning could be connected across more than one subject. Students could work on high-interest projects which they have had a say in creating in classes timetabled for 2 or 3 of their subjects. Completing one piece of work, drawing on several subjects and being supported by several teachers will not only result in a quality outcome and deeper learning, but reduce workload for students and for  teachers. Perhaps Departments could be required to find times to run their meetings when necessary, rather than having them scheduled. This reinforces that the focus in our school is on collaborative practice rather than subject silos.
• Teachers in all classes could share with their students the responsibility of determining the context in which learning could take place. Teachers would still take responsibility for developing the important learning/achievement objectives but invite students to be design partners in determining the context.
• Rather than informing a class that they are studying Migration and that they would do this by learning about Victorian English people and their migration to and settling in New Zealand, a Social Studies teacher could explore with students the concept of Migration and establish its worthiness of study. They could then invite students to suggest which example of migration from across history, or in the present, they (individuals, small groups) would like to explore to increase their understanding of this concept. Teachers and students would design activities together which allowed the important learning objectives to be met.
• Wherever possible, provide multiple opportunities for students to provide evidence of their learning.
• If all students have to write an essay to show their understanding of an important science concept, then those who are poor essay writers will not do well, despite perhaps having a high level of understanding of the science concept. As long as the learning objectives can be met allow students to show their understanding, whether it be by essay, piece of art, spoken word etc.
• Include some contact or experience with the community or expertise from beyond the school in all planning of learning programmes.
• At the very least, this could be a guest speaker/facilitator but can include off-site visits, individual/small group mentor relationships, on-line communication and connection with expertise, or a client relationship.
• Encourage the public sharing and discussion of student work.
• At the very least, this could be presenting findings back to the class with high expectations of how to make a quality presentation and how to provide quality feedback but can include presenting to students from outside the class or at another school, parents, and mentors and clients who have been involved in the learning.
• Think about where these presentations should take place.The school might be appropriate but so might a community space (library, parks, malls), a conference or place of work.

I hope these suggestions show how schools, no matter their context, can bring life to the principles of personalisation, authenticity, connection and collaboration.

Share:

Principles in Practice - Observations from Sabbatical

In this post I try to capture how each school brought to life the principles of personalisation, authenticity and connectedness. I conclude with an elevator statement that captures what is common across the schools.

How Do These Principles Play Out In Practice?

All schools saw a type of project-based learning, with learning connected across a high interest project, as the best vehicle to bring all of their learning design principles to fruition. All believed this led to more engagement and deeper learning.

A range of practices that were driven by personalisation was evident across all schools. The most common approach was to give students choice. At DesignTech High School 2 full days were dedicated to students selecting appropriate Labs. Teachers could use the LMS to direct students to compulsory Labs or students could select the Design Garage (Maker Space), Office Hours (individual or small group access to a teacher, independent work or Fitness.

At NYC iSchool students from all grade levels can take whatever ‘Elective’ which was appropriate to their interest, resulting in Grade 9 - 12 students in the same class.

All schools gave opportunities for students to use multiple ways to evidence learning. There were very few times when all students in a programme had to produce the exact same assessment.

Authenticity was achieved in each school in similar ways. They all ran programmes that were centred around high-interest projects and involved learning by doing. Students work on real-world problems and pose and/or tackle big questions. All schools required students to have some form of public presentation of much of their work and most schools ran an internship programme with whole school or certain year levels out of school.

The connectedness nature of learning was apparent in a number of ways. At High Tech High because the same group of students had the same teachers for all of their subjects the teachers would collaborate and support students to complete their projects across two subjects. Examples are described in this blog post.

At DesignTech they suspend their timetable for two weeks 4 times per year. During this time, known as d.lab, students opt to work on a solution to a real world problem, drawing on a range of subject disciplines.

During 2 days a week at Nueva High School students opt into a range of labs where they have opportunities to pursue their passions in a multi-disciplinary project.

The common feature across all schools was that student inquiry and a rigorous process of project-based learning underpinned the learning model.

• At NYC iSchool their Challenge-based Modules (1 per term) had students focusing on real world challenges so they could build their understanding of big ideas and broad global concepts. It was their view that this allowed for the development and application of 21st century skills.
• At the Science Leadership Academy all courses had students involved in inquiry learning and completing projects that they co-construct with each other and their teachers. This school followed Wiggins Model of Understanding by Design.
• At High Tech High project-based learning was at the core of all learning programmes. Here they followed the Stanford model (Empathise, Define, Ideate, Test).
• Inquiry-based and project-based learning was also at the centre at Nueva High School. Following rigorous design thinking processes students become active participants in learning, identifying solutions where they can make changes for the better while developing the personal and collaborative tools to take action.
• At DesignTech students used a project-based  learning approach, supported by design thinking, to work on local and global challenges, research real problems and develop authentic solutions.

My Elevator Statement

If we want learning to be personalised, authentic, and connected and to be preparing students for their lives in the 21st century, learning must be centred on high-interest projects, drawing on a range of specialist subjects, with opportunities for hands-on application and partnering with the community. There should be a genuine outcome from the learning and students must be partners in designing the learning.

Other Observations (some still to be explored)

• A clear set of principles needs to drive learning design and learning decisions.
• Maker Spaces are key spaces in schools
• Build in time in weekly schedule where students have responsibility to make good decisions and self-regulate. Do not water this down to the lowest common denominator as the majority of students will miss out because of the few who cannot self-regulate.
• A learning design model is vital in providing frameworks and rigour, but students (and staff) must be scaffolded through to be comfortable within that framework.
• Students don’t need an adult in front of them supervising their learning at all times. Some learning can be a blend of teacher and on-line learning (Language learning at NYC iSchool) or of teacher and un-supervised sessions.
• Restorative practices that develop trust and responsibility and require empathy and self-regulation support the development of vital 21st century dispositions.
• Internships and externships provide wonderful opportunities for authenticity in student learning.

Share:

"The signature characteristic of 21st century schools is students at work"

Because staffing numbers and learning space (classroom) meterage are linked to student numbers the impact on pedagogy is strong.

These formulas mean there is only one thing you can do in a traditionally designed classroom and that is put one teacher with 30 kids. And when you put the traditional furniture in there, there's not a lot of room to swing the cat.  You certainly can't put 50 students and 2 teachers in those spaces, so the formula is saying that peer teaching cannot occur (so therefore is not valued.) As well, you can't put 1 teacher with 6 kids in those spaces because that will create overcrowding somewhere else, so the formula is saying that small group teaching cannot occur (so therefore is not valued.) And even when you go with the only possible combination of 1 teacher and 30 students you can do little beyond the teacher at the front, with some moving around with difficulty amongst the bags and 30 desks and chairs, while students remain at their allotted desk and chair.

Do we honestly think that even though this model might have been appropriate once that that is how learning has to occur? When even us baby boomers know that the world and the working environment is so different to what we experienced, that employability requires a completely different set of skills and dispositions (team work, problem-solving, critical thinking, multi-disciplinary, multi modal, communication, collaboration and creativity) and that our society needs people to develop a strong sense of contribution service and equity - even still we wish to limit pedagogy and learning to the one-size-fits-all model required by the traditional classroom.

If I had enough hair left to tear out I'd be even balder after reading articles like Bernadine Oliver-Kerby's ! Her title Children: Casualties of Flawed Teaching Theory suggests some sort of evidence based conclusions outlining the "Teaching Theory", identifying the flaws with evidence and pointing out the definition of "casualties". What we got was a piece of drivel based on, I suspect, casual observations at a surface level. The dismissive observations made at some point in time re handwriting are used to pan innovative teaching in innovative learning environments and given some national platform.

Thank you Bruce Hammonds for pointing me to Bob Pearlman's chapter from his book whch allows me to park the 'Casualties' article and its thinking in the trash.

I loved this from the chapter: "The signature characteristic of 21st century schools is students at work." Note, he does not mean students doing work (writing notes, reading quietly, answering questions from a textbook), but students at work. In my view, students  at work (meaningful work) has them exploring, making sense, generating ideas, testing assumptions, refining thinking, problem-solving, collaborating, seeking expertise, constructing, communicating, presenting, discussing, critiquing and evaluating.

To be at this type of work they need learning environments that allow for large group, small group, individual, teacher directed, student centred, multiple learning style opportunities. They also need 24/7 access to learning materials and supports (information, criteria, assessment rubrics, calendars, discussion boards and evaluation tools.)

Is Bernadine Oliver-Kerby really saying that these types of learning opportunities in these types of learning environments are not appropriate and relevant for our young people today and that the model and design that was appropriate in the 1950s is still so today? Why would we expect schools to operate on the same model in largely the same environment from then when we wouldn't tolerate it from our hospitals, transport systems, music industry, entertainment, legal, finance etc etc institutions?

I'm with Bob Pearlman. Let's have schools where students are at (meaningful) work. This may be, I suspect, a big part of the answer to the problems of student disengagement, under-achievement and anxiety.

Share:

Innovate Out West - A Collaborative West Auckland Teacher Only Day

Innovate Out West

West Auckland Teacher Only Day

Tuesday 7th June

Conference Theme: Innovative Learning - sharing the best of the West!

Tomorrow marks the inaugural 'Innovate Out West'. A teacher only day with a difference! This year a range of secondary schools from across the West Auckland area (Hobsonville Point Secondary School, Waitakere College, Massey High School and Kelston Boys High School) are getting together to share their best practice with each other. It will be an opportunity for teachers to visit two different schools the learn about their best practice and innovative strategies they are developing, so as to improve outcomes for all.

Workshops include topics such as 

• 'Pasifika achievement' - Strategies that empower Pasifika students to succeed, 
• 'Matau Tatou' Kelston’s brand of PB4L, 
• 'Restorative Practice" - Focus on relationships 
• 'Cross curricular learning in a traditional context'- Sharing our current exploration of cross curricular collaboration around Matariki, 
• 'Hillbilly Lemonade' - Teachers talk too much! This session will not only quench  your thirst but will provide some strategies of how to encourage students to ask more questions and also examine how teachers can improve their questioning techniques, 
• 'Know thy Self!' - Analysis of teachers strengths and weakness and how this might be correlated to facilitate improved teaching practice and targeted PD, 
• 'Project Learning' - PBL - Project Based Learning at Hobsonville Point Secondary School - how we do things. The process of Projects - Kick Off, Plan, Action, Showtime and Final Look. The requirements at each stage of the process. Working alongside authentic partners to reach an outcome. Collaboration with peers, Guides and partners. Links to the Values of HPSS, and 
• 'Learning design for deeper learning' - Explore design thinking principles and ways they can connect with teaching and learning. Look at how common language can enhance teaching and learning processes and influence learning outcomes. Explore and share tools and strategies about teaching and learning.

It will be a chance to connect, collaborate and learn from each other. 

The conference follows this structure:

Conference Structure
9.00-11.00  AM Session - choose school/workshops
11.00-1.00  Lunch - choose lunch location
1.00-3.00   PM Session - choose another school/location

Plus a big thanks to TTS for sponsoring the lunch. 

Tomorrow is hopefully the beginning of something special, with the intention to grow it year on year to include all West Auckland schools working together to share best practice and innovation. If you are at a West Auckland school, get in touch with one of the schools involved this year. Let's show the rest of Auckland what Innovating Out West can really look like!

Make sure you follow the twitter feed tomorrow #InnovateOutWest 

Share: