One of the factors of #whyiteach

The other day I taught a lesson about simple division and factors to a class of year 5/6s. It wasn't particularly noteworthy, no fireworks or fancy parades.  Most of the students made solid progress toward a deeper understanding though and ultimately that's the goal right?

I noticed a couple of girls who looked puzzled and offered them some extra time, a little later in the day, to work with me further.  You would have been forgiven for thinking I'd offered chocolate: they jumped on the opportunity. This is #whyiteach

While the rest of the class were working on the ten tweets they would send if they were constructing an online image of themselves (more about this another time), the girls and I pulled out counters, paper and a whiteboard marker. Yep, we drew on the desk with the whiteboard marker. (They seemed a bit shocked by this seeming bit of civil disobedience until I showed them how easily it cleaned off and then they loved the idea.)

We started with ten counters and physically manipulated them to see how many even groups we could create.  We worked through a couple of other numbers in this way with me continually asking:

"How do you know that's all?"

By the third number the girls could explain their thinking and demonstrate how they knew "that was all".

At this point I introduced the idea of working strategically to find pairs and recording our thinking in a way that would help us. We kept working with the counters to check our thinking.  (Have I ever mentioned how much I love having manipulative materials to use in maths lessons?)

Eventually one of the students explained to me that "if you start on the outside of the rainbow and work your way in, then you know when you've got them all because you can use your times tables to see that the middle ones just won't work".  Yes! Indeed you can. Again: #whyiteach

During this time I discovered that one of the students was struggling with odd/even so we used the counters to review that. English is not this young lady's first language and whilst her grasp of the language is brilliant I think this is one of the finer nuances that she hadn't learnt yet. It was fantastic to see the lightbulb moment when she made the link between the words odd and even and the concept she had already.   And another instance of #whyiteach.

Early in the session I reminded the girls about prime and composite numbers (I had reviewed these with the whole class earlier) so when they worked with 17 they were able to identify this. I love hearing kiddos use mathematical language to describe their thinking.

We also paid a super quick visit to rules of divisibility land. It was a flying visit, but you may be able to see the proof for the rule of divisibility for 5 on one of the sticky notes on the last photo.

This whole session took no more than 25 minutes but it stood out as one of the bright spots in my day. It's a prime example of #whyiteach

This relates to the following Australian Professional Standards for Teachers...

Standard 1 Know students and how they learn

Standard 2 Know the content and how to teach it

Standard 3 Plan for and implement effective teaching and learning

Standard 4 Create and maintain supportive and safe learning environments

A Gift

It's no great secret that I'm a bit of a learning junkie so it won't come as a surprise to anyone that I've been a wee bit excited about returning to study this year.   I'm braving the waves of postgrad study; I'm enrolled in a Master of Education (specifically an M.Ed in Cognitive Psychology and Educational Practice) at Flinders University. Officially classes started last week, but I jump started things by taking an intensive summer school subject back in January.  

It's that subject that I want to talk about today. That subject was (and still is!) called Conceptions of Giftedness, Intelligence and Creativity. A bit of a mouthful right? Basically, whilst the intelligence and creativity parts of the title are clearly important, the subject really focusses on working out what giftedness actually is so that we, as professionals, can advocate for the gifted kids in our classes, schools and communities. 

It's a bit of a touchy area for me because my two children are gifted. 

Until a few years ago, I raised them as a single parent, just the three of us. My whole experience of parenting was with gifted children: meeting developmental milestones scarily early; dealing with their incessant need for challenge and learning; advocating for their special (yes, special) needs; supporting them in the areas that lagged behind their intellectual and creative development; conversations about anything from nuclear fusion to the medieval English serfs' use of non-arable land; the need to manage social activism from one son who wants to save the world (whilst happily ignoring problems closer to at home). This was my norm and, as such, I never once considered that it might be different to any one else.  

Then I married a man with four sons of his own.  I discovered, very quickly, that there is a huge difference. I could write a thesis on the ways our two groups of boys are different. Some of the differences are simply down to different families of origin but most are not. Most stem from the differences in the way the boys experience, perceive and interpret the world. There's nothing inherently superior in either way; in fact there are 6 different ways because there are 6 different kids. There are undeniable differences though.

This blog post, over at
Crushingtallpoppies.com,
shares my frustration with this myth.

I'm sharing these details of my life because one of our assignments requires us to rebut and then positively reframe myths about giftedness. And... As a parent of gifted children I'm finding it really hard. The first myth we addressed was that all children are gifted. *internal scream* No. They're not.  All children are unique, but they are NOT all gifted. I witness this truth every time I sit at the dinner table with our combined tribe and hear the disparity in conversations. I see it every time I look at the learning tasks of my 14yo gifted son compared to my 14yo stepson. I feel it as I see the frustration in my son at the way his stepbrothers skate over the surface of something he wants to share deeply. I know it in my bones as a mother. Right there, that's where I'm having trouble with this. I'm struggling to step back and be a student rather than mama bear.

Anyone who has seen me with my other kids - the ones who call me Mrs RP - knows that when advocating for them I'm often in full mama bear mode. With these kids I guess it's a bit different though. As Rita Pierson eloquently describes it, I'm acting as their champion. This is different to being mama bear in many ways, but overlaps in others.  Is this why I'm struggling to make the distinction between mama bear and student? The overlap? I don't know but I have a sneaking suspicion that it's something I'll struggle with in all of my studies about giftedness because it has been such a big part of my role as a parent. 

I didn't expect to be so emotionally challenged by my first subject but I can tell you that it has pushed me further and deeper into my readings than I expected so it's probably a good thing. Some might even say it's a gift. Ha!

This relates to the following Australian Professional Standards for Teachers...
Standard 6 Engage in professional learning
Standard 7 Engage professionally with colleagues, parents/carers and the community

Single Point Rubric?

Let's talk about single point rubrics. Maybe I've been hiding under a rock for the past three and a half years but last night was the first time I'd ever heard those words uttered! I was at a Teacher Solutions PD session about the Digital Technologies learning area of the Australian Curriculum and single point rubrics were presented in with a slew of other information; I'm pretty sure the words "my head hurts" escaped my lips on more than one occasion more than once.  So, you guessed it: I had to do a little research on my own.  (I'm nothing if not predictable reliable.)

Long story short: it's a single set of criteria with room to record notes/evidence for performance above and below standard. Am I showing my age when I say "and here's one I prepared earlier"?

There are about as many formats as there are users.
I chose this one because it's familiar.

I struggled to get my head around the idea during the PD session for a couple of reasons. The first being that as a concept it's pretty simple, and glaringly familiar. I was confused by this. The example we were shown had about 30 criteria though (the entire Digital Technologies learning area) so I was puzzled: how was that remotely practical? Once the penny dropped that - in practice - these rubrics need only have the same criteria as any other rubric, aside from feeling a little foolish, I was intrigued by the potential.  Next I wondered how these were significantly different from the success criteria that I already use. (I post our success criteria on the wall (as you can see here) or task sheets.) In a nutshell: they're not! Well, sort of. They are in a different format with an assessment focus but using the same ideas and words.  Single point rubrics use these success criteria as the basis for identifying and recording evidence and feedback.

It was from this point that my inquiry began. The most interesting article I found was from the University of Nebraska that discusses the power of these rubrics as formative assessment and as a tool for responsible self-assessment. This resonated deeply with me because of my views on the importance of the role of 'self' in assessment and development.   It also reminded me of the anecdote shared doing the PD session: one teacher uses a red pen to write on these rubrics, the student uses a blue pen and their peers use a black pen. I'd been impressed by this story at the time but on reflection saw the potential as even more exciting: this opens the potential for a documented learning discussion. (I do wonder though whether there might be a digital option that works better? Perhaps a Google doc?)

Ultimately this is another tool to add to my repertoire. I can see how easily it could enhance my current practice: after building student capacity to identify success criteria - based on the curriculum achievement standards or whatever else we're working toward - these are publicly posted and used to create a single point rubric. Over time student capacity is built to use the rubric as a form of formative self assessment and peer assessment. In some ways it feels like a formalisation of what already happens.

Do you use single point rubrics? Any tips for success?

This relates to the following Australian Professional Standards for Teachers...
Standard 6 Engage in professional learning

Lean Change

Yesterday, at the Reflect Growth meet up, we heard about the synergy between good teaching practice and a particular business model called Lean Change Management. The speaker (Selena Woodward) related that as she read about this model she couldn't help but see the similarities with what we, as teachers, do all day everyday.

My interest was piqued and so I've done a little digging.

Lean Change Management Cycle from Leanchange.org

This image uses slightly different language to Selena's presentation (build, measure, learn) but demonstrates the similarities beautifully.

Our 'meta' process, or the green cycle involves planning (options), then teaching (experiment) and then reflecting (insights) before the cycle continues.

The part that REALLY appeals to me is the yellow cycle. That, right there, is the everyday, moment by moment reality of teaching. We have a lesson plan, meticulously researched, considered and prepared (prepare) in hand and ready to go. The lesson is moving smoothly (introduce) until we notice that there is an undercurrent of social tension and we instantly decide that a different path needs to be taken (review). Within seconds a  new plan emerges in our mind (prepare) and we move into that stream (introduce) and so on. It is this ability to fluidly review and re-start the cycle that characterises quality teaching.  It is making snap decisions between staying 'on plan' or being responsive that creates successful teaching and learning relationships.

Quality adaptive teaching builds on a series of decisions of whether to pivot or persevere. #reflectgrowth

— Markeeta RoePhillips (@MarkeetaRP) February 20, 2016

It is understanding that teaching follows this cycle widely and intimately that frees us to innovate our practices and meet the actual needs of our students.  In the end, that's what it's all about.

This business model comes from a field that relies on innovation. And for me, therein is the power of identifying this cycle in a field outside of education. It reminds me that what we do is not separate, or different, from the 'real world'. Our success as educators relies on being responsive and innovating.

This relates to the following Australian Professional Standards for Teachers...
Standard 6 Engage in professional learning

Sharing in Isolation?

For all that teaching is a high social role, it is not without its fair share of isolation. Perhaps more than its fair share? We spend most of our working hours surrounded by the young people who inspire us to become teachers, which is as it should be. For many teachers these hours are bookended by solitary periods of planning and marking, and punctuated by mad dashes to the bathroom or photocopier; not much by way of meaningful adult interaction; not much time to share our practice and encourage each other's growth.

It's the lack of sharing and encouragement that, I think, is particularly troublesome.  I know a lot of teachers who shrug their shoulders and say 'it is what it is' at this point but, as you know by now, I'm not that kinda teacher.

This morning I spent a number of hours at a Reflect Growth meet up where one of the the goals is always to try to address this very issue.  Under the wise guidance of Selena Woodward (she'll laugh at that description) we talked quite broadly about our teaching practices and then had the pleasure of listening to Chantelle Morrison talk about the innovative and student-lead process she used to set up her classroom this year. Following this we spent some time individually reflecting on big picture goals we want to strive for this term and perhaps more importantly sharing those goals. I was quite humbled to sit next to Chantelle who shared with me that she wants to work on her use and understanding of anchor charts. She asked me about them because she remembered hearing me talk about them. It was reaffirming that my experience could be used to encourage someone else. (I'm not 100% convinced she was encouraged but let's just leave it there shall we?)

I wondered, at the time, if everyone else found the act of sharing our goals confronting? And why did I find it so? Last year I shared my goal of developing my understanding and skills using working walls, and with the sure knowledge that I was going to share my growth in a public presentation. The act of sharing meant that I felt compelled encouraged to work towards my goal and gave me a sense of accountability. And you know what? I loved it. What was different this morning? I don't know.

We eventually used a (new to me) web based tool called canvaniser to build a plan around our goals using some of the language of 'lean change'. And again, we had the option to share this plan as we made it or within our virtual Reflect Growth forum. The idea of sharing our goals is to garner support, share ideas and encourage each other.

Created using https://imgflip.com

Notice the common themes here? You got it: sharing and encouraging.  Whilst I've been really blessed to have worked with some amazing people with whom I've shared and offered/received a lot of encouragement there is nothing quite like the coming together of teachers with the explicit goal of doing it.  The ways of achieving this sort of network are endless and I encourage all teachers to seek out a group, a friend or even online network that works well for them.

I feel renewed - and considerably less isolated - after spending the morning sharing with other teachers.  (I wonder if I'd feel even more renewed if I'd taken advantage of the free massages from KindaKneady that were on offer this morning?)

(Incidentally: my goals are around sharing learning goals and working with students to develop success criteria and learning more about the pedagogies that make stations/carousels successful in a rigorous classroom. If you would be willing to talk with me about these things I'd LOVE to hear from you. If you live locally, I know a really great coffee shop...)

This relates to the following Australian Professional Standards for Teachers...
Standard 6 Engage in professional learning
Standard 7 Engage professionally with colleagues, parents/carers and the community

Drawing the Line(s and dots)

I can't be sure but I'm fairly confident in making the assumption that ALL classes love art. My memory of art at primary school was that it involved coloured paint and cartridge paper. It was all very practical and, if I'm completely honest, left this super nerdy kid wanting more. I enjoyed it, but wanted to know more about the artists, the techniques, how to show variation in shading, about different styles and periods... Which all leads me to the Australian Curriculum's version of the Visual Arts.

The Australian Curriculum website says:

Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with the knowledge of visual arts, develop skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.

Through Visual Arts, students learn to reflect critically on their own experiences and responses to the work of artists, craftspeople and designers and to develop their own arts knowledge and preferences. They learn with growing sophistication to express and communicate experiences through and about visual arts. (Visual Arts Overview, Australian Curriculum, accessed September 6th, 2015.)

This actually describes exactly what I wanted as a child. Now, as a teacher, I'm excited to be working within this framework.

Our school is lucky enough to have an onsite Art specialist teacher with whom each class has one lesson per week; clearly not long enough to teach the entirety of the five subjects within the Arts Learning Area.  I probably shouldn't be so excited by this but I am. I HAVE to teach Art. Oh darn. What a shame!  *Happy dance*

Earlier this term, I  guided my kiddos through a short unit of learning in Visual Arts about line and shading.   I started the unit without telling the class what we were going to be learning about. Sounds a bit odd but just go with me for a moment.  I shared four artworks with the kiddos and asked them to pick the odd one out, and to justify their choice.  Which do you choose? Why?

All images are taken from the public domain.

There are, of course, as many different answers as there are people in the conversation. I was looking for some group consensus though about the use of line to create shading. There are a couple of very cluey (and arty) kiddos in the class who started asking questions and requesting to look at the images up close. Without much help from me the class concluded that the burger was the odd one out because it as no shading and is made from all block colours.  It took them about 5 minutes of free discussion to come to this conclusion. How fantastic!

We moved on to look closely at hatching, crosshatching and stippling as the three main ways of using line to shade (as exemplified in the pieces above). Lots more discussion, viewing images and having a go. We rounded out our first session by coming up with a definition of the technique and creating a sampler of 3D shapes using these three techniques.  Just as my personal tip to you all: the sound of 25 pencils all tapping repeatedly on tables is not for the faint of heart or sore of head. Don't say I didn't warn you.

The Art working wall at the end of our first session.

The following week we started with a 'Silent Word Shuffle' (first time I'd ever done one with my class). I didn't put any restrictions on using iPads or the working wall to work out the categories and so there was a very high sense of engagement. The kiddos knew they could figure it out - even if they had to struggle to get it. Perfect example of encouraging a growth mindset!

We moved through a range of learning activities, and then I showed the class some examples of student work to inspire them in developing the success criteria for their art piece. (I have to admit here that I have completely lost the url of the website on which I found this student work.  If it is yours or belongs to someone you know PLEASE tell me so that I can credit you, and find the website again because it was brilliant!)

We constructed this project design using a democratic
process that ensured all voices were included.
You can see how closely our project mirrors the example.

Here are some of the final projects.

Student line and shading art work from Markeeta Roe-Phillips

The kiddos presented their finished pieces on the big screen at a whole school assembly. I'm not sure whether the big screen or the actual art itself  but my kiddos were very chuffed with the repeated 'oohs' and 'aaaahs' from the the junior primary children.

This relates to the following Australian Professional Standards for Teachers...
Standard 1 Know the students and how they learn
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning

All Those Extra Bits Like Thinking Skills. And Ancient India. And Weebly.

I've mentioned, I think, that we're learning about Ancient India at the moment. It's one of our Ancient World depth studies as outlined in the Australian Curriculum.  We're taking the opportunity to look at a range of ideas including 'who writes history' and whether or not we can trust what we read/view. I appreciate that our team decided to leave this study until the second half of the year because it has given my kiddos more than twenty experiences of Way Back Wednesday (WBW) to develop strong historical thinking and questioning skills.  You know - those extra little bits that are rather hard to explicitly teach but REALLY need to be taught.

Of course, as many of you will know,  my units of learning never stick to one content area and so we're looking at Art, Civics & Citizenship, Geography, Maths and, of course, Literacy as well as History.

I created this meme at imgflip.com/memegenerator

If I'm completely honest, until this year I knew next to nothing about Ancient India. I've been learning alongside the kiddos and have, on more than one occasion, said "I have no idea, but I'm sure you'll be able to teach me!" before offering whatever help is needed to get started.  The idea that they can teach me has been quite a powerful thought for many of my kiddos. For much of our school curriculum it's quite clear (and appropriate) that I know more than them, so it can sometimes frustrate a couple of them when I redirect their questions. "Why do you ask me to figure it out for myself you could just tell me how to do it?"  When they can see and believe that I'm just as new to this as they are they're SO much more motivated to do it themselves. (This raises some interesting questions for me about how we can achieve this in everyday learning when it's quite clear that in my role as teacher I DO know the material.)

Slightly off topic... Sorry.

I've taken the opportunity to get the kids involved in helping me build a website about Ancient India as well.  We're using the Weebly platform which makes it super easy.  At this stage we've only created landing pages and resource collection pages. We've also embedded our brainstorming pad lets.  We'd love for you to have a look (here) and send through your feedback.

If you've never used Weebly.com,  I suggest you have a look because in the time it would take me to explain how easy it is you will be able to create your own website.  True story. Check it out. (And no, I'm not getting any kickbacks - it would be lovely if I did because I send a lot of people there!) I've already raved about Padlet.com but seriously... Go look at that one too.

See! I can do it! (Or rather that linked website can!)
This is a screen grab from our Weebly site.

This is a fantastic opportunity for me to really push the  importance of crediting any images we use.  (Another one of those extra bits that need  to be learnt.) I'm not always the best at this myself so I'm hoping that the process will help me develop some better habits.  Creative Commons Australia website has a great guide, and here is a nifty little attribution builder.

It's a bit unit of learning with lots of extra bits on the side. I'm a little overwhelmed trying to keep it all coherent for the kiddos. Their mid unit reflections seem strong so I think they're doing well, but with 25 different inquiry questions and just as many varied 'learning products' I'm scared I've missed something/one.  Watch this space to see how I/they/we go. (And by this space I really mean the weebly website (here)).

This relates to the following Australian Professional Standards for Teachers...
Standard 1 Know the students and how they learn
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning
Standard 4 Create and maintain supportive and safe learning environments