Another conversation not recorded - I've found out why now. I'm pressing the wrong 'upload' button at the end of the session. :/
As with the Year 11s, I had a conversation with the year 12s about the things we've done this year. They weren't very talkative, but I did get a few good points from them.
Last Emperor
Please, for the love off all that's good and holy DON'T teach this again! It's confusing, we don't get it, it makes no sense. We want Shawshank - we know why we couldn't have it, but that's what we wanted (it's a R16 text and I had a 14yo in the class). Do something that's English (meaning Western), not Eastern, do something where the cultures are familiar and we recognise things that are going on.
Selection of Writing
Be stricter, you're too lenient. Make us get the writing in much earlier rather than a rush at the end. Motivate us with 'you can't do anything else until you finish this'. Make it boring so we have to do it - take our devices away, take our music away, make us sit in silence, and make us write with paper and a pen. One lesson a week devoted to writing. We want to do it in class where our soccer and sports don't get in the way. We want to have a booklet with all the tasks in them at the beginning of the year so that we can see what we need to do and have time to think about them. We want the selection of writing tasks to be linked to the texts that we're studying to give us a deeper and broader understanding of the wider context.
Personal Reading Responses
eeehhhh, uhmmm....
Close Viewing
Kids were over talking by now. 7m30s was too long for their concentration spans to cope with.
Friday, 31 October 2014
L1BENG - End of Year Reflection
A little bit annoyed - my second attempt at a YouTube capture didn't work! Hopefully I can remember everything that was said today.
Creative Writing
These students were evenly split - half wanted free choice for their writing topics, half wanted set tasks. We talked about creating assessments where there was a range of options that allowed for each.
They were happy with the feedback that they received, but wanted more one-on-one time to 'find all the mistakes'.
Formal Writing
They found this really difficult. They wanted more practise around it - not just here's the task, here's how to do it, now do it. They wanted a chance to write an entire practice piece before the assessment so that they could make the mistakes and get specific feedback before their actual assessment piece (in this instance, portfolio drafts were included).
They wanted the same amount of freedom as creative writing - equal options of set and free tasks.
They wanted a range of styles to choose from - show them a number, eg a formal letter, a persuasive essay, a blog post and let them choose the style they want to write on.
Speeches
Very verbose on this - they loved it or they hated it, no middle ground. They were 'ok' with the idea of presenting the speech one-on-one with me, but not in front of their peers.They didn't like the recorded one very much, and they didn't like the live one very much.
Night
One student asked if it was the first time I'd taught it, because the content seemed worn out and hagged like I'd done it too much. Interesting - I felt a little that way too.
Some didn't like it, some found it eye opening. Many wanted to have a guest visit from the author so that they could talk to him about his purpose. They realised that couldn't happen with Night, so they wanted a New Zealand text so that they could do that. They found the book easy to read but struggled to get the ideas on paper because they couldn't identify with the emotions. They wanted the content to be taught in two ways - half emotive and half non-emotive.
Close Viewing
This was in the first term, and most students liked the text choice, however they thought 8-Mile would be much more appropriate than Freedom Writers. They thought Freedom Writers was too outdated. They thought it would be good to teach contemporary films that they already had seen and to learn how to seem them in a new light and find the deeper meanings in them.
Creative Writing
These students were evenly split - half wanted free choice for their writing topics, half wanted set tasks. We talked about creating assessments where there was a range of options that allowed for each.
They were happy with the feedback that they received, but wanted more one-on-one time to 'find all the mistakes'.
Formal Writing
They found this really difficult. They wanted more practise around it - not just here's the task, here's how to do it, now do it. They wanted a chance to write an entire practice piece before the assessment so that they could make the mistakes and get specific feedback before their actual assessment piece (in this instance, portfolio drafts were included).
They wanted the same amount of freedom as creative writing - equal options of set and free tasks.
They wanted a range of styles to choose from - show them a number, eg a formal letter, a persuasive essay, a blog post and let them choose the style they want to write on.
Speeches
Very verbose on this - they loved it or they hated it, no middle ground. They were 'ok' with the idea of presenting the speech one-on-one with me, but not in front of their peers.They didn't like the recorded one very much, and they didn't like the live one very much.
Night
One student asked if it was the first time I'd taught it, because the content seemed worn out and hagged like I'd done it too much. Interesting - I felt a little that way too.
Some didn't like it, some found it eye opening. Many wanted to have a guest visit from the author so that they could talk to him about his purpose. They realised that couldn't happen with Night, so they wanted a New Zealand text so that they could do that. They found the book easy to read but struggled to get the ideas on paper because they couldn't identify with the emotions. They wanted the content to be taught in two ways - half emotive and half non-emotive.
Close Viewing
This was in the first term, and most students liked the text choice, however they thought 8-Mile would be much more appropriate than Freedom Writers. They thought Freedom Writers was too outdated. They thought it would be good to teach contemporary films that they already had seen and to learn how to seem them in a new light and find the deeper meanings in them.
Thursday, 30 October 2014
Last Day - L1BENE
As today is the last day of term, I asked the kids to reflect on their English Journey this year with me. Technical Noob glitch meant that I've deleted the voice recording that I took, so hopefully I remember everything they said!
Creative Writing
They like the freedom of choice
They liked the feedback - that helped them to find their errors and fix them so that they could make the necessary changes.
Formal Writing
They want more freedom of choice
They found it difficult to write formally because they're not used to speaking formally. Perhaps bringing in a DP or BRK would help to have them practise formal speaking.
The feedback was confusing. They want it in student speak and easier to understand.
Static Image
They liked this. Some have difficulties with expressing emotion on the page.
They want specific instructions and know exactly what they have to put in the static images - like how BIC teaches art.
They liked the feedback that they receieved - they could understand this.
Night
Found it easy to read
Found it easy to know the themes but hard to find the examples in the text
Would rather have more group activities
Would rather have individual activities
Found it hard to relate to
Wanted more on author's purpose before exams
Freedom Writers
Majority really enjoyed this
Needed more time on language features and director's purpose - maybe better in a longer term with more time available
Wanted more on director's purpose before exams
Creative Writing
They like the freedom of choice
They liked the feedback - that helped them to find their errors and fix them so that they could make the necessary changes.
Formal Writing
They want more freedom of choice
They found it difficult to write formally because they're not used to speaking formally. Perhaps bringing in a DP or BRK would help to have them practise formal speaking.
The feedback was confusing. They want it in student speak and easier to understand.
Static Image
They liked this. Some have difficulties with expressing emotion on the page.
They want specific instructions and know exactly what they have to put in the static images - like how BIC teaches art.
They liked the feedback that they receieved - they could understand this.
Night
Found it easy to read
Found it easy to know the themes but hard to find the examples in the text
Would rather have more group activities
Would rather have individual activities
Found it hard to relate to
Wanted more on author's purpose before exams
Freedom Writers
Majority really enjoyed this
Needed more time on language features and director's purpose - maybe better in a longer term with more time available
Wanted more on director's purpose before exams
Tuesday, 23 September 2014
Book Corner 2014
Thanks Jo, for the tag. :)
Name:
1. What were your English classes like as a teen? Well seeing as my 6th form English teacher is likely to read this, I must be kind! Actually - truthfully, there's only good things to say about 6th form English anyway - and I still use what I learned then to how I teach now. Some things just stick! I always enjoyed English - and always enjoyed having an excuse to read. Probably didn't stick to the rules very well; never have been good at that!
2. What are you currently reading?
3. What were you doing prior to becoming an educator?
4. What was on the family book shelf growing up?
5. Where do you seek Inspiration?
For what exactly?! My twitter feed is good for ideas of activities and modes of teaching, my school Facebook profile has a stream of 'expert' articles coming in from different people and affiliations, and of course, my three favourite teachers of teachers who sort me out - either by giving me a boot up the bum, or the next step to challenge me and make me better. Claire, Carol, and Thea.
6. Advice to teenagers?
Learn from others' mistakes - life is too short to make them all yourself.
7. Describe your Perfect Day?
When everything goes perfectly (OCD perfectionistic control freak? yup!)
8. Who would you want to have lunch with, dead or alive?
Hard - I don't really like going out for lunch. I'd much prefer to go and do something with someone else who has kids. So, before school ends this week I will check in with lady friends who have kids the same age and try and book in some play dates over the holidays (Jo - count yourself asked!!)
Name:
Claim to Fame:
1. What were your English classes like as a teen?
2. What are you currently reading?
3. What were you doing prior to becoming an educator?
4. What was on the family book shelf growing up?
5. Where do you seek Inspiration?
6. Advice to teenagers?
7. Describe your Perfect Day?
8. Who would you want to have lunch with, dead or alive?
9. FREE CHOICE...
Introducing...
Book Chat Meme Challenge
Thanks for your time. Please copy and paste these questions into your own blog, include a photo of yourself reading, and tag other tweeps. Share the reading love.
BOOK CORNER 2014
Name:
Toni Cliffin
Claim to Fame:
Wife, mama to four amazing kidlets, aunty to 5 (and two in the cooking) nieces and nephews, scavenger and collector of educational articles, and - if you ask the students - my age ranges from 21 to 40!
1. What were your English classes like as a teen? Well seeing as my 6th form English teacher is likely to read this, I must be kind! Actually - truthfully, there's only good things to say about 6th form English anyway - and I still use what I learned then to how I teach now. Some things just stick! I always enjoyed English - and always enjoyed having an excuse to read. Probably didn't stick to the rules very well; never have been good at that!
2. What are you currently reading?
Waiting for A Mind for Numbers (Barbara Oakley) and Mindset (Carol Dweck) to turn up. In the mean time, I'm reading Evaluating students’ evaluations of professors from the Economics of Education Review journal.
3. What were you doing prior to becoming an educator?
I trained right out of high school, first doing my BA(Hons) and then my Grad. Dip. Ed (Sec Teaching). I graduated teacher's college pregnant with my first baby, and so between graduating and actually starting teaching there were about 5 years. Most of them were spent in hospital after my second baby turned up 16 weeks early. Starship is actually an excellent place to meet therapists and learn a whole other side to education that I probably never would have without this experience!
4. What was on the family book shelf growing up?
We all had bookshelves in our room, so in the lounge was just a set of leather-bound encyclopedia. In my room - depending on age - were Babysitter's club (speaking to any 80s girl babies?), Jane Austen, books on leadership.
5. Where do you seek Inspiration?
6. Advice to teenagers?
7. Describe your Perfect Day?
8. Who would you want to have lunch with, dead or alive?
9. FREE CHOICE...
To recover from a week at school, I love to go for a walk in the bush or down the beach. Nothing like being outside to recharge my batteries.
Photo to come!
Here are the questions to copy and paste:
BOOK CORNER 2014
Name:
Claim to Fame:
1. What were your English classes like as a teen?
2. What are you currently reading?
3. What were you doing prior to becoming an educator?
4. What was on the family book shelf growing up?
5. Where do you seek Inspiration?
6. Advice to teenagers?
7. Describe your Perfect Day?
8. Who would you want to have lunch with, dead or alive?
9. FREE CHOICE...
Thursday, 18 September 2014
Learning to Learn - A Reflection
I always love how the brain works. When I give it time and space to do its job, it's pretty clever at making connections without me really having to do anything. Well - kinda! Of course, I had to put the content in my brain in the first place - nothing in; nothing out. What goes into a mind, though, comes out in a life.
I went to a PD session at school on Wednesday - Learning to Learn was the topic. Though the information was nothing new, hearing it again allowed my brain to go ahead and remind me of some connections.
Firstly - the point about procrastination. I'm really good at that - an expert in fact! I'm procrastinating right now! I should be marking, but suddenly I have this pressing urge to write all about the PD I went on! The point the presenter was making was that starting an uncomfortable task ignited the same neuro responses as being kicked in the leg. So, discomfort = pain. However, that 'pain' reflex/response dulls down after a minute or two once you get going with the task. Do you know what I heard? My dad's voice in my head: "The hardest part about doing anything is starting". And do you know where dad's words of wisdom came from? His dad. So science is backing up age-old wisdom. Funny how that always seem to be the case. Funnier still how we, in our 'enlightened' age of technology refuse to believe the wisdom of our ancestors unless there is scientific research to back it up.
Isn't it funny how research can be manipulated to make it mean whatever you want it to mean?
Isn't it funnier still how experience to back up research can be found wherever you look for it?
The brain is a very suggestible organ - it will believe whatever we tell it to believe, at the end of the day.
Another point raised during the PD was that of the focused activity that occurs in the frontal lobe, and that of the diffused thinking state that happens during resting state. Again nothing new, but my brain connected this with cortizol, and how how stress affects memory. If our students' bodies are under stress and they're releasing cortizol into their systems, then that is going to affect how the brain converts the focused activity into short term memory, and then how that short term memory converts into long-term memory. It's the reason I keep my classroom a stress-free environment as much as possible. Kids can't learn if they don't like the teacher; I hear that often. But why? Because kids can't learn if they're under stress, and if their stress levels are triggered by dreading coming into contact with someone, then that's no good for them. I don't want to undermine the necessity of some stress - the good kind that promotes work. My students have rockets exploded under them as and when necessary to get work out of them - but it's never sustained. Short, sharp fear of a deadline encroaching is enough.
One point that I found particularly interesting - and this reinforces my position on the ability to find research to back up anything you like - is that of listening to music while learning. The presenter said no way, not during focussed activity. A music teacher in the audience agreed, because as a musician she would instinctively start to analyse the music. And I hear that - research and experience aligned. It's obviously going to be the case for some people. However, I also have research that I've read over the years which indicates the exact opposite. Music stimulates brain functionality, receptivity, and optimum state. In fact, when my son was small, we had many therapists involved in his development. One was a Speech-Language Therapist (and all SLTs are trained in psychology), and another was a Neuro-Developmental Therapist. Both of them gave me research that showed how certain types of music - Largo, from memory - caused the brain to work more efficiently. So when I was specifically working on teaching my son a skill (eg eating or clapping), it was always easier and more efficient when I had the music playing. He was more responsive.
Now - let me just take a minute to argue a point. I will not accept that what Caleb had to learn was easier than what my students have to learn - relative to their ages. In fact, for Caleb, it is much harder for him to learn anything because of his Global Developmental Delay. I've heard people say that what primary school students learn is 'easier' than what secondary students learn. No it's not. The skills that are taught to each level are new at each level. Learning how to write 'the cat sat on the mat' is just as difficult for a new entrant student as 'Opium symbolises the destruction of a society from the inside out' is for a year 12 student. By the time a student gets to year 12, the building blocks have already been laid - I'm not teaching them everything from a,b,cs through to analysis in one year. I'm building on what's gone before and adding the next bit of information.
However - I am also completely ready to say that music will not work for everyone. Why? Because everyone is wired in so many different ways. There are people who learn best through music, art, writing, reading. There are those who learning is optimised through logic, reason, numbers, experience. There are the kinaesthetic learners, the visual learners, the auditory learners. There are the emotionally intelligent, the academically intelligent, the pastorally gifted, the servant-hearted, the perfectionists, the peace-makers, the leaders, the hard, the soft. There is no one right way, and none of these function in isolation.
What we need to do is equip students with information that enables them to find their individual learning style. We teach them to understand that it will change as they grow older - and it should change as they mature. Once they've figured this out, we give them the tools they need and then we let them go for it.
Tuesday, 16 September 2014
Learning to Learn PD
Martin refers to fixed vs growth mindset
Automated thinking
Thinking - on the whole - we don't do a lot of it.
When you have to think, it burns nutrients.
Focused thinking
Taking place in the front of the brain - slow, effortful, uncertain
We expect students to come to school and do this 6 periods a day
The brain is not designed for thinking, it's designed to save you from having to think, because the brain is not very good at thinking.
Default mode is not focused thinking
**cf Twitter chat. Add it in
Learning can fade very quickly
Procrastination
(Or why learning is a pain)
Why procrastination arises and how to addresss it
- brain interprets undesirable action as pain
- but if you start, after a short amount of time the feeling fades
- "the hardest part of doing anything is starting"-- my dad.
Turn on a timer for 25 minutes
No interruptions
focus
reward
Short Term and Long Term Memory
Memory palace
anagrams
flashcards
explaining
look-cover-check
Using analogies or metaphors
Recall, including outside the classroom
Automated thinking
Thinking - on the whole - we don't do a lot of it.
When you have to think, it burns nutrients.
Focused thinking
Taking place in the front of the brain - slow, effortful, uncertain
We expect students to come to school and do this 6 periods a day
The brain is not designed for thinking, it's designed to save you from having to think, because the brain is not very good at thinking.
Default mode is not focused thinking
**cf Twitter chat. Add it in
Learning can fade very quickly
Procrastination
(Or why learning is a pain)
Why procrastination arises and how to addresss it
- brain interprets undesirable action as pain
- but if you start, after a short amount of time the feeling fades
- "the hardest part of doing anything is starting"-- my dad.
Turn on a timer for 25 minutes
No interruptions
focus
reward
Short Term and Long Term Memory
Memory palace
anagrams
flashcards
explaining
look-cover-check
Using analogies or metaphors
Recall, including outside the classroom
Monday, 15 September 2014
A Balancing Act
Not teaching to the assessment, but being aware of the skills required to pass an assessment.
Having organic evidence of learning but still testing students because they still need exams skills for external exams.
Identifying the changes that are occurring but working them out within the boundaries of the system we currently work in.
Being aware of the boundaries that we have but pushing those boundaries to maximise student engagement, intrinsic motivation, and learning capacity.
Having organic evidence of learning but still testing students because they still need exams skills for external exams.
Identifying the changes that are occurring but working them out within the boundaries of the system we currently work in.
Being aware of the boundaries that we have but pushing those boundaries to maximise student engagement, intrinsic motivation, and learning capacity.
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