Category Archives: Teaching

A New Way of Reading

This book- Reader Come Home – will be the next professional book I read. I went looking for a review after reading a series of tweets by Heidi Siwak and Matthew Oldridge about Wolf’s book and found this one by Jo Facer who provides a compelling review.

Reading all the Books

I knew I had to read this book when I heard Doug Lemov endorsing it. Reader, Come Homesells itself as a portrayal of the reading state of the nation. It is really about the state of humanity.

The author points out that the Ancient Greeks were concerned that rising literacy would fundamentally change people’s ability to remember, and that they weren’t wrong: the rise of reading did change the way our brains worked, making memory weaker, and remarkably rapidly. So today, with the rise in digital devices, both the way we read and the way our minds work has shifted. But are we worried about the right things this time? Our fears seem centred around the fact that more children (and adults, truth be told) are not reading… But they are.

In fact, we are reading more than ever before: the author quotes studies that reveal we are reading…

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Why take on the #oneword challenge?

There are many reasons why one would take on this challenge, but for most, it comes down to focus and intentionality. Having one word through which to “see” your practice, to guide your work, and to reflect on your professional learning gives you a chance to be really intentional about your professional growth. Having one word to concentrate on allows you the time to delve into the nuances of the word, to look at it from various angles, to hold it close and then to view it from a distance. Having one word gives you the chance to be shaped by it.

Scroll through our Twitter hashtag #onewordOnt to read the vibrant and supportive conversation in this community.

Read a few of the #onewordOnt 2018 posts found on the community G+ site:

Finally, to ensure that I don’t miss your word, please check this document before January 18th.  If your word is missing, let me know via Twitter or in the comments below.

I am so eager to see our 2019 list!

Context:The #OneWordONT project began in 2015 with #OSSEMOOC (Ontario School and System Leaders Edtech MOOC – OSAPAC’s community of leaders learning how technology can change practice in education). By 2017, the Ontario Ministry of Education cut funding for OSSEMOOC, but I decided to continue the project since I believe that it helps build community and it offers a personal, non-threatening entry point to Twitter specifically and to a PLN generally

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Five Things I Wish I knew When I started Teaching

In 2016, Dylan Wiliam wrote about the 9 Things Every Teacher Should Know. There is some overlap between Wiliam’s list and Hendrick’s, but mostly they compliment each other.

https://www.tes.com/news/dylan-wiliam-nine-things-every-teacher-should-know

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Carl Hendrick

1. Motivation doesn’t always lead to achievement, but achievement often leads to motivation.

While there is a strong correlation between self perception and achievement and we tend to think of it in that order, the actual effect of achievement on self perception is stronger than the other way round (Guay, Marsh and Boivin, 2003.) It may well be the case that using time and resources to improve student academic achievement directly may well be a better agent of psychological change than psychological interventions themselves. Daniel Muijs and David Reynolds (2011) note that:

At the end of the day, the research reviewed shows that the effect of achievement on self-concept is stronger that the effect of self-concept on achievement.

Despite this, a lot of interventions in education seem to have the causal arrow pointed the wrong way round. Motivational posters and talks are often a waste of time and may well give students a deluded…

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Teaching and Learning Research Summaries: A collection for easy access.

Tom Sherrington has curated some tremendous research. I’ve read half of them and have them stashed in my Pocket, but this site as one-stop shopping makes sharing so much easier.

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There are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff. Although they are easy to find via an internet search, I am pulling them together into one place for easy access.   I’ll keep adding to it as I find things and when people make suggestions:

John Dunlosky: Strengthening the Student Toolbox

Screen Shot 2017-05-31 at 16.36.35Click to Download 

Barak Rosenshine: Principles of Instruction

Screen Shot 2017-05-31 at 16.35.49Click to Download 

Rob Coe et al:  What makes great teaching. 

Screen Shot 2017-05-31 at 16.35.09Download here.

Dylan Wiliam: 9 things every teacher should know- via tes

The article is here: https://www.tes.com/us/news/breaking-views/9-things-every-teacher-should-know – with a nice box inset about that researchers – many of whom are featured in the other summaries represented here.

James Ko et al:  Effective Teaching 

Screen Shot 2017-05-31 at 16.34.26Download here. 

John Sweller’s Cognitive Load Theory, summarised by Oliver Caviglioli for How2.

C-Wf4E0XUAE_xQoDownload here.

Here’s…

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July 22, 2018 · 7:10 pm

2018: One Word.

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Last Thursday (December 28, 2017), I was invited to join #ONedMentors to chat about #OneWordOnt. I had given my word lots of thought…

But at the time of the invitation, I had not definitively chosen my word. I was leaning towards “empower” because the students’ feedback shone a light on their fears and showed me where I need to focus my efforts. I need to work at building their confidence and empowering them.

So far so good, right?

tattooerr-cart before the horse

What I hadn’t yet done though was complete the process of vetting the word. I think I know what the word means, but I am keen to discover how others ‘see’ the word. Like Jen Aston, I want to consider to what contexts my word connects. Like Derek Rhodenizer and his guests (on his weekly voicED podcast, “A Word in Progress with Derek”), I want to ‘poke and prod’ the word to see what it will give up. Like Stephen Hurley, etymologist extraordinaire, I want to dig a little deeper into the word because my knowledge of the word may only reflect current usage and not its historical meanings or connotations.

While “empower” means

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it also means to “boost confidence” which is the way I was thinking about the word until I did Google Image search on the words “empower education quotes”. To my surprise, the page returned did not support many ideas about enabling. Rather, it reflected back to me a word that emphasizes power and societal/class struggle. There are contexts where this understanding of “empower” is necessary and right, but this is not what I am after.

I kept digging.

I find John Wenger’s article on empowerment revealing. His audience is the workplace leader or manager, but I don’t think that matters because as a therapist he comes at the challenge of motivating and engaging others with much the same perspective as do educators. Here he unpacks his thinking about the word and why you can’t empower anyone.

 I bring my understanding of the word “empower” from my days as a therapist when I was working with clients whose lives were characterised by a deeply felt lack of power, or potency, in their lives. They were not the star of their own life stories, in other words. They were subject to decisions made by child protection authorities or social service authorities or parental authority or some other kind of powerful person or statutory body which held sway over important aspects of their day-to-day lives. While it is true that so many people in their lives were the agents of disempowerment, it seemed to me that to presume that I could empower them was just the opposite side of the same coin … Empower, to me, presumes that the one who empowers has the power to begin with and grants it to the other; it reinforces a paradigm of power and control to which the other person is subject. If I am the granter of power, there is still a power imbalance. This relationship presumes that I hold some kind of hierarchical authority over you and that, only by my good grace, are you exercising any authority. While I am in the position of granting power, I remain in the position of taking it back.

“Empower” is not the right word for me. I want to provide the means by which my students can develop the courage to take on their fears. I want to equip my students with the tools that can support their courageous decisions and actions. I want to encourage them to set goals, prioritize their studies and focus on personal progress. I do not want to leave any doubt as to where the power lies. 

Wenger argues for the use of “enable” over “empower”, teasing out the subtle differences between the words to make his case. And although this word can have some negative connotations, I am compelled by Wenger’s thinking. To “enable” is to emphasize “capability development and a worldview that, when fully able, people can put their abilities to good use.” And to enable,

encompasses what someone does to ensure that others have the requisite capabilities and skills to carry out a job well, to take up their own power (potency) and when necessary, showing them the door to gaining new capabilities and skills. It seems to be more akin to equipping and supplying than conferring power. Once equipped, the enabler can then get out of the way and let the person access their own power to get on with it.

Enable—>faciliate, make possible, provide the means. This is a good place to start.

Last year, I believed that providing opportunities for students to make choices in their learning would help them become persistent and productive learners. I was wrong. As one student clearly stated in her feedback to me,

Choices revolve around one of the worst phrases anyone could ever be told, ‘It’s up to you.’

This year I hope to enable my students to develop the courage to take on the academic challenges that they need to face to reach their goals and to make decisions about their learning.

Stay tuned for what courage in English class might look like, and thanks for stopping by!

#OneWordOnt 2015— Innovate

#OneWordOnt 2016— Discipline

#OneWordOnt 2017— Choices

 

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2017 #OneWordOnt Reflection

It’s hard to believe another year is at its end and that it’s time to reflect on my #OneWordOnt for 2017.

Remember how I told you about wanting my students to see the walls in their lives? The ones that interfere with their learning? The ones that hold them back from engaging in and with the broader community? The walls we grapple with everyday?

I also told you about choices–how we make choices

“to participate, to be optomistic … to inquire, be curious and to challenge the status quo … To find hope instead of fear in the face of uncertainty” (Seth Godin).

We began the semester with a frank conversation about creativity, openness, and fear.

We created “Stories of Me” and posted them in a public gallery. 

We built blogs where we posted our thinking about the course content.

We read self-selected novels.

We conferenced about our reading.

We collaboratively annotated texts using Hypothes.is. 

We curated our best work into an Evidence of Learning Document. 

We made choices in our learning everyday.

You know, decisions about criteria, about our learning goals, and where we needed to go next.

But the choices remained narrow, superficial, conventional.

So, we found the walls. We can see them now.

20171228_14484220171228_14491420171228_14495920171228_145035We just didn’t tear them down.

My next step is to find ways to empower enable students to make the choices to have the courage to tear down their walls.

Three guesses what my word for 2018 is. The first two don’t count.

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Synthesize, Evaluate, and Draw Conclusions

This the sixth post in a series that explores IQ: A Practical Guide To Inquiry-Based Learning by Jennifer Watt and Jill Colyer. Here are the links to post one (IBL and Learning), post two (In the Mess of Learning, what will stick?), post three (Questioning and Expertise in Inquiry-Based Learning),  post four (Supporting Conversations), and post five (Gather and Analyze).

How can I help my students make sense of their evidence and data?

This is THE question.

To synthesize is to weave themes and ideas together to create a cohesive picture of line of thought (108).

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The key to synthesizing, to be able to weave themes and ideas together, is the depth and breadth of knowledge we have. It’s unlikely that I will be able to see patterns or make connections if my knowledge on the topic is superficial.

Notice the number of sources the student in the cited examples has gathered.

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(I love this chart and will definitely incorporate it in the inquiry process this year.)

In order to do the level of thinking that synthesis requires, students must 1) draw on their background knowledge and 2) conduct sufficient new research. And they need to engage in this process in an efficient manner. This means that students need to have fairly good fluency with most of the research steps. But if students struggle to read, to make meaning with the sources that they have found, then they will get bogged down at the very outset of the process. If it takes a student days to wade through an article then not only is there not enough time but even if and when more time is allocated, students can become discouraged and frustrated at their lack of progress. When teachers are designing the learning (deciding on the topic of the research etc. ) then there may be some opportunity to locate resources that better suit the students’ needs. However, since we believe that the inquiry process works best when students make their own choices, we ask students to find their own sources.

I need to identify those students who struggle to work through the early part of an inquiry (whole class articles for back ground knowledge building) and work with them regularly to strengthen their reading skills. Reading for meaning sheets and summarizing in their inquiry journals offer frequent opportunities for students to push their thinking.

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