Alan November- Fostering a culture that supports the flipped classroom

Having heard a lot about Alan November from Nick & Kim after last year’s conference, he was an obvious choice when selecting presentations to attend this year. He certainly didn’t disappoint.

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Alan suggests that a Big change that teachers could make tomorrow in the Flip model is to get students to “Ask a question for homework”.

Asking the whole class , do you have any Qs? Doesn’t work because sts don’t know what they don’t know, sts will ask more Qs online rather than f2f.
The Qs of sts are the most important thing to help learning. To work out what to teach.

Mazur – As soon as sts finish taking a test they work in groups to take the test a second time and vote on correct answer. They are scored 1 point for a correct answer, if the answer is wrong they work again to debate the correct answer and get 1/2 point for correct answer, etc. final score = combined score of individual and group.
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Problem that flip learning responds to is “who’s suffering the most?” :). Its important that we get the students “suffering” the most! That is, they should be doing the work – learning!

Flip learning- no punishment for not doing homework.
Students to create the learning videos rather than the teachers!
Build up the library of videos over time so that students can access I the information time and again until they are comfortable with it and competent.
Incorporate feedback from other sts
Math train.tv/ videos. Check out.

NAP student conditioning – We need to push past the resistance of sts wanting teacher oriented and driven learning and get them doing the “suffering” !!!

looking forward to the Masterclass with Alan tomorrow.

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Ewan McIntosh: Building True Collaboration

Ewan suggested that if you want students to strive to bulid the best products they can then they need to be given choice in seelcting between challenges where the scope is so broad at the outset that no single student can solve it. After that, students will self-select into groups they are interested in contributing to, and the scope of the projects will force true collaboration, as without this, the requisite level of quality or depth will not be achievable.

For me, this will mean that I restructure how I organise my courses to provide more choice, but also to have much greater student voice in the construction of assessment in order to promote true collaboration, and deep learning.

Ewan McIntosh: Allow for students to share their ‘Aha’ moments

One really amazing example Ewan shared was from upper primary students from Brixton in London. These students were being coached to always be able to answer 3 simple questions;

  1. Where have you been (in your learning)
  2. Where are you now
  3. Where are you going

This type of self-awareness scores highly on Hattie’s effect sizes. The beautiful thing about the example was however, that the students were keeping an online journal / diary of these reflections that was open to the other students in their class. Ewan saw some students looking at other students diaries, and so he asked them

“What are you guys doing?”

“We are just looking at learning” they replied. These students were attempting to work out how some of the other students were learning better than they were.

This was a real eye opener for me about the power of enabling students to share their ‘aha’ moments.

Ewan McIntosh – The Importance of Feedforward as well as feedback

Ewan McIntosh suggested that feedback is extremely important to provide a guide for people to know how they are going, but even more important is the future focussed feedforward, as in what is required for future improvement goals. We saw some great examples of primary school students making suggestions about what they needed to do to improve their learning. I think this is a really important concept.

I think this has implications for PDP processes, as well as helping our students to become more aware of their position in their learning.

Enabling Safe Social Media Use for Education

Peter Geale Global Marketing manager
Peter.geale@netboxblue.com

Netbox Blue is a Queensland software company. Their focus is risk mitigation solutions for Social Media via Pattern Matching.

Social Media is a part of Students’ everday lives.

  • 81% of online teens use some form of social media
  • 77% of these use Facebook
  • 24% use Twitter
  • Instagram is growing
  • Girls more than boys
  • 75% visit several times a day (Pew May 2013)
Social Media is Not Going Away

Social Media is Not Going Away

Risks & Concerns in having Social Media in the classroom

  • Distraction
  • Reputation Risk
  • Just a Gimmick
  • Limiting face-to-face communication
  • Social media keeps changing
  • Embedded malware may be present
  • Boundaries can be crossed/stretched between students and teachers
  • Inappropriate communications

Effectively, text from Social Media is reviewed in real time and compared to identified keywords. These may be teacher names, comments associated with self-harm etc. Instant alerts are provided on critical matches and the messages can be blocked prior to transmission to the internet.

Possible TSC implications:
-Take to ICT Steering committee
-NAP Computing lessons -> Cyber Safety topic
-Cyber Safety Help button – investigate further for College computers Cybersmart resources Cybersafety button download

Resources & Further Reading
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Ewan McIntosh – notosh

Not a box – is a great story/video that demonstrates our need for creativity.

Key messages to promote to our students are – Be curious – listen to yourself – humble is cool

Curiosity is Finding the problem that nobody else has solved.

6 pillars to apply in the classroom – challenge, collaborate, responsibility, respect, real things, choice.

Does our current structured system allow for our students to express creativity? why cant we tip the system on its head? McIntosh suggested Negotiated timetables where students choose what they work on with regular check ins. Evidence suggests that students are more motivated when they are free to worth within less confined structures.

What about our lass room environment? something as simple as the layout of tables. Mixing it up and moving students to the centre of a horse-shoe model allows the teacher to have face to face discussions with all students and stimulates meaningful conversation.

Why can’t our senior school classes take some ideas from primary teaching?- providing physical materials for students to explore related to a topic. This allows students to start developing their own questions and allows for collaborative construction assignments and assessments tasks. Students become anthropologists. Flexible structures that foster creativity – Have you tried this in your teaching at TSC? How has it worked for you? What challenges would we face fitting this type of practice into the SACE?

McIntosh suggested the idea of having two types of questions. Google-able (ones we can find answers to on google) and not google-able (questions requiring extra thought- ones we can’t just look up). What type of questions are you asking our students? Are you encouraging and providing opportunities for your students to ask not google-able questions.

It was suggested that we create inquiry walls and spaces for students to display these questions. This would be great for the research project. Students could write up their questions and other students could provide feedback and add to them. Alternatively we could have a big wall of not-google able questions that students could add to – then people could you these to help choose research project topics? A great addition to the new learning hub.

How much of your lesson time is being controlled by you? We are all aware of the power of students learning through teaching their peers but are we providing adequate time for students to do this? This would allow for Micro- teaching without staff where students could teach other students.

McIntosh suggests that learning is founded in the questions – where have I been? Where am I now? Where am I going? – he suggests that we actually get students to answer these questions. There is enormous value in getting students to make assessments of their own learning. Often they have far greater standards of themselves than those that we assess them by.

Visual tags can be a useful way of students expressing whee they are at with their learning. Students print out pictures to describe how you feel about learning at any given point.

McIntosh suggests Having laptops and iPads open in front of students with curriculum documents when planning units, students can ask questions and establish the boundaries that they need o work within.

While we all acknowledge the value of feedback we sometimes lose track of feeding forward. It is great to give the information to students while they are still working on an activity so that the input is still relevant to students – this can be lost when information is shared after an event.

remember:
If you have an apple and I have an apple and we each exchange we each have one apple. If we have an idea each and we exchange then we both have 2 ideas.

Dan Pink: The Importance of Purpose

Another of Dan Pink’s central concepts was around the importance of Purpose. Dan suggested that in order to maintain motivation staff and students need to always have a good grasp of why they are doing what they are doing – as in what purpose this particular process or¬†activity¬†has in the production of the thing we are aiming to create.

He suggested that a take away is to have 2 less conversations per week about how to do something and 2 more conversations a week about why to do something