Connected Learning

This was such an inspiring set of short profiles of innovative and exciting learning – examples of where connected IT related learning tools are changing the nature and opportunities of learning.

Digital Promise – What Powerful Learning Looks Like – Students Share Their Stories 

What I really liked about the videos was the extent to which student agency is expanding, past stereotypes are being challenged and questions of student motivation are not even required.

These are children who have a strong sense of ownership of their own learning, are pursuing learning for its own purpose, because of genuine desire to learn and not because it’s on the syllabus or a teacher says that’s what they must learn. There’s scope within the examples for the students to make choices about where they’ve taken their learning and where they might take it in the future.

The examples here challenge past narrow thinking about things like girls in STEM, how old a child needs to be before they have a voice worth hearing and even what’s worth learning (and how).

Some might watch these videos and just think of them as exceptional kids who, by accident of opportunity have found a passion and been supported to pursue it. However, I believe it says far more to us about what education has the potential to be for a bigger proportion of children. ICT

 

Advertisements

Where Have We Reached With Growth Mindset?

Mastery of anything worthwhile takes time. Teachers, of all people, should be very well aware of this fact. However, it’s all too tempting for them to look for silver bullets that can deliver quick, easy panaceas. In Growth Mindset, many teachers believed they had just such a silver bullet.

Carol Dweck has acknowledged that there are those ready to criticise and doubt the relevance or value of her work, as I highlighted in my earlier blog post:
Carol Dweck Applies Growth Mindset to Growth Mindset

When I first came across the work of Carol Dweck on Growth Mindset, one of my first thoughts was that if an educator was to be capable of helping children to have more of a growth mindset more of the time, they were going to first need to do some significant work on themselves. We are all products of the education system we seek to change and therefore, when fixed mindsets are so prevalent, the first group of people who need to acknowledge this are teachers themselves.

Once teachers take this fact on board, they come to realise that such ‘inner work’ and change will not magically happen overnight. it’s a long and arduous process of self-reflection, modest goals to change, working on those over time and following up with further goals. Mastery is a long term goal.

I’m not saying that a teacher has to develop perfect ‘all the time Growth Mindset in themselves before they can begin to work on children’s mindset. In fact, too often, that becomes a mistake on the part of teachers – believing they must be perfect at something before they bring it in to their classroom. However, what’s important is that the teacher is on a journey and committed to the process with themselves. Then, they’re able to begin the work with students.

However, we have to accept as well that the work with children won’t happen overnight. We need to have multiple ways to guide children, learn to have our receptors attuned to when we see or hear mindset that we want to reinforce and strategies to redirect fixed mindset thinking. Mindset is a form of habit, and like any habit creation or change process, it takes time, diligence and persistence to achieve.

Both in ourselves and in children we will find that there are some areas where growth mindset comes easily and effortlessly, but others where the fixed mindset remains stubborn and entrenched. We need to be honest with velours, but also kind and compassionate.  On this journey we’ll have both good days and bad and that’s OK.

What’s important is to be on the journey.

This article, and the downloadable report it summarises carry more than enough evidence on this. It appears that in the US teachers haven’t lost faith and intuitively know that the concept is a good one and that this journey is worthwhile. However, they’ve come to the realisation that it’s not a quick fix and it doesn’t happen overnight. They seem to feel they need more strategies to sustain their work with children. And, as I’ve indicated above – they may need to acknowledge more of the work they need to do with themselves.

Edweek – Mindset in the Classroom  – US National Study 

 

Carol Dweck applies Growth Mindset to Issues of Growth Mindset

I’m never quite sure if it’s exclusive to the education field, or more extreme, but there is a very bad habit of latching on to ‘the latest new thing,’ demanding that it represents a magical simple wand to change the profession. Then, when simplistic representations of the concept or idea don’t deliver instant, easy payoff there’s a backlash and attention switches to attempts to tear down any validity in the idea or concept.

In recent years we’ve seen this happen with differentiation, at times with the emphasis on formative assessment, with the concepts related to Grit (Angela Duckworth) and very strongly in relation to Carol Dweck’s work on Growth Mindset.

So it’s very refreshing to hear this interview with carol Dweck, conducted by Times Education Supplement;

TES – Carol Dweck – On Growth Mindset Theory

To my mind, the real value that comes out of the interview is that Dweck’s work has caused masses of teachers to focus on the issues of student motivation and its impact on learning outcomes to an extent far greater than ever before. I believe it’s also lead to a far greater level of attention to the fact that what has to matter more is learning rather than teaching and that teaching is nothing if not evaluated on the basis of its impact on learning and the fulfillment of potential on the part of learners.

As educators, we work with the human mind. This is incredibly complex and will never lend itself to simplistic prescriptions. The nearest comparison is to look for a desire that simple formulaic approaches to leadership can create highly effective organisations. The human mind, human motivations and the dynamics of human interaction are incredibly complex. Therefore, it will always require maximum flexibility, conscious reflection and ability to calibrate responses. It is vital to be open and receptive to all evidence of what’s working and how and ready to continuously build a flexible tool kit that offers increasing levels of responses and refinements.

For any of us whose work involves working with other human beings, we can never get good enough. We have to relish the process of continually learning more, refining our skills and adding more skills to our ‘toolkit’ in order to give us more refined choices for the decisions we take when dealing with others. I believe Carol Dweck’s work is just such a new tool that is thoroughly worth having in the toolkit. It’s not a panacea, a magic bullet and we need to rebuff those who seek to write it off because it didn’t deliver instant gratification.

Access to the Highest levels in Formal Education

There are institutes of further studies in India where, because of such enormous desire for seats, admit only 0.01% of all applicants. However, interestingly, some years ago I saw an interview with a prominent business head in the country during which he was asked whether he would rather recruit the ‘intake list’ of those institutes or the graduates coming out of those institutes. His answer was – the former, not the latter. In the case of those Institutions the entry requirements are handled by some very clear cut, very rigorous and taxing examinations. The ability to absorb the vast volumes of information required to do well in those exams becomes the key criteria of entry. From that business Head’s perspective, if he recruited those who could get in to these Institutes he’d know he was getting people with high intelligence, a strong work ethic and ability/ willingness to compete at extreme levels, putting themselves through whatever it takes to get through. Amazing stories abound of the arduous experiences people have gone through to jump the hurdles.

The best and most respected centres of learning in other parts of the world have different methods for selecting the students they wish to attract through their doors. This was a particularly interesting article about Oxford University’s interview and questioning process;

The Guardian – Solving the Riddle of Getting in to Oxford

The Oxford University approach is very clear about the kinds of students they seek to attract through their admissions process. The interviews are designed to identify students who think critically (individually and in discussion with others), who challenge and question and don’t just accept the knowledge they’re ‘given’ at face value. If you want even more insight in to the kinds of questions that were being posed to potential students and the sorts of answers that professors were looking for, you can read this page;

University of Oxford – Sample Interview Questions

The mismatch between what some education systems produce and what places like Oxford University are looking for was brought home to me very starkly when I worked for two years in Bangladesh. There, every year, there would be celebrations of a handful of students who had achieved 5 A* A levels in a single sitting. Like anyone in the world really needs five A Levels? And yet, up to that time, no individual student from Bangladesh had ever been admitted to either Oxford or Cambridge Universities for undergraduate studies. Some had obviously made it there at the post-grad level. These students were seen to be too one dimensional – able to mug up vast amounts of learning to score highly in exams, but lacking the critical depth of view.

Returning to the Indian scenario of the IITs and IIM’s, there is no question that they do fulfil a role of a very strenuous filter – in an environment where the age profile and population size means a massive educable youth at any one time. However, it’s a system that cannot contribute to having every person achieve their potential. It just pulls a few with innate intelligence and ability to pass exams and places them at the top of the pile with masses of self-belief thrown in. Even in this respect, they experience certain challenges. Across India, over the last 20 years a number of academies have arisen that take youngsters from very modest surroundings and ‘hothouse’ them through the IIT entrance exams. However, I was told a few years ago by a number of IIT faculty that these youngsters struggle once they’re in. The goal of getting in figures so massively in their lives that once achieved some struggle to re-calibrate to new longer term goals.

There are also doubts and issues raised about whether these institutes are adequately and effectively preparing young people for the world environment in the Twenty First Century. A lack of emphasis on the development of social-emotional skills is something I know has been a point of focus in the last few years, especially for the IIMs.

By their very nature, seats to study in the very highest of educational institutes will always only be for a very small minority. Only a few have the motivation to test themselves in such an inferno atmosphere and even fewer have the character, competences and skills to achieve entry or to pursue a course of study in these places.

For those who do, enormous and varied opportunities are opened up in the world for how the person will contribute. For those students who have such aspirations and the potential, preparation needs to start early. That preparation needs to be focused very much on what the person’s goals are, their vision and values and how those align with the Institute they’re looking at. Then, the focus needs to be very much on what that institute requires, how their system works and how to be as prepared as well as possible.

Classroom Posters

Teachers are often looking for some good, powerful and effective posters for their classroom walls;

Edutopia – Motivational Printable Posters

Online Inspiration

I’ve been a regular follower of the K-12 Online Conferences over the last few years.

There’s an energy that flows through so much of the material, visible when you dip in to the (now extensive) archives. This is a pure ‘teachers sharing with teachers’ platform, with some fascinating examples of teacher creativity, courage and pushing the boundaries of what’s possible, especially when harnessing the power and potential of ICT.

The conferences have been able to harness the ideas and inputs of some incredible educators spread across the world. It’s incredibly refreshing to find these being shared openly without any financial cost. This aspect of educators freely and openly sharing their ideas, experiments, innovations and trials has a long history and is vitally important to preserve. through the power of the internet and online collaboration it is given new energy and momentum with the potential to reach far bigger audiences. each incident of sharing is worth so much more when so many more can be inspired and helped on their journey as innovative, creative educators.

The 2016-17 Online Conference had a different format. Instead of happening in one short burst of time, it was spread out over some months, with three major themes. These were;
(i) Learning Spaces
(ii) Design Thinking
(iii) Creativity

K-12 Online Conferences Website

I would also thoroughly recommend checking out material from the earlier conferences, all archived on the website.

What Differentiation Isn’t

Today, some of the most important skills to be accumulated and honed for a teacher. It is all learnable, but sadly at times, too many have tried to oversimplify it or turn it in to something it was never meant to be.

For example, when based in the UAE I was shocked and saddened by the number of teachers who had been trained to believe that differentiation consisted of categorising all the children in a class in to one of – high, middle and low – and then giving each group a different worksheet! Worst of all, if there was any differentiation in this practice – it was differentiation of end outcomes. In other words, by labeling the children at the start, by varying the work they were given, we were setting them up for different end goals from their learning. The children placed in the lowest category had the lowest expectations of what they could eventually achieve. They were being set up to under-achieve.

An enormous travesty and a distortion of everything that was ever intended in differentiation.

Here’s a very useful recent article from ASCD that spells out in simple terms what differentiation isn’t. This is a useful starting point for all educators to then determine what it is:

In Service – ASCD – 5 fallacies That Are Not Differentiated Instruction

%d bloggers like this: