NEWSLETTER
New Era and Web Sites
We are at a turning point
Teachers are performing heroic acts in their classrooms every day, succeeding often under difficult conditions. We are convinced that the curriculum developers and policy analysts could not last one week in the schools and classrooms they seem determined to change. They remain 'hardwired' to an ideology that is currently disintegrating around them.
Schools are now facing up to the findings of the Literacy and Numeracy Task Forces. These reports, stating the obvious, are replicas of the UK Literacy and Numeracy Task Forces. We have the NZ version in literacy - the Numeracy one will soon be here.
At best they are another quick fix but at least they reflect the ignored voices of teachers who have been crying out for focussed teaching to replace the 'free market stalinism' of the need to 'cover' the imposed objectives of the current curriculum statements.
What we want is some common sense and real leadership. We need to take the reform movement back to the beginning and really consider what are the conditions that we need to put in place the conditions that release the creativity of both teachers and students.
It is time to give up imposed 'quick fixes' and put into place practices that really work. We need to develop schools as true learning community based on a inclusive shared vision where teachers, students and teachers communicate thoughtfully with each other.
Ten years ago Peter Senge introduced the idea of the 'learning organisation'. Now he says we need to stop thinking like mechanics and start acting like gardeners.
Community is the glue. But communities just don't happen. The school needs to be a purposeful place with a clear and vital mission; it must be a place where people talk with and care for one another; it must be just and fair place; it must be disciplined with behaviour determined by owned values; a place where students feel safe and secure; and finally it must be a community of celebration.
Strategies drive from the top are doomed to failure from the outset, at best they are marginally effective.
At a deep level the world is shifting from a mechanistic age ( as exemplified by current curriculum structure) to an ecological age of inter connection. We need to envision schools as 'living organisations' held together by the attraction of shared values. People want to go to schools that are 'attractive'. How to establish this 'magic' is the task of leadership.
We interrupt this Newsletter with a message.
If you want an outline of how to develop a shared vision and values for you school email Bruce:
bhammonds@leading-learning.co.nz
The time is right for new ideas , and some ideas we have forgotten about, to reclaim our schools. Teachers are exhausted from the futile attempt to introduce what even the now the Ministry admits is beyond the ability of the classroom teachers. Following 'slimming down' of the UK National Curriculum 'we' are now stocktaking 'our' own version.
We have to admit that no one is in charge of change and that it is over to us all to make a difference by spreading ideas that are in tune or harmony with teacher all too often ignored insights and experiences.
'We need to look to the wisdom, the intellect and imagination of the past for inspiration for guidance for a creative educational future.' Gwen Gawith
The editors believe that now is the time to return the focus to the craft of teaching. This Newsletter outlines a range of creative ideas that schools could investigate to place the focus back onto the craft of teaching.
It is ironic that we should find support in the recent ERO report 'In Time for the Future' but they seem to be taking the initiative away from the Ministry which seem to be fully occupied in making the best of an outdated curriculum. This report identifies that the current curriculums :
- are themselves barriers to learning themselves
- ask too much of teachers and students, making both programming and assessment nightmares.
- are an uncomfortable mix of constructivist and behaviourist philosophies and give a confused message
- result in schools re-inventing too many wheels
- do not focus either on the art of teaching nor how children learn
This report pushes for depth of study , a reduction of content and a need to think hard about teaching practices.
We couldn't agree more!
Now, while there is confusion at the top, is the time for real leaders to emerge.
The leadership we need is not about personality it is about philosophy. What is required is for teachers to add their collective voice to the debate. Leaders need to share 'best practices', network with other like minds, not only in NZ but world-wide.
We now know enough that no student need fail if we change our minds first.
If we can escape the shackles of the current curriculums we can put into practice the ideas we know will make a difference. But we need space, time and most of all courage.
As David Perkins ( author of 'Smart Schools' ) says we know what to do but what stops us is the 'knowledge action gap'. The gap is courage - and the answer is to network. Together we can do anything. We need to create coalitions to combat the anticipatory dread of ERO we create in 'our' own minds.
We interrupt this Newsletter with a message
If you want a Teaching Framework to adapt for your school contact Bruce by email: bhammonds@leading-learning.co.nz and he will send it as an attachment. Ideas how to customise it for your school also included. About 20 schools in NZ, and one in Bali, have used it to their advantage. This could be the beginning of a Coalition of Quality Schools. CQS
A philosophy for the 21stC
We believe that the future is not about either or but the best of both. Our Logo represents our vision. The lower left of the triangle represents child centred education which at its best values choice, diversity, and creativity but at its worst has resulted in low level achievement and integrated programmes which resemble 'wet playtimes all day!' The lower right represents traditional transmission subject centred education .Good points are the valuing of effort and depth of knowledge but at worst fragmented learning with little relevance to learners.
This has led to an either or mentality which is counterproductive. The top of the triangle we see as the best of both and more! A More Informed Visuion for the 21stC It is a learning centred. vision based on developing students talents, focussed teaching, explicit learning strategies, the teaching of thinking and expecting the best from all learners.
We interupt this Newsletter with a message.
If you want an outline of a TOD based on this More Informed Vision for the 21sc contact Bruce by email: bhammonds@leading-learning.co.nz and he will send a draft programme.
The principle goal of education is to create men and woman who are capable of doing new things, not simply repeating what other generations have done.Jean Piaget
Strands of Quality learning to develop a More Informed Vision of tecahing and Learning for the 21stC
Most of the below are paert of the Teaching Framework that is available on request from Bruce: bhammonds@leading-learning.co.nz
- Focused teaching.
Spotswood School in NP has achieved amazing consistency of quality work in all classes - a vision in action! The school is based on five key beliefs. Read the article in the NZPFF Magazine November 1999.
We believe that we need to do fewer things well. That we need to value personal effort and in the process make students aware of the strategies they need to achieve quality work. This craft of teaching will become the focus for the next decade once we slim down curriculum requirements.
We see the teacher as a cognitive coach - modelling, ,demonstrating, thining aloud, allowing wait time, practicing actice listening etc.
Teachers need to value effort and pererverance because too many students have learnt tio expect too little of themselves!
This more positive role forv the teacher is a vtal aspect of 'our' More Informed Vision' and has impliactiond for classroom mamafement.
- Foundation Skills
Schools need to ensure that all students gain the basic sklis of numeracy and kliteracy. If this has been neglected ( as evidenced by the need for Literacy and Numeracy TASK Forces) then it is because teachers have been swamped by impssible demands from the Minisrty.
- Glasser's Quality Schools
A number of school in NZ have adopted Glasser's principles of Quality teaching and providing students with basic needs. All about making the right choices. Excellent
Read: 'Control Theory in the Classroom' and other books by William Glasser.
There is also a Glasser Association in NZ - contact Lincoln Heights School West Auckland.
The area of values based learning will become an issue in the next decade. Schools need to reinvent themselves as moral comminities bases
on shared explicit values.
- Action Learning - Gwen Garwith
Most schools are aware of the Info Tech courses run by Gwen and her 'Action Learning Research Model' .
Read her 'Good Teacher 'Magazine
- Constructivist learning.
This model is based on students making meaning from their own experiences. We prefer the term 'Co-constructivism' following the insight of Lev Vygotsky who encourages a more positive role for the teacher in the process. The best references in NZ is the Learning in Science Project Handbook (LISP) by Osborne and Freyberg . Also the writings of Fed Biddulph . Refer Univ of Wiakato Scholl of Education. The Science Alive series is another excelent resource - contact Kelvin Smythe.This approach ( prior knowleddge, students questions , new knowledge) should be used acros the curriculum.
- Negotiating Learning
Based on the writings of Garth Boomer ( Aust) it involves negotiating questions, activities, and criteria with the students. See Co-constructicism above.
- Teaching Thinking - Costa
A number of school in NZ are introducing Art Costa's Intelligent Behaviours into their schools. This is we believe is similar but preferable to the Essential Skills of the NZCF.
Read: 'A School As a Home For The Mind' by Art Costa. Art believes that developing learning dispositions are the ultimate expression of true learning.
- Schools for Talent development
Many school are now introducing the ideas of Howard Gardner and ensuring that all students intelligences are being develpoed - he has defined eight ways of being smart. Ther is no shortage of resouces to assist teachers.
- Technology based learning
Refer to Gwen Garwith. Integrated into the learning process as a means to develop a critical awareness of information and to express learning it is a valuable tool. See the Te Ihurangi Minisrty site.
- Integarted learning
Once an aspect of creatice NZ teachers (see 'In the Early World' by Elwyn Ricahardson NZCER) it has been rediscoveed by the Minisrty! Aligned to constructivist teaching , authentic studies and inforamtion technolgy it is a poerful transforming idea.
The inspitaruion for alllearning are authentic challenges. Planning such challenges is a collaborative task for teachers. The environment is a rich and underutised resource as are student latent talents.
Co-perative learning based on authenyic tasks needs sliisto inplace if quality work is to result. Emotional Intelligence needs to be encourfeed. There are resources available.
- Classroom Management
This is the 'archlles heel' of curriculum implementation. There is liittle to be found on the subject. The craft of teaching will be the future emphiasi for teaching. This has been neglected by the Ministry but recognised in redent ERO documents. Teachers have been reduced to activity managers and if they are to achieve quality learning they need to plan fior quality interactions. Far too much 'busy' work based on blackilne masers is apaerainh in our schools. We nneed more focussed teaching - see point 1
- Room Environments
If schools are now being encouraged to provide students with 'success' rather than covering all objectives then they will be able to produce work of quality. This work along with the goals, processes, and criteria should be aesthetically displyed to boith inform and celebrate student creativty. This is a feature of some schools - thiose in Taranaki come to mind. Bruce has a resouce that may assist schools.
Websites to explore. All have articles you can download.
Note: sites open in new windows - close window to return here.
The Association for Supervision and Curriculum Development (ASCD)
www.ascd.org
Highly recommended.
If you join ASCD will send you twelve magazines and several books a year. The Magazines are great - articles are short and informally written suitable for staff quality learning circles. Each magazine is based on a theme.
The Coalition of Essential Schools
www.essentialschools.org
This is a model that we could duplicate in NZ. The Principles a of the Coalition are so much in line with the Teaching Framework mentioned earlier.
21stC Learning Initiative - John Abbot
www.21learn.org
Aims to promte a vision to fasciltae new approaches to learning. Light years ahead of the Minisrty! Great articles!!! UK site.
Harvard Project Zero
www.pzweb.harvard.edu
All about stimulating creativity in eduactaion. This is where you find Dacivid Perkins. His 'Snmart Schhol' Book is a favourite of ours. Also Howard Gardner OF Mulple Intelligences fame!
The Basic School: A Community for Learning Network
www.edu/basic.school
A project developed by the Carnegie Founadtion. Based on the premise we need a new conception of schoolingThis site outlines the basic themes ( they call them core commonalties) that act as a frame of refence for all studies. This will be of interst to schools that would lke guideance to develop integrated curriculums.
The Accelerated School Movement
www.tenet.edu/acceleratedschools
Another site to explore and gain inspiration.. Underlying the acclearted school movement are a set of principlas, values, beliefs and atitudes that create a culture for school change. A schgool could easily adapt them as the basis of a process to develop their own school vision.
The National Research Centre on the Gifted and Talented.
www.gifted.uconn.educ
For those interstrein gifted education and a new model for talent development of all students.Joseph Renzuli Director .. Renzulli's model is an ideal one for intermeadiate and secondary schools based as it is on keeping traditional appraoch for core learning in the morning and then developing talent based prgrammes the reamainder of the day.
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