Posts Tagged ‘feedback’

Personalised Learning a visual note drawn by Nicki Hambleton on Adobe Ideas for iPad

Personalised Learning a visual note drawn by Nicki Hambleton on Adobe Ideas for iPad

Whatever we do, whatever we teach, whatever wondrous new fandangled gadget or app appears on the market, whoever we teach and whenever we are teaching them, learning should be at the heart of it.

It may sound crass or even naive, but often in this brave new world this fundamental aspect is forgotten or at least pushed further and further backwards. Literacy hour, genius hour, standards and benchmarks, aims and objectives, collaborative work, group work, authentic use of technology and many more bombard our daily practice and jostle for space in the short amount of time we have with our students.

In Middle School Art, students have but a mere 75 minutes to learn and grow as a artist over the year, and with Sports Days, visiting speakers, training days and public holidays sometimes this can be whittled down to just 30 lessons. This equates to around 37.5 hours, just over a day and a half. What can you teach a 12 year old for a year if you only had a day and half? If assemblies run over or it is the start or end of a term some of this time would be reduced even more.

So, how do we prioritise what we want our students to learn?

From the mouths of babes

UWCSEA Dover

UWCSEA Dover

IB PYP philosophy promotes purposeful inquiry as the leading vehicle for learning and through this it is clear that students are the key, the centre of learning and that they need and want ownership of their education. They may not have the skills nor the knowledge, yet they know what they want and need and, with guidance, can and should help to shape the lessons. It may again be naive of me to think that children can plan your curriculum but we spend so much time as adults forgetting what it is like to be a child and what it means to learn as a child. They want to know why they need to learn this concept or that information or skill, and what use it is in today’s changing society. We cannot neglect that the world is a very different place to that which we grew up and learned in: we must think in the shoes of our students more often and ask them their opinions and ideas. So, even though I do not teach PYP, I honour the philosophy and turn the discussions over to them. I ask my students what they want to learn and what they think they need to learn to be a better artist, thinker, problem solver, collaborator, team player, independent learner and what the use of learning art is.

It is an eye opener. It develops new thinking and shapes the curriculum.

Adding Value

When I worked in the UK, a judgement of a child’s success was based on “value added”. What did students come into the school with (or at what level) and what did they leave with (and at what level) compared to the expectation? For those too young to have heard this phrase in education, here is a simple diagram to explain this concept:

Value Added - a simple diagram by Nicki Hambleton

Value Added – a simple diagram by Nicki Hambleton

What might surprise you is that this assessment is centred around the teacher not the child, rather the child as a result of the teaching. Not something that ever sat well with me or, for that matter, many teachers. How can we measure learning? Is it possible solely by testing?

Last year, in Florida,

the teachers’ suit challenged the state’s 2011 Student Success Act that requires school districts to evaluate teachers based in part on “student learning growth” — defined by increases in standardised test scores. Florida is one of several states that have passed “value added” teacher evaluation laws linking teacher merit pay and retention to students’ standardised test performances. (Law Professors, May 2014)

The judge found Florida’s teacher evaluation unfair, but legal. How else can we assess learning and student growth in a less numerical or judgmental fashion?

What value have I added to my students this year? What new learning has happened through Quadblogging?

Words don’t come easy

Photo Credit: dslrpena via Compfight cc

Photo Credit: dslrpena via Compfight cc

For most, blogging at the Dover Campus is a new thing. A handful of students had a blog in Primary school or with their Spanish teacher, but on the whole, connecting and posting online was a new experience and one that needed nurturing. It astounded me that, in their social media-centric lives, they were unaware of what makes a valuable contribution to commenting, so it was here that I started to teach them real value in their words. We have worked all year on purposeful feedback with peer groups verbally at several stages in their work using various models such as “I see I think I wonder”, “invisible artist” and even “poo sandwich”, a phrase coined by one of my Science colleagues (don’t ask!). Armed with the skills and strategies to comment intelligently and meaningfully, we tested the waters commenting locally before embarking on public sites, trialling post it comments at the High School Art Exhibition, sending emails to the artists and practicing in a Picasa web album of their own class’s photography. They began to see the real power of their words, discussing starting sentences and suggested etiquette to keep themselves both on track as well as respectful.

The biggest learning so far was that of questioning. During the blogging process they figured out that when they asked the artist a question or reached out in their own post inviting critique or connections, they added value to their own thinking but also that of the receiver. It helped them to connect and began to form a conversation: a 2 way conversation. This in itself was powerful learning and prepared them well for the blogging ahead.

Freedom to choose

Photo Credit: pennuja via Compfight cc

Photo Credit: pennuja via Compfight cc

Reflecting on my own learning over the past year I can see so much growth in the manner I present my findings, in the depth of my posts and the actions I have taken back in the classroom. I have documented this through writings and drawings but the real results are less easy to measure or see as they are deep within the curriculum development, the forward planning and the nuances of my lessons. If you were to ask my students how the lessons have changed, I am not sure that they will have noticed drastic changes, more gradual drip feeding or subtle additions, as I am loath to add a new app or concept just for the sake of it, especially with time being so precious. I believe in authentic use of technology that doesn’t dominate the learning, it enhances or transforms it and this takes time to develop and authenticate. I yearn for the day when my students pick up an iPad or use an app or software of their own choosing as just another tool in their kit to learn with. I feel we are fast approaching this and we have to race to keep up with the plethora of new ideas firing at us and to filter the most effective ones to teach our students that would benefit their learning. What does this swiss army knife of new skills look like? Teachers should pool the ideas they offer students so other curriculum areas know what students can pick and choose from. What does your bag of tricks look like?

Modelling lifelong learning

Picking from my own COETAIL bag of tricks I found so many aspects I wanted to focus on when developing my Course 5 project. For me, at the heart of COETAIL, and its ultimate success and longevity, is connecting and sharing. My wish was for my own students to develop their own online communities in a similar manner so that they too could grow and learn. But now I look back and think, is this me, as an adult, thinking I know what is best for them to learn better? What if I thought more in the shoes of a 12 year old, as a child, learning art surrounded by all the influences and distractions a child in today’s world has? What would I want to learn and how?

Holistic education is at the centre of UWCSEA and our mission states:

The UWC movement makes education a force to unite people, nations and cultures for peace and a sustainable future. The UWCSEA goal is to educate individuals to embrace challenge and take responsibility for shaping a better world.

Kurt Hahn’s philosophy is at the heart of how students learn.

He championed the importance of developing the whole person, and based his thinking on the ideals of a holistic, experiential, values-based education.

“I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self denial, and above all, compassion.” Kurt Hahn

The world is a very different place since Hahn founded the UWC movement 50 years ago. But his educational philosophy, with a focus on academic achievement, leadership, experiential learning and service to others has remained, and will continue to provide our students with a unique learning experience for many more years to come. (From UWCSEA website)

Experiential learning should be at the heart of our lessons and Ed Batista sets this out in his article on How to get Unstuck back in April 2010. Referencing Jessica Hagy and Andrea Corny’s models I believe the simplest is the most effective: What? So What? Now What? and Do it! hits the mark.

Self directed Learning – at the heart of Course 5

Photo Credit: clappstar via Compfight cc

Photo Credit: clappstar via Compfight cc

It has been both exhilarating as it has been daunting working through Course 5. Self motivation is at the heart of self-directed learning and time seems to run away from one, especially in a busy place like a school. But we are adults and at the end of a course that has taught us well, modelling research and structure enough so that we cannot possibly flounder at the last hurdle. How can we learn from this experience and help our students to be more self directed, motivated, organised and committed right up until the final flag?

Perhaps planning the year around this model would work, beginning with teacher-led instruction and demonstrations, modelling good working practice. Then, as the year unfolds, the next unit has some aspects of self-directed learning with guidance and a little hand-holding leading up to the final term. Lisa Nalbone neatly demonstrates the process of self-directed learning in her diagram below. Starting with a question changed how I looked at learning in my classroom as well as within COETAIL and asking students to ask more questions to direct learning is a powerful way to start in any subject area of the curriculum.

Self-directed learning model by Lisa Nalbone

Self-directed learning model by Lisa Nalbone

How do I make learning more engaging?

Looking back at COETAIL, the aspect that influenced, inspired me and changed my thinking the most was Course 4. It lit a fire. I would like to try to integrate gamification, or at the least some aspect of motivational learning into the framework next year to urge and push students in their pursuit of growth.

As I am currently at the stage of reflection on the course and in the final term of the academic year, I figured that it would be good to test the waters and ask the students: what they wanted to learn, how they learn best, what helped them to learn and grow this year and how they might demonstrate this learning? A large proportion of my students say they learn best by “trial and error”, their words not mine. Many said they learn best by seeing and doing, experimenting and trying out and this has been at the heart of this Connected Classrooms project. I said at the start I did not know where it was going to go, and I still don’t. I am letting the students lead the way, make the choices of how to alter the course and to find new ways to do what they used to do. It takes me back to the beginning of my course and the visual:

Mark Prensky's "Shaping Tech in the classroom" visual note by Nicki HAmbleton

Mark Prensky’s “Shaping Tech in the classroom” visual note by Nicki Hambleton

But it also draws me closer the the fundamentals of SAMR and redefining learning. With the learning firmly in the hands of my students I am excited for what happens during the final weeks of the course yet even more for what happens after. I am pushing the learning right up to the last minute of COETAIL, desperate for it not to end and to squeeze as much out of it as I can. I am a long way from personalised learning but I am heading in the right direction, slowly. The next posts will track the choices they make, the collaborations they plan, the gamification of the learning and finally the results of their work.

Watch this space….

 “Education is not the filling of a pail, it is the lighting of a fire” W.B.Keats

What fires have you lit today?

Advertisements
Connected Classrooms? when pigs fly drawn on Adobe Ideas by Nicki Hambleton

Connected Classrooms? when pigs fly drawn on Adobe Ideas by Nicki Hambleton

Kicking off Course 5 in the Classroom

Photo Credit: dview.us via Compfight cc

Photo Credit: dview.us via Compfight cc

It is with trepidation and anticipation that I begin the final phase of my COETAIL journey. In my previous post, Classroom in the Cloud, I said that I know this is not the end, just the beginning, and as I start introducing my students to the concept of connecting globally it feels like a new start and the beginning of something great.

Middle Schoolers cannot hold their feelings, they don’t mince their words and they show in their faces exactly when they are excited or upset. As I explained about my own COETAIL journey and shared with them my wish for them to have the same level of connectedness, to learn from others usually out of their reach and at the same time have fun, their faces reflected my own positive thoughts (thank goodness!). You never know whether what we plan is right or even interesting to our students, even if we think, as experienced educators, that we know what is best for them. They were genuinely excited to meet other MS art students and share learning with them.

All under one roof

The concept began to take root at the end of Course 4 where Matt McGrady and Anne Dirilgen, both Art teachers too, were thinking through their ideas for their final project. As we had connected long before COETAIL we wanted to build on this connection of like-minds and share that with our students. My initial idea, and still a huge part in my plan, is to develop a digital classroom that connects Middle School students in the ways that older students can interact: sharing videos or stories, commenting on photographs, chatting in a group or starting a discussion in a forum for example. Finding a format or platform is not so easy, especially for younger students. Edmodo exists and Nings are a possibility but I want the students to own it, design it, develop it and build and grow within it.

Previously many of my Middle Schoolers have had blogs which I connected to each other through my initial art blog (thisisallaboutart). It started out as a way for me to get to know them better as a person and to encourage interaction, positive sharing, pride and feedback. But teaching over 250 students every week made this very difficult to manage. Google Reader, at the time, made it slightly more palpable by allowing groups to be added to my blog and tracking when an individual posts. What a shame Google Reader ceased to be as I haven’t found a similar widget or tool to embed the collections in the same easy go-to fashion. Sadly, since starting COETAIL my time has meant my first blog has been on pause, whilst I developed my own voice here on Thinking Tradigitally. Perhaps the students will allow me a little space on their pages?

Quadblogging

Following initial contact on Twitter and the decision that we should continue to work together, Matt suggested Quadblogging, developed by David Mitchell, Deputy Headteacher of Heathfield Primary School in Bolton, UK. Since its inception in 2011, over 500,000 students from 50 countries worldwide have taken part, connecting their classrooms. Connecting students outside of their usual domain is the underlying takeaway of this phenomena and when Mitchell asked on Twitter, “A blog without an audience is like…..” the responses came back such as:

“A library without books, a car without an engine and Beyonce without a ring!”

I asked a similar question to my classes, “Why do we share online” and their responses were equally heartfelt:

“When you are proud of your work, you want to share it”

“To share your story and to create memories”

“To receive feedback, to be noticed”

“You want to know what people think, what you are doing right or need to change to make it even better”

You can find out more about Quadblogging on the Edutopia post, from September 2012 or more about David Mitchell on his website Ask Sir.

noun_16300_cc

Some Grade 7s and 8s have Instagram and share their photography through this method, trying for the most amount of “likes” and it is this that, to a 13 year old narcissistic girl, signifies their success or popularity. But do participants really add value to Instagram, Facebook and Pinterest? Comments range from “great shot” to “Love it” often with many emojis. So do they grow as a photographer, artist, writer or as a person as a result? What is its purpose?

I teach feedback to my students through the Visible Thinking routines with the favourite one being I see, I think, I wonder, as Silvia Tolisano eloquently describes on her post, Reflecting in the Learning process. With this framework peer and group feedback models useful yet positive commenting to take the artist forward and it is through this that my students are gaining insight into how to grow.

Hanging out

screenshot mid-hangout with Anne and Matt

screenshot mid-hangout with Anne and Matt

As part of the plan, Matt, Anne and I met online the other weekend to talk through the process, our aims, challenges and to discuss the timeframe. Matt set up the chat and we proceeded to try to record the hangout (just in case anyone was in the vaguest bit interested in the process and to laugh at us floundering with the new technology!). Google Hangouts on air will be our next learning curve when we should have our initial reflection on the first few weeks recorded.

3 became 4

Matt introduced us briefly through email to Alissa at The American School of Dubai and we are hoping that she and her colleague will join in the collaborating to spread the connections further afield. I am sure that there are other Art teachers with similar classes of youngsters that would love to take part in a programme like this. If you know of anyone, please connect them to me via Twitter: @itsallaboutart

The Class blog

This week, Matt’s classes will prepare their first blog page and introduce themselves to us. We wait in anticipation to see the first insights into life in Abu Dhabi, a country not many of us have had the pleasure to visit.

UWCSEA Dover High School Art Exhibition 2015

UWCSEA Dover High School Art Exhibition 2015

In the run up to the first week of commenting, my students took time out from the classroom to walk around our current High School Show to view and were amazed by the variety and quality of work on show. I asked them to chose just one student whose work had affected them and to write on a post it, these 2 things:

screenshot from my Active Inspire lesson for Grade 6

screenshot from my Active Inspire lesson for Grade 6

 

At the end of the week, I am compiling the multitude of post its (I currently teach 176 Middle School students in one week) to display as a “virtual blog post” alongside print outs of the artists’ work. In this way the students (and the artists) will get to grips with posting publically and how their comments can be viewed by many.

In addition, students are researching the look, feel and content of blogs on a theme of their choice to compare the writing style, design and layout and use of images for homework this week. This in turn, I hope, will inspire their class blog design to be both functional and attractive to draw viewers in and help them to want to return.

Under the same umbrella

Photo Credit: anettehustad via Compfight cc

Photo Credit: anettehustad via Compfight cc

I still hold on to the dream of the connected classroom in the cloud: a one-stop, all under one roof place for art students to interact. A place to connect artists, a little like the NING art teachers in Asia have with ARARTE, created by Kendra Farrell; not dissimilar to Michelle Anderson‘s IB Visual Art site, and not forgetting the wonderful GCSE and A Level Art site created by Amira Gale Student Art Guide. I also recall a site The Incredible @rt Department which has been going since 1994, originating as an Elementary Schools site, now serving not only the US but with some International Schools participating too. Deviant Art, started in 2000, is a wonderful community of artists too, but often open to comments and sharers that would leave my impressionable youngsters, and their parents, covering their eyes and leaving their hearts wounded.

Through this project I want to teach them the basics of digital citizenship, how to be safe and protected online. They need to learn about using their images properly, about licensing and sharing respectfully, about tagging and labelling. But I want them more than anything to forge friendships; to learn and grow without walls, to share and teach others about what it is to be a pre-teen, about culture and art. Not every 11 year old will be as keen to be involved and I get that. Just today I saw the face of a Grade 6 bubbly, impetuous boy, open as a book, clearly thinking more of the football pitch or what he was about to have for lunch than the prospect of blogging his latest masterpiece online! You cannot win them all, but it will be my pleasure and challenge to engage them all, in some way, in the wonderful world of global connections.

Where next?

Photo Credit: aturkus via Compfight cc

Photo Credit: aturkus via Compfight cc

The plan for the next few weeks is to test drive quadblogging and get the students up and running their class blog site, sharing content and connecting and commenting with the other schools. I would like to allow the students to be moderators and authors on a rotation basis to help them to organise and play with the system new to them yet also to work together to create a living, breathing space that reflects who they are, not that of the teacher. This is a crucial aspect of my plan.

The following weeks, not only will they be curating content but I would like to involve them in the design and structure of the major plan – the connected classroom in the cloud.
Through discussions with Peter Li, one of the Digital Coaches at UWCSEA, we looked at Edmodo, Pathfinder and Google sites as gatekeepers, settling on the possibility of creating a “landing page” that the blogs and other features could link from. What I am investigating over the coming weeks is HYPE, I will have some fun in the coming weeks learning keyframe animation and HTML5, but Peter will be there to help along the way. Students will design the base image and the buttons and icons that will take them forward to the blogs or galleries and we will discuss what makes an aesthetic yet functional initial webpage (see Course 3 Visual Literacy: Design Matters).

The image I currently see is of a palette of many colours linking to the blogs, videos, artworks and forums; or of a classroom with different doors to take them to various sections of the site. But who knows what the students will design and whether this idea really is akin to “pigs flying”.

I know this process will take me beyond May 2015, but this is not a short term idea. I intend this to be  something that will evolve and transform as classes move up the school and beyond my four walls.

But however it ends up looking, ownership is everything.

 

 

The Beginning of the End? Visual note drawn on ipad using Adobe Ideas by Nicki Hambleton

The Beginning of the End? Visual note drawn on ipad using Adobe Ideas by Nicki Hambleton

 

Looking back over the past year, it amazes me just how much I have learnt, grown and changed due to COETAIL. I had been so excited to start the course last February and it has not disappointed. In fact, I believe it has been and still is the making of me. When asked for a 140 character summary to a prospective COETAIL applicant I wrote:

Screen Shot 2015-01-05 at 20.17.57

The Beginning of the End

Reviewing my notes, both written and visual, helps me to remember my thoughts and directions to decipher the way to move forward into Course 5, effectively the beginning of the end of COETAIL. It helps me to rewind through my ideas to see where the most learning and growth occurred yet also to see where the vision for my students crept in during the course. Despite thinking I knew exactly what I wanted to work on, it surprises me, through a comment from Clint, that I had made some suggestions all the way back in Course 1 about connecting my students and helping them to grown in the same way that I had.

A Classroom in the Cloud?

Photo Credit: mugley via Compfight cc

Photo Credit: mugley via Compfight cc

Why do you think this unit is a good possibility for your Course 5 project?

Having rewound through the past 28 posts, far too many words and 21 visual notes, I found it initially hard to decide what aspect would be right to pursue, so I looked back at myself and my passions to help take new direction. It was clear that we gain so much through our connections and often students in Middle School cannot be a part of this due to their age and online restrictions. Yet this is a huge part of my growth and learning and I want students to be a part of it too. From this the idea to connect artists online, bringing together their art work, cultures, discussions and feedback was born. Now I know this is nothing new as many teachers have websites doing similar things, such as Michelle Anderson‘s IB art site (currently not working) and The Incredible Art Department to name only a few, but these are largely teacher driven and I would like my students to drive it. In this way they own it, create it and develop it for students by students. Course 1 asked us to reach out and develop our PLN documenting the benefits from like minded groups and I want to help my students to reach out beyond their classroom, their school and country to learn much deeper with other similar aged youngsters. In Course 2 we looked at responsibility and digital citizenship and I feel that helping students to communicate and post online will help to address and teach students this first hand. In Course 3 we focussed our attention on Visual Literacy and working on a wiki, website or blog will help students to understand good design, aesthetics and functionality. Finally in Course 4, the course that taxed and pushed me the most opening many doors in my learning, focussed our attentions on using Technology authentically. It was here that I grew the most and I know my teaching has changed because of it. Connectivism and problem solving will be at the heart of the project, driven by SAMR to aim towards transforming the way art is learned and shared.

What are some of your concerns about redesigning this unit?

In the past I have helped students to set up a blog and use Picasa web albums to share their work and thoughts online, connecting with their fellow peers for feedback. They were largely successful and, with my encouragement, began to receive comments but not true connections as a PLN might be. This aspect worries me, as at this stage I do not know how we can create an online forum for discussions like Twitter, exhibit artwork to comment on like Voicethread, connect with a multitude of schools globally yet keep them protected and safe. When I look into blogs, sites and wikis I can see the potential but not the depth or functionality for all to participate or take turns in moderating or curating. It feels like an unanswerable question but:

Is there an appropriate platform out there that would work and if so, why hasn’t someone done already this before now?

How can I ensure all students have ownership and work collaboratively to create, upload, share and comment? How can I ensure students drive this with limited experience of such a task? I have a great Technology team behind me who can suggest and show us ideas and options but even so, any ideas and advice would be gratefully received at this stage!

What shifts in pedagogy will this new unit require from you?

In my last post I was told that problem solving sometimes means you don’t know what the outcome may be and this scared me. But as I look ahead to this project it feels a little liberating and exciting to not know, not plan every step and to believe and trust that my students can work through this with my help. It is odd to not foresee the outcome but I am confident that it will be what it will be and most definitely grown by my students.

What skills and/or attitudes will this new unit require from your students?

I really want to push more problem solving and student directed work through this project. I know our students are great thinkers yet also demanding of answers, so it will be a shift in what they are used to and possibly unnerving for them (and me!). But the benefits far outweigh the concerns. It will require them to adopt the new method rapidly and to be adventurous in posting, connecting and sharing ideas. Our students are used to technology and work naturally in Google apps so I am concerned they will find “yet another thing” tiresome to adopt initially. It will also rely on them encouraging others to participate beyond their classroom and away from their school but I am hoping that my PLN will help to encourage involvement and to spread the word once it is up and running.

Please look over the following UBD and let me know your thoughts and feedback:

Photo Credit: Andreas Kristensson via Compfight cc

Photo Credit: Andreas Kristensson via Compfight cc

It feels rather sad that COETAIL is coming to an official end but reading the outline for Course 5 helps me to realise that this may only be the beginning, the beginning of what happens next. I know the connections we have formed will be long-lasting and I hope that the group will keep posting, sharing and connecting both online and, where possible, face to face. I like the idea of continuing to work with COETAIL, perhaps as a coach if that were to be possible, in order to help others as I was helped and to give back to the community. So perhaps it should read “The End of the Beginning”.

*the above drawing “The Beginning of the End” make visual reference to Escher’s Upstairs and Downstairs, 1960, lithography.