At the moment I'm switching between three different books: 'Steve Jobs' by Walter Issaacson, 'The Element' by Sir Ken Robinson and 'Zen mind, beginners mind' by Shunryu Suzuki. Although these works are distinct and interesting in their own right, the key themes of all three can be woven together. This conceptual crossover is possibly random in terms of the intensional force of these three works. However, they share common charateristics and in collaboration they produce an interesting contention.
The beginners mind...
The teachings of Zen focus on inner calm and the journey to enlightenment. Shunryu Suzuki's interpretation of zen and his route to enlightenment focus on the concept of 'the beginners mind'. This approach forwards the idea that the mind of an 'expert' reduces the amount of possibilities one can imagine, whereas in the mind of a 'novice' there is no limit on different responses. This is interesting, as it is a contention that bears a striking resemblance to the ideas of Sir Ken Robinson.
The element...
Robinson's ideas are centred around the notion of 'creativity'. He argues that we are all born with innate creativity, that a creative mind is genetically common to all human beings. Robinson perceives a danger in the structure and emphasis of our current educational model. It's routes in the enlightenment and industrial revolution do not fit cohesively with the mind of the modern learner, who inhabits a very different world of intense stimulation and instaneous information. There then a stark relation to be drawn between the notion of creativity 'unlearned' and the idea that a 'beginners mind' is clouded during the passage of time. Both contentions similarly see a danger in us assuming that there are a finate amount of set thought processes by which learners can acquire knowledge.
Lessons from Steve Jobs...
Job's seems to have been a paradoxical character, made up of many contradictory influences and aspects. His formidable drive and ambition could have stemmed from the tangled conflicting emotions surrounding his adoption. Job's came of age in the counter culture of 1960s California but headed an organisation that would take materialism to an arguably 'cult' status (I write this post on my MacBook, with my iPad and iPhone sitting next to me). Unlike many of his peers, Jobs did not fear computers as an aggressive supervisory element of state control. Instead, he saw the potential for computers to push boundaries and open up untapped wells of knowledge. At the centre of this was his determination to put 'intuition' at the heard of Apple devices. Job's was influenced by the teachings of Zen and the concept of the 'creative mind' - the belief in the innate ability of humans to be both intuitive and creative. Not only is this a key concept of the 'beginners mind' but also of the exciting ideas of Sir Ken Robinson.
The link...
The idea explored was not the product of a long-term and conscious effort on my part. It came at random, from three different sources. However, the correlation of these three individually interesting and influential works is what excites me. The idea that humans are innately creative, intuitive and individually intelligent should be core to how we approach education. We are all capable of great things. The concept of 'ability' is possibly misplaced, instead we could focus on 'enablement'. Could an education system centred on enabling students to realise their individual potential and niche would be far more true to learners than one that focuses on 'ability' and 'attainment?
Children inhabit a world that is undergoing dramatic and fast-paced change. They can access, share and communicate information through an ever expanding amount of mediums and devices. These tools and platforms arguably tap into our innate sense of intuition. They also possibly allow for individuals to seek out and utilise ways of expression that speak directly to them. The arguments and fear of intuitive communication technology is definitely redundant. Learners are already moving ahead of educators and it's time for us to catch up.
Intuitive individuals in the creative economy...
The world that educators are preparing young people to enter is vastly different than the one they entered themselves at the end of their own school days. Just as the way learners perceive the world is developing, as are the roles that they will play within it. The next decade will see an economic shift towards different centres of power, it will also see a shift in the demands of the consumer. What consumers desire will change and develop as we all become 'hyper-socialised' through social media and other avenues of expression and collaboration. In order to effectively prepare learners to contribute and succeed in this new world, we must grab hold of the intuitive technology becoming increasingly central in their lives. Young people are less concerned with how things work and instead they focus how they can use things.
Educators must tap into this mindset. We must be involved in the exciting social developments that technology offers. We must not fear this change. As innately intuitive and creative beings, it's actually the most natural thing in the world...
06/10/2011
Encouraging Creativity - changing the way kids approach learning.
Over the last few weeks, as I approached the end of term, I have felt increasingly comfortable in my new gig. The kids work extremely hard and I hope I have created positive relationships / pedagogies with them. As my confidence increases so does my knowledge of the pupils I teach. Feeling good!
As the term has passed I had been reading and watching videos online concerning the notion of 'creativity' in schools. One video in particular had an impact:
http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html
The notion that schools unwittingly suppress creativity in pupils worried me. Although all teachers are under pressure to deliver the best outcomes (including grades) for our pupils - surely we have an obligation to nurture creativity as well?
So I decided to make a real conscious effort over the last few weeks and made 'creativity' the priority - it became a buzzword in the classroom. I didn't change any practice fundamentally, just gave more concentrated thought to HOW outcomes are achieved. I suppose this links into the previous post I made on giving the kids more control of their learning. With more ownership, it's amazing the differing ways kids will imagine and then forge on the way to achieving and outcome.
The way activities panned out was much the same way as outlined in the previous post. I worked with students to give them basic and background knowledge, before setting an outcome. For both the S5 and S3 classes the outcomes were being properly prepared for summative assessments undertaken this week. How they revised for the test was up to them, although they were working collaboratively in groups rather than individually. Some took to this setting easier than others, but eventually every pupil seemed to be getting properly stuck in. The output was pretty remarkable and inspired me greatly. There were poems, songs, recordings, newspapers ... the list goes on!
The proof would be in the pudding or in reality the marking of their assessments. Although I am only in the midst of this massive (and completely self-inflicted through bad planning) pile of marking I have noticed a positive trend. The standard of knowledge is either at the same level or, more commonly, deeper. The kids have consolidated their learning the way that works best for them.
It's been such a valuable couple of weeks, I've learnt a lot about how to delver better outcomes. Early days but hopefully it's something I can build on moving forward!
As the term has passed I had been reading and watching videos online concerning the notion of 'creativity' in schools. One video in particular had an impact:
http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html
The notion that schools unwittingly suppress creativity in pupils worried me. Although all teachers are under pressure to deliver the best outcomes (including grades) for our pupils - surely we have an obligation to nurture creativity as well?
So I decided to make a real conscious effort over the last few weeks and made 'creativity' the priority - it became a buzzword in the classroom. I didn't change any practice fundamentally, just gave more concentrated thought to HOW outcomes are achieved. I suppose this links into the previous post I made on giving the kids more control of their learning. With more ownership, it's amazing the differing ways kids will imagine and then forge on the way to achieving and outcome.
The way activities panned out was much the same way as outlined in the previous post. I worked with students to give them basic and background knowledge, before setting an outcome. For both the S5 and S3 classes the outcomes were being properly prepared for summative assessments undertaken this week. How they revised for the test was up to them, although they were working collaboratively in groups rather than individually. Some took to this setting easier than others, but eventually every pupil seemed to be getting properly stuck in. The output was pretty remarkable and inspired me greatly. There were poems, songs, recordings, newspapers ... the list goes on!
The proof would be in the pudding or in reality the marking of their assessments. Although I am only in the midst of this massive (and completely self-inflicted through bad planning) pile of marking I have noticed a positive trend. The standard of knowledge is either at the same level or, more commonly, deeper. The kids have consolidated their learning the way that works best for them.
It's been such a valuable couple of weeks, I've learnt a lot about how to delver better outcomes. Early days but hopefully it's something I can build on moving forward!
13/09/2011
Letting the kids take control...
This week an S3 class undertook a presentation task in class. They were given two periods to work in groups and come up with a presentation to explain what they had learnt about factories in the early 19th century.
The assessment criteria was set and there was one rule: No powerpoint. At the outset this was simply to avoid the common scenario I have experienced where the kids simply regurgitate information on slides and don't really engage with the task enough to achieve meaningful outcomes. Quickly this relatively simple task (one which is commonly used in CfE classrooms) took on a different course to what I expected.
The class itself are a nice bunch, they work hard. However, by giving them relatively little instruction I instead opted to encourage them to try to be creative in how they displayed their information. There were different results.
A number of the groups opted to use Prezi, the presentation format I use. I found that for the most part the results were the same as when they use powerpoint - just with less information on the slides. However, two groups opted for a different slant and achieved a far more exciting outcome.
The first of the two created a quiz for the class (using Prezi simply as a visual prompt). Their knowledge base was apparent and easily assessed - they answered questions the others could not answer and when a correct answer was given they then contextualised it. I was surprised by this creative approach, it was collegiate and in turn produced an interesting five minutes where the class as a whole explored the presentation.
The second group took a completely different route. They went away and recorded a 'documentary', acted out and edited by themselves. Although a bit rough around the edges - this group were able, in the course of about 2 hours work, to write, act out and film a short play based entirely on what they had learnt. Again the class as a whole were engaged by this.
What I learnt was that sometimes less is more. Allowing the kids to take control over how they presented their knowledge produced different results. The groups that followed the tradition 'presentation' should not be criticised - teachers, including myself, have encouraged this with the easy option of information regurgitation. However, by allowing for a more creative approach the other two groups achieved what I would see as far more meaningful outcomes. Hopefully the rest of the class learnt this too - they should feel comfortable in using their strengths to present information however they see fit. After all, education without creativity is not really learning at all. Education is about exploring, learning and consolidating. Different individuals will approach this in their own way - they should be encouraged to do so 100%.
The assessment criteria was set and there was one rule: No powerpoint. At the outset this was simply to avoid the common scenario I have experienced where the kids simply regurgitate information on slides and don't really engage with the task enough to achieve meaningful outcomes. Quickly this relatively simple task (one which is commonly used in CfE classrooms) took on a different course to what I expected.
The class itself are a nice bunch, they work hard. However, by giving them relatively little instruction I instead opted to encourage them to try to be creative in how they displayed their information. There were different results.
A number of the groups opted to use Prezi, the presentation format I use. I found that for the most part the results were the same as when they use powerpoint - just with less information on the slides. However, two groups opted for a different slant and achieved a far more exciting outcome.
The first of the two created a quiz for the class (using Prezi simply as a visual prompt). Their knowledge base was apparent and easily assessed - they answered questions the others could not answer and when a correct answer was given they then contextualised it. I was surprised by this creative approach, it was collegiate and in turn produced an interesting five minutes where the class as a whole explored the presentation.
The second group took a completely different route. They went away and recorded a 'documentary', acted out and edited by themselves. Although a bit rough around the edges - this group were able, in the course of about 2 hours work, to write, act out and film a short play based entirely on what they had learnt. Again the class as a whole were engaged by this.
What I learnt was that sometimes less is more. Allowing the kids to take control over how they presented their knowledge produced different results. The groups that followed the tradition 'presentation' should not be criticised - teachers, including myself, have encouraged this with the easy option of information regurgitation. However, by allowing for a more creative approach the other two groups achieved what I would see as far more meaningful outcomes. Hopefully the rest of the class learnt this too - they should feel comfortable in using their strengths to present information however they see fit. After all, education without creativity is not really learning at all. Education is about exploring, learning and consolidating. Different individuals will approach this in their own way - they should be encouraged to do so 100%.
05/09/2011
Teaching History Through Creative Writing.
My S3 class recently undertook a diary task based around what they thought life would be like in the cotton mills of the 19th century. I've done this sort of creative writing task a few times with different classes over the past 2 years without giving it a much in-depth thought. I just reckoned that it was a bit more interesting for the kids to write than the usual essays.
However, after marking this particular classes work I put a little more thought into what they were actually doing. Over the summer I spoke to quite a few people who quizzed me on why I teach history. I've had this question put to me countless times since beginning my career. More often than not the reply is based around the thought that History teachers are best placed to try and help future generations learn from the mistakes of the past. Creative writing is possibly the strongest foundation from which such a goal could ever be achieved.
Increasingly, I have found my basic teaching rationale based around the idea of young people putting themselves into historical situations. This is based on my own historiographical view that History is moved by cultures and groups of people rather than the actions of particular 'great' individuals. By trying to get young people to imagine the mindset of people at different points in History a more articulate emotional understanding can be created. From this emotional understanding young people then have the grounding to contextualise the facts they have learnt.
Often older people I speak to complain that History in their school days was just 'remembering dates'. History is so much more than that. By putting themselves into the shoes of others, young people can learn empathy, compassion and gain a fuller understanding of historical significance. That's so much better than regurgitating dates and facts!
However, after marking this particular classes work I put a little more thought into what they were actually doing. Over the summer I spoke to quite a few people who quizzed me on why I teach history. I've had this question put to me countless times since beginning my career. More often than not the reply is based around the thought that History teachers are best placed to try and help future generations learn from the mistakes of the past. Creative writing is possibly the strongest foundation from which such a goal could ever be achieved.
Increasingly, I have found my basic teaching rationale based around the idea of young people putting themselves into historical situations. This is based on my own historiographical view that History is moved by cultures and groups of people rather than the actions of particular 'great' individuals. By trying to get young people to imagine the mindset of people at different points in History a more articulate emotional understanding can be created. From this emotional understanding young people then have the grounding to contextualise the facts they have learnt.
Often older people I speak to complain that History in their school days was just 'remembering dates'. History is so much more than that. By putting themselves into the shoes of others, young people can learn empathy, compassion and gain a fuller understanding of historical significance. That's so much better than regurgitating dates and facts!
24/08/2011
New School!
So I'm a week and a bit into a new job at a new (and very different school). In all honesty I have felt very nervous as it's my first post out of Probation and I really want to establish myself as an effective teacher.
As I do not go full time until a couple of weeks I have had the opportunity to return to my old school on supply. It's been a worthwhile experience that has afforded me the chance to reflect on how I established strong relationships with colleagues and more importantly with the pupils I teach.
What I realised very quickly is that positive relationships are built up over time. They cannot be rushed. In order to effectively teach, I feel it is essential to ensure that pupils are given time to trust you as their teacher. As the pupils become accustomed to you being in the class with them, they will begin to trust you as the guide in their learning. It seems that regardless of what pupils expect of you ( I began my first classes by asking them to write down exactly that) they want to understand how you operate quickly.
I have tried my best not to be overbearing but at the same time clearly establish my classroom presence. I'm active, positive, proactive and showing the pupils I'm ready to work hard for them. In turn, they understand that I expect the same of them. I suppose it's about practicing what you preach! Although it takes time for pupils to move from establishing the initial connection with their teacher to achieving relative to their individual goals and abilities, it is this constant positive presence that is essential to me.
I'm looking forward to the challenge of this new school, although I am still nervous! However, I'd take nerves over arrogance any day! As a experienced colleague told me early on in Probation - 'The minute you think you are the perfect teacher, you are in trouble. Nobody ever stops learning, especially teachers'.
As I do not go full time until a couple of weeks I have had the opportunity to return to my old school on supply. It's been a worthwhile experience that has afforded me the chance to reflect on how I established strong relationships with colleagues and more importantly with the pupils I teach.
What I realised very quickly is that positive relationships are built up over time. They cannot be rushed. In order to effectively teach, I feel it is essential to ensure that pupils are given time to trust you as their teacher. As the pupils become accustomed to you being in the class with them, they will begin to trust you as the guide in their learning. It seems that regardless of what pupils expect of you ( I began my first classes by asking them to write down exactly that) they want to understand how you operate quickly.
I have tried my best not to be overbearing but at the same time clearly establish my classroom presence. I'm active, positive, proactive and showing the pupils I'm ready to work hard for them. In turn, they understand that I expect the same of them. I suppose it's about practicing what you preach! Although it takes time for pupils to move from establishing the initial connection with their teacher to achieving relative to their individual goals and abilities, it is this constant positive presence that is essential to me.
I'm looking forward to the challenge of this new school, although I am still nervous! However, I'd take nerves over arrogance any day! As a experienced colleague told me early on in Probation - 'The minute you think you are the perfect teacher, you are in trouble. Nobody ever stops learning, especially teachers'.
05/07/2011
Summer Holidays
The summer holidays are here and it's Tuesday of the first week!
I'm in a far more relaxed position to have gained employment for after the summer break - in fact make that excited to be going back to an exciting challenge in a very successful school.
In between the resting, relaxation and tackling of a non -educational to do list that grew ever longer during last term, I will be sitting down to build resources and plan some new (and hopefully innovative) ideas to take into the class next year.
I'll try my best to post regularly on these ideas and share them with you via the tweetsphere!
I'm in a far more relaxed position to have gained employment for after the summer break - in fact make that excited to be going back to an exciting challenge in a very successful school.
In between the resting, relaxation and tackling of a non -educational to do list that grew ever longer during last term, I will be sitting down to build resources and plan some new (and hopefully innovative) ideas to take into the class next year.
I'll try my best to post regularly on these ideas and share them with you via the tweetsphere!
06/06/2011
Reputations.
Today was timetable change day - a stress for pupils and teachers alike it would seem! It was also my first real encounter with a class that has become infamous around the school for disruptive behaviour.
I'd be lying if I didn't have some reservations as I drove to work this morning but I resolved to approach the 'experience' positively and to remember that at the end of the day - they are just kids.
Today's lesson was properly prepared in advance as usual but I avoided stressing overly - treating this class as any other I meet for the first time. As they entered I greeted them at the door, perhaps 'barked' a wee bit to assert myself and let them know who was in charge in the class. After they had sat, I lowered my voice but deliberately maintained an assertive tone combined with an open manner.
Our first activity was not related to the subject at all but was instead the building of a 'behaviour contract' which was written at the back of their jotters and signed by each pupil (I will sign them too to make it binding). What was important was that the pupils identified positive behaviour themselves - it was not dictated to them. Although I would take the ball and run with it, feeding in my own 'rules' through their contributions.
After this, we moved on the meat of the lesson as normal. I was very pleased to see that there were no behavioural issues. However, this is early days and I am aware that there will be challenging times ahead.
What I aimed to show this class is that although I am assertive and may appear 'strict' - if they are willing to work with me and take ownership of their learning then I will engage them and work my hardest to make every lesson interesting and fun. That was my part of the contract.
Time will tell if I've got it right!
I'd be lying if I didn't have some reservations as I drove to work this morning but I resolved to approach the 'experience' positively and to remember that at the end of the day - they are just kids.
Today's lesson was properly prepared in advance as usual but I avoided stressing overly - treating this class as any other I meet for the first time. As they entered I greeted them at the door, perhaps 'barked' a wee bit to assert myself and let them know who was in charge in the class. After they had sat, I lowered my voice but deliberately maintained an assertive tone combined with an open manner.
Our first activity was not related to the subject at all but was instead the building of a 'behaviour contract' which was written at the back of their jotters and signed by each pupil (I will sign them too to make it binding). What was important was that the pupils identified positive behaviour themselves - it was not dictated to them. Although I would take the ball and run with it, feeding in my own 'rules' through their contributions.
After this, we moved on the meat of the lesson as normal. I was very pleased to see that there were no behavioural issues. However, this is early days and I am aware that there will be challenging times ahead.
What I aimed to show this class is that although I am assertive and may appear 'strict' - if they are willing to work with me and take ownership of their learning then I will engage them and work my hardest to make every lesson interesting and fun. That was my part of the contract.
Time will tell if I've got it right!
19/04/2011
S1 and Bobby Kennedy
Today with an S1 class we were discussing issues surrounding inequality and discrimination. Although this was within the modern studies part of the social subjects course, I decided to engage with the pupils with a historical slant (no surprise as history is my first teaching love!)
After a initial recap and overall discussion of inequality and discrimination we listened to Bobby Kennedy's 'Mindless menace of violence speech' that responded to the assassination of MLK in 1968.
I approached the activity with an open mind, the speech is about 9 minutes long and I wondered if some kids switched off. As they listened they created a word cloud in their jotters of what they heard / noticed / felt.
The results were both interesting and heartening. They all responded positively to the exercise, identifying the key themes of the speech and then comparing them with discrimination issues today.
However, on a personal level, seeing how the kids reacted to such an emotionally evocative speech and then how they conveyed their own empathy will have a lasting effect on me. Personally, this it what I feel teaching is all about and hope that these are the lessons that pupils take the most from.
http://www.youtube.com/watch?v=uQjAR7mOvgc
After a initial recap and overall discussion of inequality and discrimination we listened to Bobby Kennedy's 'Mindless menace of violence speech' that responded to the assassination of MLK in 1968.
I approached the activity with an open mind, the speech is about 9 minutes long and I wondered if some kids switched off. As they listened they created a word cloud in their jotters of what they heard / noticed / felt.
The results were both interesting and heartening. They all responded positively to the exercise, identifying the key themes of the speech and then comparing them with discrimination issues today.
However, on a personal level, seeing how the kids reacted to such an emotionally evocative speech and then how they conveyed their own empathy will have a lasting effect on me. Personally, this it what I feel teaching is all about and hope that these are the lessons that pupils take the most from.
http://www.youtube.com/watch?v=uQjAR7mOvgc
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