Connected Learning

Jarrod Lamshed

By

Global Connections Are More Important Than Ever

“When we seek for connection, we restore the world to wholeness. Our seemingly separate lives become meaningful as we discover how truly necessary we are to each other” Margaret Wheatley

We live in unusual times. The loudest voices we hear are advocating for the segregation and isolation of our worlds most needy citizens. Our children are bombarded with words that encourage us to pull away from those that are different from us and paint a picture of a world that should be feared. On top of this, those that oppose these ideas of segregation are rightfully vocal in their opposition to those in power. All of this has to be creating some pretty mixed and messy messages for our kids.

As parents and as teachers, we need to be actively and purposefully planning opportunities for positive, respectful and joyful global connections. Seeing ourselves as global citizens is more important than ever. With technology on our side, this is not a difficult thing to do.

Through our class blog, in the first few weeks of school, we have been able to connect with classrooms in New Zealand, France and Canada. These have all been extremely positive and each connection has been easily set up with a single blog comment by a student. This week we had students in Canada join us in a literacy task and in return, our students made individual comments on each Canadian student’s blog. We’ve since had emails and more comments back and forth creating a new and positive global experience. This has been a great kick start for conversations around writing for different audiences, purpose for writing, text types and giving critical, respectful and useful feedback. Not bad from one student blog comment.

Next week, we are stepping up our connection with France as their students return from their holidays. For this connection to happen, our students used digital tools (Google Translate) to help overcome a language barrier when they stumbled on this blog written in French. Again, with technology on our side, we can teach our children that these barriers are easy to overcome. We compared French words to English words and discussed the origins of our English Language. From a student comment translated into French a connection between teachers has been made and plans for ongoing learning are underway.

The empowerment felt by students making these connections is contagious. Our students are asking about starting their own individual blogs to share their own writing and thoughts about their learning and are asking to write to our new collaborators whenever they have some time. We eagerly mark countries on the world map in our class and learn about the geography and culture of those countries. Learning with purpose.

A great way to start making connections with your class blog is by jumping on board with David Mitchell‘s ‘Quad Blogging’ program. This fantastic program helps to link you up with three other schools from different parts of the world that you can begin your global learning experiences with.

Working with students to build a sense of global identity has always been important and, I would argue, this is even more so now. Planning and fostering positive connections with our global neighbours is a something that we can all do to work toward turning the volume down on these messages of fear for our children.

 

By

Connected Classroom – Twitter

One of my ‘back to basics’ this year is harnessing the power of Twitter in both my and my students learning. This is something that has taken a back seat to the ‘busy list’ over the last year or so. Re-establishing this as a part of my routine has added immediate value to both my professional learning and learning in my classroom.

When we talk about ‘new basics’ in education, facilitating a connected classroom has to be one of these. Keeping a class Twitter account open in a browser tab on the screen in our class adds a layer of depth to the learning opportunities we create. A simple thing like our shared class novel becomes a whole different experience when we can have access to the author to interact with as we read. This term we are reading ‘Refugee’ from the ‘My Australian Story’ series, written by Alan Sunderland. One tweet from our class account connected us with Mr Sunderland who has offered to answer questions from students as we make our way through the novel.

Another common experience in Australian classrooms is ‘Behind the News‘. With a class Twitter account, this moves from a ‘viewing’ experience to an interactive learning experience where our students develop questions to ask of expert reporters on a weekly basis. This transforms the learning and allows students to see connections to their world.

For me professionally, being back in the Twittersphere keeps me on my toes. Feeling accountable to someone keeps me blogging regularly which I know helps to solidify my thinking. It keeps me in regular touch with creative thinking about education and it gives me a much broader learning network to bounce ideas around with.

By

Back to Basics

This year it’s back to basics for me. Now a few years into my first leadership position, I still manage to get caught up in the juggle between the ‘business’ of a leadership role and the demands of the classroom. In amongst this, I’ve slowly and unintentionally ‘let go’ of a lot of things that were successful in my classroom. With that now clearly in mind, it’s time to rectify the problem.

I don’t think that it’s bad to ‘let go’ of things. We all should be doing this. Paul Clapton-Caputo talks about educators aiming to to have 20% of their practice in a school year be things that you haven’t done before. What I’m talking about is keeping an established base of NEW or CURRENT basics.

A few years ago, Edmodo was the platform for my students to organise themselves and collaborate online, now we use Google Classroom. Even though Edmodo is no longer the right tool for us, the underlying idea of a collaborative and creative, safe, online space for students to work in should be one of these new basics. Connecting globally is another. Instagram, Twitter, Blogs… there a MANY tools that let us do this. The ‘basic’ is that our students develop an understanding of global thinking and collaboration. Having developed a community of educators online over many years, this isn’t a difficult thing to do. It just needs to be brought back into focus.

We all should be having discussions in our schools about what ‘the basics’ are. What are the base line skills and resources to we need to be offering to our students?

Getting ‘back to basics’ doesn’t end in the classroom. What are the basics for me as a professional learner? My goal for this year is to re-engage with my online learning network. These are a group of people that push and challenge my thinking yet, when I get busy, I disengage. Writing on my own blog is another thing that I KNOW helps to clarify my thinking. Again, I struggle to maintain momentum when things get hectic. George Couros talks about not feeling guilty about isolating some work time to do this. I will give this a try.

Having a default mode is normal. It’s what we do. The challenge is to keep moving this ‘default’ forward so we keep improving.

By

Today Tonight – TV Report

Over the last few weeks, the gender based learning that’s been happening at our school has been under the spotlight with an article in our local paper and now the TV news story above from the ‘Today Tonight’ program. This isn’t something that I’m particularly comfortable doing! But, I believe in the work we are doing in this area and am glad that we can be a part of the discussion.

My co-teacher in this program, Aimee Aparicio, and I both worked in a single gender program in my last school, Hackham East Primary. After attending a workshop with Ian Lillico, an Australian expert in boys education, another colleague, Rebecca Hepworth and I started trialling some of our new learning. Drawing heavily on Lillico’s work and that of Michael Gurian, we were supported by our school leadership to build a strong single gender program that still exists there today. At our peak, we had single gender and mixed class options from year 2 to year 7.

In our new roles at Woodend Primary school, Aimee and I can see that the needs of boys and girls at Hackham East aren’t unique. in fact, world wide data suggests that programs like these would have value in any school anywhere.

The program that we are running now is a great start. We have been able to tackle some topics around gender stereotypes and masculinity. An important part of this for us is that we are seeing the students becoming the drivers of this learning. They want to spread the message within the school community. This post from a student last night is a great example of that.

Screen Shot 2015-06-23 at 7.06.07 am

 

This is great to see. Students empowered to make a difference in their communities. What we are doing isn’t difficult. It just takes a willingness to try something different. The conversation around the individual needs of boys and girls in schools is happening and we look forward to seeing where it goes.

By

A Stroke of Genius

jobs-300x225There’s a lot of googleable information about the origins of ‘Genius Hour. From the perspective of being based on Google’s 20% time  or inspired by the ‘Caine’s Arcade‘ video… you can take your pick. In our classroom, the idea for our ‘genius’ time comes from a desire to be absolutely engaged in learning.

Any of us that pride ourselves on being life long learners know how this works. We get hold of an idea that goes around and around in our minds until we have an opportunity to spend some time digging into it. The REALLY good ideas can’t wait and the digging often happens when we should be sound asleep!

The premise for genius projects in our classroom is based around that same idea. We are always looking for ways to better engage kids in learning. We want them to be enthusiastic learners during classes, so… why not give them an opportunity to learn about something that they are already enthusiastic about?

Over the years I’ve done this with my students, I’ve heard the arguments against it. Where’s the structure? How is this covering the curriculum (hmmm)? There’s no control over what’s happening? How can you be in charge of so many different projects at once? For many teachers, this can be a difficult concept to grasp. The idea of students co-constructing the learning… students setting the structure around the project… students investigating the curriculum… is something new for many. I am NOT in charge of these projects, students are. Isn’t that the end game? We want to develop students that become independent learners? Surely they aren’t going to achieve this without practicing it.

I think, sometimes, we create too much of a gap between what WE expect as learners and what we see as acceptable learning for kids. We have all been to professional development that we see as sub standard. It’s either too much talk… it isn’t pitched right.. or we just aren’t interested. Why do we expect that our classrooms are any different? When we have an opportunity to design our own learning and make it completely relevant to us we are more engaged. We not only commit our working time to it but will dig deeper into it at home. This is what genius projects do for students.

Seeing the value in loving learning is essential. If kids are cheering when you say it’s time to work on these projects, that’s got to be a good thing. Not only are they engaged, but they are learning. Currently I have a student creating scale models of famous political buildings (yes this is his passion) using minecraft. This is a student that doesn’t engage in maths lessons, but here, he is calculating scale reductions of measurement.. area, perimeter, volume. He’s writing willingly about types of government.. it amazes me every time. We have another student who is challenging our school’s fundraising policy to get her idea off the ground and raise money for motor neuron disease. She is writing persuasive texts, preparing presentations for the principal, designing a business plan and budget to support her idea. It’s a wonderful thing.

Another criticism of ‘Genius Hour’ is that this type of learning should be happening all the time… and they are right. That is part of the reason that we’ve opted for the ‘Genius Projects’ title and dropped the ‘hour’. In reality, whatever amount of time we allow kids to work on these ideas at school, they spend more of their own time own it at home.

We are certainly a long way from all learning being as engaging as this, but we are working on it.

By

Student Feedback

This is a student comment (self reflection) from one of mine and Jess Ottewell‘s students. The comment is from their end of year report and is shared with their permission.

 

“I have enjoyed this year. The freedom of having different places to work, has often helped me to reset my brain and think clearly. Using iPads has been quite helpful. Having my iPad at school has encouraged me to research & to find new ways of presenting my work. Where other classes would make posters, we would creatively make movies and soundtracks composed by us. I have enjoyed genius time, a project where we were able to design a question about something we were interested in learning more about. I wanted to know of the processes of writing a song. I worked collaboratively to compose a song and enjoyed that a lot. It ended up being one of my key interests and helped me to realise I want to be a music producer when I grow up. I’m looking forward to high school and the challenges it will bring, but I will miss this school. I would like to thank my teachers. They have been supportive and awesome the whole year. I have grown a lot this year. If I was having trouble with anything, I knew that I could always ask for help and be listened to. So again, I say thank you for your support.”

 

By

Hollywood in the Classroom

Using film making in the classroom has become a regular part of my practice. For most of my teaching career, I’ve done this. Thanks to the example set by my first principal, Bob Thiele and through the work and support of programs like the New Media Awards, run by Kym Nadebaum, film making in the classroom has been a very positive experience for all involved.

We all know that engaging kids in deep learning can be a difficult thing. Using film takes care of that problem. All of a sudden kids who are disengaged become willing writers. Kids who produce ‘that’s good enough’ work begin working at their best. It’s fantastic to watch.

This year has been no exception. Being a part of the New Media program has given us an opportunity for kids to create learning to share with a wide audience. Having the chance to learn more about and share something that they are passionate about has been a powerful experience. This year, our team of students have created a film about type 1 diabetes. This is not something that they plucked out of the air, but a condition that affects one of their classmates. This project gave this student a chance to tell her story. It gave her friends a chance to learn more about her illness. It turned an unwilling writer into a champion researcher. Along the way we learned about creative commons, text structure, storyboarding, planning writing, purpose, audience and much much more.

This year’s subject was a personal one for our class. When our editors had completed the film, this student watched the finished product with tears in her eyes. You don’t get that by reading your essay out loud.  Film making makes connections. Connections create learning.

Here is the team’s finished product for 2014:

Diabetes web from Jarrod Lamshed on Vimeo.

By

ACEC 2014 – Digital Leaders – The View From the Sidelines

Over the last few days, I’ve been watching my Twitter feed with interest. This year’s ACEC event is in town and I am unable to be there. This is a little frustrating and pangs of jealousy keep creeping in as I read tweets about inspiring things. Even though I can’t be there in person, the power of social media allows me to be involved in the learning.

This year my son Matt is involved in the conference as a student digital leader. In the lead up to the event, a realisation that he’d agreed to do ‘school things’ for most of the first week of holidays kicked in, and his enthusiasm for the task ahead weakened. Even so, he trudged off to his first day of Digital Leader duties, not sure what to expect.

I wasn’t sure what to expect either. I am a big believer in the Digital Leader program and saw this as an opportunity for empowerment. A chance for him and his fellow students to show a large group of teachers what they are capable of. His despondent attitude on morning one, didn’t fill me with hopes of success. What we ended up with exceeded my expectations.

Coming home from day one, I had a child who was full of excitement for learning. He spoke of being able to learn ‘like a real person’. He felt that he was not only able to help others but that he had learned a lot at the same time. He talked about the connections he made with other students and the conversations he’d had with teachers from other schools. He recounted the conversations with event sponsors and with keynote speakers. During the course of the day he had had a light bulb moment and remembered that he actually loves learning.

One of the key aspects he has talked about each day was the ability to learn from people outside of his immediate circle. He was particularly interested in the ideas discussed by Alec Couros and was able to make direct links between these ideas and what was NOT happening for him at school.

Day two seemed just as exciting for him. He explored Google Glass with Kathy Schrock, and has seen how Twitter can play a part in not only sharing his learning (along with his blog) but for building a learning network outside of his classroom. He interviewed teachers and keynote speakers and discussed the ideas he’d heard about with his peers. As he told me about his day the term that kept repeating was “we can’t do that at school”.

So here is the dilemma. How does he go back to school and stay inspired about his learning? How do we, as teachers, go back to school and help our students to feel inspired? It’s a hard question…. maybe the students have the answer?

By

The ‘Do Over’

The Do OVerIn my time as a teacher I have been lucky. I’ve spent all of my time in a school where teacher professional development is highly valued. Because of this, I’ve had many opportunities to implement new programs and improve my teaching practice. As with most things we do, we have conversations to reflect. A lot of these conversations begin with “If I was to do that again I would…”.

This year, I’m in the position to be able to do just that. I am starting a new job at a new school where many of the programs I value are not currently running. Most of these programs will continue to be a part of my teaching and learning program and I will have the opportunity to start again with a clean slate. This is a real opportunity. It’s an opportunity because this time I’ll be starting with a much greater knowledge base. In order to not stuff it up it’s important to set some goals. So here we go for term 1.

Student Blogs: Starting again with kids blogging for the first time there are a lot of things I’d do differently. Less ‘cookie cutter / all do the same’ blogging and more of an emphasis on kids blogging from their interest base. I will work harder to help connect kids to ‘their’ authentic audience rather than purely tapping them in to mine. I will work harder to encourage regular commenting from families and attempt to buddy kids up with a blogger from another school. I also want to explore the idea of ‘quadblogging’. It sounds like a lot when you write it down!

Connected Learning: From a class perspective I plan to start the wheels rolling on at least one authentic learning experience that involves an expert from elsewhere teaching us something. I think this is a great way to show kids that learning shouldn’t be limited by the walls of the classroom. The bigger picture part of my job is to support teachers on their journey into connected learning. This will involve modelling and professional development based on the individuals needs of teachers. I want to explore Google Apps for students.

Single Sex Education: This is something that I feel passionate about. I have spent the last seven years teaching in a single sex program. This year my challenge is to implement these important practices in a mixed class environment.

As with every year, the first term involves lots of relationship building and I look forward to this part of the ‘job’. I’m excited about the year ahead and look forward to reflecting on these term one goals in ten week’s time.

By

All Good Things…

Calendar-Flipping-300x192

At the end of each school year we take a moment to reflect on the year gone by. This year feels a little different as it’s the last time that I’ll do this at Hackham East Primary School. I started here in 2005 as a student teacher and in 2006 started teaching with my first ever class. It was a huge learning experience for me and one that has continued to this day. There have been many fantastic experiences and many things that I’m proud of from my time here. I am also grateful to many people for the opportunities and challenges I have been given.

To be honest, this year has been a tough one. I started the year full to the brim with 32 students and some interesting behaviours in the classroom meant that I had my work cut out for me. When we feel stressed it is really easy to fall back into our ‘default mode’ and our practice can suffer. I was lucky enough this year to work with an enthusiastic team that helped to make sure that this didn’t happen. As a team, we worked hard to build on our schools single sex program, we set up flexible learning spaces and really tried to keep improving what we do for kids learning by collaborating on a much greater level. Without the support of this team it could’ve gone very differently.

Along with the difficulties, it was a year filled with lots of positive challenges and fantastic professional learning that have made me a better teacher. I feel like I have left Hackham East having achieved a lot in my time and will miss it very much.

The year ahead…

This year is set to be a challenging one. I have won a position as ‘Senior Leader’ at Woodend Primary school and am looking forward to tackling my first leadership position. Part of my job is to support innovation, particularly around the use of mobile technologies. This is an exciting role and provides an opportunity to use what I’ve learned up ’til now to support other teachers to find their feet with mobile technologies, blogging and learning spaces (among other things) with a focus on our AITSL Standards for Teachers.

This year will also provide an opportunity to present my first Keynote speech. I will be presenting about my journey in taking on the AITSL Standards with a focus on the work I have been doing with our boys classes and using digital technologies to improve learning. This is something that terrifies me completely, and that’s a big part of why I said yes to the opportunity. As soon as we stop challenging ourselves, it’s time to go.

Home will also be challenge with new routines for all of us. My son, Matthew is starting high school and my daughter, Alyssa is moving to the new school with me. They will both be pushing their new schools toward learning with technology as well. Challenge is what keeps life interesting, and we are all looking forward to the challenges that  lay ahead… after holidays of course!

 

Skip to toolbar