Unpacking Learn Create Share, in a way that's not so scary

Recently, I ran a staff meeting around Learn Create Share.

Ironically, it was the first staff meeting that I'd attended since joining my new school. The upside to this was that there was no precedent to follow... No pre-existing notion of what it "should" look like.

Here's the basic presentation to guide the discussion:

We looked at each definition, without the "Learn" "Create" or "Share" attached to it, in order to ensure that we weren't overthinking it. 

Within our cluster, our Uru Manuka Leaders of Learning PLG has identified that we do have a shared understanding of what Learn Create Share is... it just differs slightly from what it should be, by the Manaiakalani definition. After much robust discussion, we came to the conclusion that the initial definition was accurate and we needed to align our own understandings with it. After all, the immense research that has gone into the concept backs it up... who are we to question it through our own ignorance!

What next... How on Earth were we to take this eye opener back to our schools!

We were all in agreement that going back and telling our colleagues that everything we had thought about what Learn Create Share was wrong (after two and a half years of building that pedagogy, I might add...) was not an appealing option.

My approach, was to utilise the feelig that I had that everyone was doing a lot of things already, but they didn't understand how their great practise actually aligned within Learn Create Share.

I decided to take each definition and put it to the teachers: 

What happens in your hub that falls under this heading?

We compiled our ideas onto large sheets, using post-it notes...
Here's what we came up with... Compiled into a piktochart Infographic:

My next step is to align my Critical Inquiry etc, with a lens that accommodates a Learn Create Share view, from a teachers perspective also:

Learn Create Share flipped on its head!

So... it's Friday. You walk into a room of your colleagues, leaders of learning within your cluster. You all have like minds; excitement and passion to drive successful practice etc... Within an hour, we were all sitting back thinking we'd all been on the wrong mindset for the ast two and a half years!

We cracked a can of worms (which obviously needed to be cracked!) around whether, as a cluster, we had a shared understanding of Learn Create Share.

On the bright side... It was quite apparent that the schools across the cluster DO have a shared understanding. However, our shared understanding does not align with the Manaiakalani definitions:

Learn: any activity where the objective is to access and engage with existing knowledge.

Create: any activity that results in remixing existing knowledge, the development of new knowledge, and the use of imagination.

Share: any activity that involves the sharing of knowledge.

The result is often building new knowledge

We had huge discussions... and came to a few conclusions.We questioned their definition... but by the end, concluded that the definition was sound, but we needed to shift our thinking around our own understandings. We believe that we (as teachers/schools) have been operating under a literal definition of each term, with a heavier weighting on the "Learn" component.
I challenge that, in actual fact, the gold nuggets... the Direct Teaching Practices actually occur within the "Create"phase as this is where knowledge and understanding is synthesised. When looked at with a visual, until now the Learn bubble would have been larger, with the Create and Share bubbles feeding into it and each other... Now It is the other way around.

Under this thinking, If the direct teaching and learning opportunities aren't utilised then the Create phase in just skimmed across the top.

So What...

Well, we are certain that there are a number of teachers who don't understand what Learn Create Share is. They probably believe that they "don't do it". We are quite sure that they do, without realising where it fits.

The danger is that if this was brought back to our teachers, they would freak out!

However, if they were given the definition only (without the title) e.g.:

• Any activity that results in remixing existing knowledge, the development of new knowledge, and the use of imagination. (without the word "create")

and asked to find things that they do that falls under that category...

...Repeated with each of the other two definitions... And then place the "Learn" Create" or "Share" above afterwards, this may draw understanding.

It may still install panic attack or ten!

An Eye-Opener For All

I like to think I'm fairly Cyber-Savvy. It's a huge part of my role, within my school... I impart it to my own kids, as well as the parents of their friends. My best friend refers to me as the "clever nerd" that can educate her. Today, as I sat listening to John Parsons speak to the teachers from our cluster... I was awakened to my ignorance.

I'm not keeping myself safe!

How often have I... 

• signed into my home google account and thrown one of my own kids on my "Teacher Laptop" to get something finished for school? 
• needed to upgrade software or an app on my "Teacher laptop" then and there, but not had access to the school Apple ID... so I used my own? - The same one that our family iPads (including my own childrens') are linked to...Thereby adding a synced dimension...
• Shut the lid on my "Teacher laptop", leaving it in the unlocked classroom, available for any bystander to open...
• Ducked into another room, again with the "Teacher laptop" available...

I could endlessly go on...

As teachers, we put endless thought into how we can best equip our akonga to learn. How we can make an impact. Teachers are usually a selfless breed, never really stopping to think about how the little things could impact on ourselves. John Parsons outlined, using real examples, of how things can go horribly wrong for the most well-meaning people. He highlighted simple behaviour changes or key things to take away that we can do to protect ourselves and our schools.

Key stakeholders, within the school, are all equally empowered with protecting it's identity. Within the room, we had teaching staff and principals... yet no support staff, administrators, caretakers, Board members... These key members of a school are often taken for granted when considering the identity of the school. The teachers are considered the front line. Without these, how on earth would our schools survive. John Parsons was adamant that all stakeholders be involved and equal in the process.

I encourage anyone, who has an opportunity to listen to him, to leap at the chance.

John Parsons, Internet Safety and Risk Assessment Consultant

If you are interested in a workshop for your organisation contact

John Parsons
Internet Safety and Risk Assessment Consultant
Mobile: 027 746 9877
www.s2e.co.nz

The importance of laying down the foundation for learning

Just as we place a high importance on getting the foundation right when building houses, equally important is building the foundations for the learners to be able to begin to build their success as learners. A flaw in each foundation equals instability when building upon it.

Last year we placed a huge emphasis on teaching the akonga how to learn within the various classroom spaces, as we moved into ILE mode (or MLE as it was then labelled). As a team, we have identified that it was remiss to have not laid this fundamental foundation at the beginning of this year. In hindsight, it was probably due to the immense changes that we were moving into. We were leaping out of our comfort zone, and into the Learning Pit.

We threw ourselves into a collaborative four, for core curriculum… moving to a collaborative three in the afternoons (due to losing a team member for this part of the day). It was interesting to draw a comparison between the three “magic numbers”.

Two:

Two was easy. It felt natural and both pairs in our learning space seemed to function very well and successfully, as individual pairings. Therein lay the crux… It was too easy. Two very different learning environments developed, which made it difficult for akonga to transition between. Different expectations. Differing visions around student agency vs “getting it done”. It proved problematic in that divides were created and voices began to, at first not be heard… then later not be voiced.

Four:

Four has felt hard. Draining, confusing…

We decided to ensure that the students got used to moving between the spaces by ourselves moving to a different teaching space for each curriculum area.

It worked, in that the learners began to feel able to use the entire block, although the breakout spaces weren’t effective this year, due to the akonga not being taught (or part of a co-construction process) how to learn within the spaces. This came down a push for us to get on with the learning, rather than taking the time to build the foundation for learning within a new space and delivery of teaching. The hurdle arose due a difference in philosophies amongst the team, whereby one pair placed huge value on the students co-constructing the learning spaces in order to be able to take ownership of how they learn within them, using it as part of the vital setting up of routines for the school year. In contrast, the other pair wanted to hit the ground running on learning, as we had identified that we had a number of below National Standard learners, across a number of learning areas. This was valid, however in hindsight, I believe that learning would have been further enhanced if we had set up the foundation effectively to utilise the spaces before building the knowledge within.

Four also brought its share of hurdles.

- Four felt watered down. We had to be constantly vigilant of which learners we needed to develop a stronger relationship with. It's a whole different ball game ensuring that you have developed an effective relationship with 85 individuals, compared to 45!

- Communication breakdowns. Messages need to be communicated among a number of staff members, Teacher Aides included. It’s easy to forget, or innocently not pass on, information to all parties when there are so many people to ensure they are in the loop. It’s easy to “meet in the middle” and catch everybody up on anything that crops up if there are a smaller number. The bigger the group, the harder it is to find a time when everybody is free to meet. These before school, or after school, impromptu informal meetings became an integral part of pastoral care and best supporting individual learners. It enabled us to be aware of things that crop up, as they crop up.

- Relinquishing ownership over the learning spaces. As we moved into a different space for each block of the day, we had to be vigilant of leaving things lying around, out unfinished, or on whiteboards etc. Things that you take for granted in "your own space" became real bug bares. Problems arose when one persons frustrations were fobbed off or not valued, leading to a build up in frustration and a break down in relationships. Picture all of the things that used to be "on your desk"... then you suddenly have no desk... where do they go? How do you have them on hand when you need them, when you move between four classroom spaces? It's very easy for these little changes to build up into bigger problems, like the boulder that falls into a river... creating a dam... slightly changing the long term path of the river.

Three:

Three became the middle ground. While we only really put this into practice in the afternoons, with art/inquiry/athletics etc… It seemed an easy transition. In these sessions we used a variety of ways to split learners.

• Offering three options, then letting the akonga select their preferred option, then working with one teacher in a learning space.
• Each teacher taking a topic/skill, then rotating the akonga through, so that each teacher would teach the same lesson series/understanding, with each different group.
• Two teachers would take the larger group, while one was able to take a smaller group for a specialised area e.g. Writers Club, Radio, etc.

Three offered a variety of different Collaborative teaching and learning strategies to be successfully implemented depending on the situation or requirements. It felt as if everyone was aware of what was happening in the space and more respectful of making each other aware.

To sum up...

• Non-negotiable's are important. Everybody needs to know the parameters they are working within. This could be:
• wall spaces - teacher created resources vs student work vs used as giant wonder walls or think spaces. How will they be used to cater for all, across all spaces? What needs to be up? What doesn't?
• Resources - is there an expectation that these will be put away before each session ends, or can things be left out for students to return to? How will this be managed to minimise impact on the next group using the space?
• Conflict resolution - How will the inevitable conflicts be dealt with to achieve resolution? Prepare for the worst, before you find yourself there! That way there is a system in place to fall back on to make things right.
• Clear systems - I believe a chain of command is vital. When individuals start deviating around immediate leaders and heading for the top, or other management... it leads to a lack of trust which begins to snowball. If it is clear who has responsibility for what, toes aren't tread on so easily. Sometimes people think that they are "helping" by taking on tasks to share the load, when it can actually lead to more frustration as others are left "out of the loop" purely because the usual system or process hasn't been followed. There needs to be clear lines of responsibility.

These are just a few, and all seem excedingly simple - even ridiculous... But the little things are what cause the breakdowns. Teachers are strange creatures of habit. While prone to having to multi-task and be flexible, they also have there own systems and quirks which often make them the fantastic teachers they are. It's not about breaking those habits and quirks... It's about finding ways to best utilise and make them work together.

Sometimes developing the ability to listen for twice as long as you endeavour to be heard, is the difference between maintaining those relationships effectively.

Unleashing our People Powers

This year we have been embedding a revamped School Wide Values System. It's foundation lies with...

The Four Practices of The FISH! Philosophy

Be There

Be emotionally present for people. It’s a powerful message of respect that improves communication and strengthens relationships.

Play

Tap into your natural way of being creative, enthusiastic and having fun. Play is the spirit that drives the curious mind, as in “Let’s play with that idea!” You can bring this mindset to everything you do.

Make Their Day

Find simple ways to serve or delight people in a meaningful, memorable way. It’s about contributing to someone else’s life—not because you want something, but because that’s the person you want to be.

Choose Your Attitude

Take responsibility for how you respond to what life throws at you. Your choice affects others. Ask yourself: “Is my attitude helping my team or my customers? Is it helping me to be the person I want to be?

We have endeavoured to integrate the People Powers into the everyday language of the classroom. We are constantly making reference to them, whether it be as part of setting task/expectations/responsibilities; during the lesson, praising students in showing their people powers through their learning or as a gentle reminder of the need to show them, when getting akonga back on task.
Our KiwiCan Instructor has made reference to our People Powers in other schools. She has commented on how our akonga are so fabulous at being able to identify our People Powers, but also give examples of what that might look like… from the 5 year olds to the 11 year olds. This is in contrast to other schools that she works in, where many children struggle to remember all of the school values, let alone what they represent.
It has been identified that while our students are very good with declarative knowledge of the People Powers, they need to further develop their functional knowledge, as they don’t often put it into practice in everyday school life. This is a common theme with the learners and something that we are finding a hurdle throughout all aspects of learning, whether it be core curriculum or the playground. This is the next challenge. How do we best transition our learners from being able to merely articulate what the People Powers are and give examples, towards it being functional knowledge that is visibly embedded into their everyday interactions throughout the school.

Delving into the Depths of the Pit

I've spent the last two days in the depths of the learning pit... being the learner.

CORE Education have collaborated with Gamefroot, to deliver a workshop designed to get teachers taking Gaming into the classroom.
We collaborated to thrash around a wealth of ideas around ways in which coding could be accessible to the various curriculum levels.
PDF's of code blocks could be using in conjunction with developing oral language in the junior school. The positional language transfers between math and the fundamentals of oral language.
If our akonga were beginning to use this language, in conjunction with coding bricks, in the classroom, at such a young age, they would be able to apply it onscreen later on. The beginnings on programmers in the making!

Over the first two days, I developed my first game from the ground up. I admit, it is not the game to end all games, however there is a huge amount of learning, mistake making and frustration that went into it. I am pleased to say that both the laptop and all concerned survived the ordeal!

Here is the game I created:



On the last day, I had the privilege of taking 3 akonga with me, to the workshop. They had a play with the games that we teachers created, exploring what they liked and what they would change about them.
They then had the opportunity to learn to create their own game FROM SCRATCH!, exploring their errors and fixing them as they went.

We've been learning to:

• collaborate...
• use digital co-ordinates 
• use x and y axis

"It could help you with your future jobs that will need computer programming."
"We've been learning something new and how to be the teacher to our friends."

Overall, I am super excited to get kids gaming in the classroom.

The plan for 2017 is:

• to begin a coding club.
• dust the mothballs off the robotics and get them back in use, within the classrooms, as opposed to separate use for just a few select students.
• Share innovative ways for getting the coding basics into the classroom, such as PDF's of code blocks, that can be used from the juniors up, to develop visual awareness as well as oral language and coding vocabulary.

Overall it's all very exciting!

Toolkits - Sharpening the Pencil

Often a feeling of disillusionment and frustration can prevail as you are closer to the lead end of the pencil.

Whether it be a feeling of disempowerment... ideas/input ignored or dismissed. A feeling as though you are being sent upriver with a couple of spoons acting as paddles... and that maybe that message that was voiced loud and clear a while back, has faded into the ether and left you you wondering whether you're out on your own...

The cure, if you find yourself wallowing in the depths of this drudgery... The Toolkit.

Many are nervous about putting their hand up to run/host/lead a toolkit. Let's be honest - usually it involves a shoulder tap! I was more than happy to host one, however I had no idea what, of my practice, would be of value to others. (I'm certainly not feeling as though my practice is being celebrated in house at present.

The Toolkit.

Attendees fall into a few loose categories.

Those nearer the sharp end:

Confident in trying new things. Keen to touch base on what others are doing, discussion around practice and picking the brains of others in order to pick up new ideas to incorporate in their own practice. 

Paddlers:

Keen to put their bare feet in the water for a taster, with the support and scaffolding of others, they take a look while developing the confidence to think about trying.

Alongside, there are those who go to be seen to be "on board". Hopefully these transform into paddlers... The hope is that these will gain some confidence in having a crack a t something new.

There are also the notably absent. Those who you never see.

Today's Toolkit:

Teacher Dashboard and New Analytics in Highlights

Come along to find out how to use Teacher Dashboard more effectively and even see how much collaboration each of your students is doing. Some really cool new features have been added to Teacher Dashboard.

I covered the transformation of the way I have used Hapara over the course of the last 2 years, from Interact... The Dashboard... and more recently the Activity Viewer.

I had taken a few screenshots throughout the day, as well as some "snaps" so that I could explain what it looks like in action. (After school, no activity shows so it is virtually impossible to describe it to anyone.) We discussed when we might use it, not only for watching 'big brother' style, but also for spotting positives, like searches being made or students utilising sites, such as thesaurus.com, to support their writing.

A great question posed was "What are my perceived limitations?" - In truth, I don't feel I have been using it long enough to have come up with any yet. AN interesting discussion evolved around how it would be good to be able to get an individual student report, along the same lines, showing which sites they visited etc, over a period of time.

The beauty of these toolkits is the tangents. Any one who knows me, knows I tend towards going off on tangents as one thought or idea spurs another and another. I think those at the sharper end possibly tend towards these, as they often question both their own practice and that of others, as they seek and thirst for more.

Our tangents covered assessment practice at a classroom level. What do we use in place of pretests for strands etc? - We have trialled Kahoot, utilising the ability to save the results to your Drive, recording the assessment results. I talked about how easy this is. Taking the place of the post test, The create aspect demonstrates the students ability to share their understanding of the concept.

I shared our IKAN DLO. We discussed Adding it to our developing Cluster Shared Folder, in the form of a shared database, which can be collaboratively added to to share the load for all.

IKAN DLO

All in all... After a "Blah day", I walked away from the toolkit feeling more positive again, reaffirmed in where I'm at with my current practice and keen to continue the collaboration within our cluster.

The Toolkit. The most accessible yet under-utilised resource going!