Tag Archives: iPad

Observing and Feeding Forward with Staff

One of my developmental goals for the year is to develop effective strategies for observing and feeding back to staff. My aim is that the resulting observations and feedback strategies contribute to growth in teacher effectiveness.

I plan to:

  • Undertake professional readings related to goal.
  • Explore possible approaches to undertaking classroom observation & providing feedback to staff.
  • Seek regular feedback from staff as to the quality of observations/feedback.
  • Visit other schools to observe and discuss observation/feedback systems.

In my mind I already had a starting point or a vision for the initial approach. This revolved around the learning walk concept, more specifically Cheryl Doig’s Future Learning Walks thinking and framework combined with the integration of elearning tools to capture the evidence during the observation and forming the foundation of the reflection. Another link in the chain was the Taxonomy of Reflection described by Peter Pappas to provide the structure for the reflective discussion.

Let’s briefly unpack each of these:

Future Learning Walks

The purpose of a future learning walk is to generate deep conversations about learning. It is an adaptive approach with the process co-constructed within the staff to meet the needs to the school. In practice it is a focused and regular walk through of classrooms/learning areas for a short period of time, with observations and data gathered, which is then discussed, reflected and projected on. Not just from a classroom teaching/learning level, the process can impact of school wide systems and organisation.

The key philosophies for me that guide a learning walks are:

  • based on a culture of sharing and trust
  • intergal to whole professional learning approach
  • it involves students
  • aligns to the teacher inquiry approach of reflection and continuous improvement
  • agreed upon and co-constructed method and focus

Taxonomy of Reflection

A progressive framework, based on Bloom’s hierarchal taxonomy, for prompting reflection and discussion. It could be used very effectively after a walkthrough when either the observers and reflecting amongst themselves, or when the observee is reflecting on their own lesson/learning.

What do I like about this?

  • Flexible framework for prompting reflection. You don’t need to start at the bottom and work up, rather ask any questions that will develop deeper reflection – in response to what you are hearing.
  • Can be used in a huge range of situations, well beyond a professional observer/observee relationship. Student-student, student-teacher, self-assessment etc.
  • Coach/mentor can use the taxonomy to ensure coverage of a range of questions but most importantly, HOT questions and thinking.

eLearning Tools

My thinking here puts the iPad squarely in the tool of choice category – portable, connected, reasonably unobtrusive, easily captures video, voice and photo. An all in one device for all phases of the process. Nothing new in using iPads for walkthroughs, maybe not in quite the same way I have in mind…

On the whole I was underwhelmed by all of these examples, which essentially turned the iPad into a digital clipboard, through using Google Forms or specific apps like Teachscape with a list of predifined criteria that was checked off during the walkthrough. My vision is a little different. I want to capture a digital narrative of the teaching and learning, enriched by multimedia, capturing authentic voice and examples.

So where to next?

  1. Future Learning Walks, as mentioned above, have an agreed upon focus which forms the basis for a observation/walkthrough. As part of our redevelopment of our school’s curriculum plan, we are currently unpacking and redefining what writing looks like at KHS. This involves clearly stating our shared beliefs of writing and the characteristics of an effective writing classroom. Once co-constructed and confirmed these will form the focus of a walkthrough during writing.
  2. While I like the Taxonomy of Reflection, I have been recently re-introduced to the Question Matrix, a framework for asking questions from basic recall to higher order similar to Bloom’s. I can see this as being an equally valuable framework to use for the same reasons as listed above, but perhaps more user friendly and a tool that is commonly used by students in their learning. The matrix layout means that you could also populate it to suit a particular focus or target.
Image courtesy: https://nli2012.wikispaces.com/Online+Reading+Comprehension

 

Software agreements for NZ schools and mobile devices

Had a good discussion recently with my old principal at Russell Street School. We were talking about where to next for the school in regards to elearning and supporting infrastructure.

Like many schools, Russell St is exploring the potential of iPod Touches and iPads to support learning. An interesting question was raised in relation to the current and future software agreements. For those of you who are not sure what the agreements are all about, the Ministry of Education negotiates on behalf of schools in NZ, licenses with software vendors, to provide schools with computer operating systems, office suites, anti-virus and web filtering software at no cost to the school.

Before the question is posed, let’s take a moment to look at the anticipated changes to the tools that students and teachers will learn with, moving away from desktops and laptops to smaller mobile devices and increasingly BYOD.

The Horizon Report:

Immensely portable, tablets serve as e-readers, video repositories, and web-browsing devices with instant access to thousands of apps…

CORE’s Ten Trends:

The available choices for staying connected while on the go are many — smart phones, netbooks, laptops, and a wide range of other devices

UNESCO:

…it is likely that mobile devices with internet access and computing capabilities will soon overtake personal computers as the information appliance of choice in the classroom.

So the question is…

When the next software agreements are negotiated, will the increased use of mobile apps be recognised and included in the deal?

Why? Let’s put that question in a context:

A school has trialled the use of iPads and iPods in their school, has realised the potential, seen the impact on teaching and learning, and has aligned their strategic plan and infrastructure purchasing around this. The purchasing over the next 3-5 years will take the school to a position where these devices out number the desktops and laptops in the school. They would like students to be using iMovie, GarageBand, Pages, Numbers & Keynote on these devices (totalling NZ$54.95) i.e. the mobile app equivalents for the same applications the school receives now for no cost  under the current software agreements.

What do you think? The solution of course is complex and is simply not a case negotiating with the Apple reseller here in NZ. Issues already surround  licensing of any apps for NZ schools with a lack of volume licensing among other things, ably outlined in this blog post by CORE colleague @warrenhall.

I know that plenty of you out there will be saying things like AndroidGoogleopen source… and fair enough to in a number of respects.

The point is, new software agreements should reflect current and planned usage and recognise what is clearly an increased use of mobile devices in NZ schools, especially the iPad and iPod Touch.