Tonight's #RollEdNZ chat started off very slowly, and we ended up changing topic on the fly. Then the conversation really got going. It makes me think about the importance of adapting to our learners' interests with our lessons and units. Very apt for our "Plan B" topic for tonight.
Thursday, 28 March 2019
Saturday, 2 March 2019
Our First #RollEdNZ Chat
On Thursday, we had our first "PD in Your PJs" for Rolleston College staff. We had a Twitter chat to share ideas about how we run things in our own Ako class, and within our own Whānau.
We only had eight of us take part, but it was still a high-paced chat with some great ideas shared. I am encouraged to moderate something like this again in the near future, so am just considering what our next topic might be...
Here is the chat, courtesy of Wakelet.
We only had eight of us take part, but it was still a high-paced chat with some great ideas shared. I am encouraged to moderate something like this again in the near future, so am just considering what our next topic might be...
Here is the chat, courtesy of Wakelet.
Thursday, 21 February 2019
Learning Task vs. Assessment Task
For two years, we have used SOLO Taxonomy to guide the learning at Rolleston College. The verbs have become synonymous with the level of thinking expected; the rubrics have helped learners identify where they are at, and "Where to next?"; the graphic organisers have helped learners communicate a higher level of understanding than they gave themselves credit for; and teachers have scaffolded and chunked tasks better to empower learners to succeed. I have been fortunate enough to be entrusted with supporting our staff on this journey, and they have been amazing!
This year, our establishment learners are in Year 11. We are offering NCEA in every Year 11 course. Does this mean the end of SOLO Taxonomy, and a change in vocabulary to "credits", and "Achieved, Merit or Excellence"? In my role, and from past experience, I really hope not.
Earlier this week, a member of our Senior Leadership Team led our staff briefing. Along with other reminders, she reminded us of the purpose of SOLO Taxonomy, and warned us against using credits and grades as the motivator for learning. She stressed that SOLO Taxonomy guided the learning, and the learning tasks. We were reminded that NCEA was the outcome of successful learning, not the process itself. She said everything I wanted to say to our staff, and more.
Since this staff briefing, I have been asked to help with the design of learning tasks (not assessment tasks) for Year 11 courses. These teachers have stayed true to our vision and to our desire to use SOLO Taxonomy. Their learning tasks use SOLO Taxonomy to make the learning transparent, scaffolded (or chunked) and achievable. More importantly (in my opinion), the learning tasks are more authentic. Some are actually going to lead to the creation of work that might be used as evidence for an Achievement Standard. That is exciting, but that is not the primary goal of these learning tasks.
In my role in the Science Learning Area, I have also been looking at how we will offer each Achievement Standard in the courses we offer that include an element of the Science domain. Seeing how we can guide the learning using the language of SOLO, but use NCEA terminology when we "shift" into an assessment is a positive, to my way of reckoning. This change in vocabulary can signal to our learners that we are now assessing what they have spent time learning.
We have learning that is around putting on a "magic show", using knowledge and skills from Chemistry, Mathematics and a touch of Performing Arts. No NCEA grade can measure that. A SOLO rubric can, though. Within this big task, there is the opportunity to explore rates of reaction, and this can be assessed. We can use an assessment from the Science domain and we can use an assessment from the Mathematics domain. The assessments will happen within the learning task, because learners need the skills being assessed by these Achievement Standards to succeed in the real task: putting on a magic show, getting their timings etc. correct.
I personally like this not-so-subtle difference. SOLO Taxonomy is for our learning tasks. It does not have to align to an Achievement Standard, or even a New Zealand Curriculum Achievement Objective. It can be more abstract, more integrated and/or more authentic. NCEA is for assessment. The learning has been done. Now, what evidence do you need to communicate clearly at each level of the assessment? Where, from your earlier learning, can you find that evidence?
Learning tasks and assessment tasks are separate, but linked. SOLO Taxonomy and NCEA terminology both have important places in keeping these separate, and in communicating what is required for success.
This year, our establishment learners are in Year 11. We are offering NCEA in every Year 11 course. Does this mean the end of SOLO Taxonomy, and a change in vocabulary to "credits", and "Achieved, Merit or Excellence"? In my role, and from past experience, I really hope not.
Earlier this week, a member of our Senior Leadership Team led our staff briefing. Along with other reminders, she reminded us of the purpose of SOLO Taxonomy, and warned us against using credits and grades as the motivator for learning. She stressed that SOLO Taxonomy guided the learning, and the learning tasks. We were reminded that NCEA was the outcome of successful learning, not the process itself. She said everything I wanted to say to our staff, and more.
Since this staff briefing, I have been asked to help with the design of learning tasks (not assessment tasks) for Year 11 courses. These teachers have stayed true to our vision and to our desire to use SOLO Taxonomy. Their learning tasks use SOLO Taxonomy to make the learning transparent, scaffolded (or chunked) and achievable. More importantly (in my opinion), the learning tasks are more authentic. Some are actually going to lead to the creation of work that might be used as evidence for an Achievement Standard. That is exciting, but that is not the primary goal of these learning tasks.
In my role in the Science Learning Area, I have also been looking at how we will offer each Achievement Standard in the courses we offer that include an element of the Science domain. Seeing how we can guide the learning using the language of SOLO, but use NCEA terminology when we "shift" into an assessment is a positive, to my way of reckoning. This change in vocabulary can signal to our learners that we are now assessing what they have spent time learning.
We have learning that is around putting on a "magic show", using knowledge and skills from Chemistry, Mathematics and a touch of Performing Arts. No NCEA grade can measure that. A SOLO rubric can, though. Within this big task, there is the opportunity to explore rates of reaction, and this can be assessed. We can use an assessment from the Science domain and we can use an assessment from the Mathematics domain. The assessments will happen within the learning task, because learners need the skills being assessed by these Achievement Standards to succeed in the real task: putting on a magic show, getting their timings etc. correct.
I personally like this not-so-subtle difference. SOLO Taxonomy is for our learning tasks. It does not have to align to an Achievement Standard, or even a New Zealand Curriculum Achievement Objective. It can be more abstract, more integrated and/or more authentic. NCEA is for assessment. The learning has been done. Now, what evidence do you need to communicate clearly at each level of the assessment? Where, from your earlier learning, can you find that evidence?
Learning tasks and assessment tasks are separate, but linked. SOLO Taxonomy and NCEA terminology both have important places in keeping these separate, and in communicating what is required for success.
Sharing in a Busy School
We are in full flight at Rolleston College. We have welcomed a large intake of amazing new colleagues. We now have three Year Groups (Years 9-11). This means staying true to our vision while also accepting that NCEA is part of our world now. We have learned from things we implemented in the last two years, and made the place even better than before. But, most of all, we are BUSY!
I made a promise to myself (publicly here and via Twitter) that I would be more connected this year. I let my relationship with my PLN diminish. I was not sharing what we were doing at Rolleston College, despite my absolute pride in our successes, and the wonderful learning of our FAILs. I am already struggling with this promise to myself...but I am writing in here now, so I shouldn't be too hard on myself.
It did dawn on me this week that we have actually become so busy that we are not only struggling to share beyond our school gates; we are also struggling to effectively share the gold that is going on within different teaching teams. We are trying and we have a shared Google Drive, meetings, Thursday morning PLD opportunities etc. However, we are often too busy to make the most of all of these.
I also reflected on the task I led at the start of the year to get some colleagues onto Twitter. Could this be the solution? I have just sent an email out to the staff to see if they are keen on our first Twitter-based "PD in your PJs". So many of us work from home at night, why not share some of our gold, try to solve some of each other's challenges, and connect? It may be an absolute flop, but why not give it a try...?
Interested to see if it takes off or not? Follow #RollEdNZ on Thursday 28 February
I made a promise to myself (publicly here and via Twitter) that I would be more connected this year. I let my relationship with my PLN diminish. I was not sharing what we were doing at Rolleston College, despite my absolute pride in our successes, and the wonderful learning of our FAILs. I am already struggling with this promise to myself...but I am writing in here now, so I shouldn't be too hard on myself.
It did dawn on me this week that we have actually become so busy that we are not only struggling to share beyond our school gates; we are also struggling to effectively share the gold that is going on within different teaching teams. We are trying and we have a shared Google Drive, meetings, Thursday morning PLD opportunities etc. However, we are often too busy to make the most of all of these.
I also reflected on the task I led at the start of the year to get some colleagues onto Twitter. Could this be the solution? I have just sent an email out to the staff to see if they are keen on our first Twitter-based "PD in your PJs". So many of us work from home at night, why not share some of our gold, try to solve some of each other's challenges, and connect? It may be an absolute flop, but why not give it a try...?
Interested to see if it takes off or not? Follow #RollEdNZ on Thursday 28 February
Wednesday, 30 January 2019
Learning Process and SOLO Taxonomy
Today was a Teachers' Only Day at Rolleston College. One of the tasks we did was to try and learn a new skill. Some chose to be taught how to do a layup in basketball. Others were taught how to draw a zombie penguin cartoon character. I taught people how to join Twitter, and send a tweet using hashtags.
The actual skill being learned was irrelevant. Everyone was directed to a skill they knew they could not already do. Needless to say, there were a lot learning to draw Zombie Penguins!! We were building empathy for the learning process. We were also self-assessing using SOLO rubrics.
In a quickfire 15 minutes, we walked our self-selected groups through the ups and downs of learning something new. The frustrations and the feeling of success. The wondering of the "Why?" at times, and the realisation of "That's why!", for some.
Our "learners" were able to use the SOLO rubrics to identify where they were with the skill before we started, and track their progress over that very short time period. Our own next steps would be to identify the strategies they used to enable them to improve in their skill(s).
I really hope this short activity was of value to our teachers, and they have been able to find something they can use in their classes this year. I know that it has reminded me to be very explicit with the use of SOLO (for example) in helping learners be aware of their own progress within a lesson, or across a week/unit, as they learn new skills and knowledge. The key "take home" for me, was to guide learners to identify the strategies that helped them learn and "move to the next level". This is my next promise to myself for the year: I will use SOLO Rubrics more with skills and knowledge and get learners to identify their successful (and unsuccessful) strategies in learning.
As an aside, the SOLO Rubrics are really easy to make when teaching a new skill. This link takes you to a SOLO Rubric Generator. After inputting a verb and context for the skill, you just do a little bit of proof-reading and editing, and it is ready to roll...
The actual skill being learned was irrelevant. Everyone was directed to a skill they knew they could not already do. Needless to say, there were a lot learning to draw Zombie Penguins!! We were building empathy for the learning process. We were also self-assessing using SOLO rubrics.
In a quickfire 15 minutes, we walked our self-selected groups through the ups and downs of learning something new. The frustrations and the feeling of success. The wondering of the "Why?" at times, and the realisation of "That's why!", for some.
Our "learners" were able to use the SOLO rubrics to identify where they were with the skill before we started, and track their progress over that very short time period. Our own next steps would be to identify the strategies they used to enable them to improve in their skill(s).
I really hope this short activity was of value to our teachers, and they have been able to find something they can use in their classes this year. I know that it has reminded me to be very explicit with the use of SOLO (for example) in helping learners be aware of their own progress within a lesson, or across a week/unit, as they learn new skills and knowledge. The key "take home" for me, was to guide learners to identify the strategies that helped them learn and "move to the next level". This is my next promise to myself for the year: I will use SOLO Rubrics more with skills and knowledge and get learners to identify their successful (and unsuccessful) strategies in learning.
As an aside, the SOLO Rubrics are really easy to make when teaching a new skill. This link takes you to a SOLO Rubric Generator. After inputting a verb and context for the skill, you just do a little bit of proof-reading and editing, and it is ready to roll...
Friday, 25 January 2019
Rebirth
This post is actually a public promise to myself. After two very busy years at Rolleston College, I am promising myself to reconnect with my PLN/support network. This will mean the following promises to myself:
- Sharing my/our initiatives at least once per month.
- Being more active on Twitter (and maybe a few Facebook groups that I am part of...we'll see).
This is the rebirth of something I valued and enjoyed in the past - connecting with other, sharing ideas and challenges, and having/providing support around creative/effective pedagogy.
Let's see if I can keep either of these promises. Watch this space to see how I go...
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