Merger Progress

It is really great to be involved in a community who have the courage and tenacity to be solution orientated for the sake of their children.
After all that our communities have been through in the last three years and despite the fact that many are still living in broken homes and still do not have certainty about insurance and rebuild/repair. Despite all of this and then a merger forced upon them our communities fronted up on Monday night to work together to achieve the best outcomes for our children. Specifically we were trying to decide how we would 'split' a school of 800 over two campuses for 2 years while one campus is significantly rebuilt.
Our options? A junior /senior split or a split based on family/whanau groups. Not an easy choice. Yet again despite the challenges the participants were constructive and sought to really come to grips with the complexities of each option.
I salute the people of Christchurch, but even more I salute the families of Burwood and Windsor School. I really believe that if home and school work in harmony we can achieve amazing results!

Singing, laughter, relationship and movement

Recently I attended a session with our parents by Nathan Wallis. He presented a compelling argument that has challenged me to re think some of the basic principles about how our schools should be functioning. His thesis was that for the brain to develop effectively the release of endorphins is a vital factor. Furthermore his contention was that the top four  stimulants to release endorphins in children are:

1. Singing
2. Laughter
3. Movement
4. Relationship (a significant other adult)

If he is right (and really do these surprise you?) then our school should be a place where these 4 stimulants are present as much as possible. Our job is to stimulate and develop the brain, to cause learning to occur, so I for one am keen to do all that I can to make the most of the 6 hours we have with children a day. What can we take form this?

1. Children need a significantly positive relationship with someone at school (preferably their teacher). The teacher must 'get to know' the child, his or her hopes, fears, aspirations, family life, interests, strengths, ares for development, how far to push, when to challenge more and when to ease off. This teacher will do all of this and more because the job of a teacher is to activate learning or cause learning to occur. The best learning will occur (especially primary aged children) when a child feels they are 'known' and feel safe. No wonder the best teachers are tired at the end of a day- they have to do this for up to 30 children! Furthermore culturally it is imperative that the teacher welcomes the culture of the children into the learning space. If you do not welcome my culture you do not welcome (or know) me.
2. Sing every day, to real instruments is best (and even better if children are playing them as well) or un accompanied or with digital music. Sing to start the day, to end the day and as much as possible in between. Sing at Assemblies (we call ours Learning Celebrations), sing at school functions, sing, sing, sing!
3. Laugh! need I say more?
4. Let children move, why can't they choose to go for a run when they real their brain is starting to snooze. Let them move around the classroom!

Perhaps our staff rooms could also have some singing (we often start or morning meetings with a Waiata) plenty of laughs and movement?

You know all of this would seem to suggest that a Modern Learning Environment where there are a number of teachers that children could build a relationship with, where there are spaces for movement and music and where the acoustics are so great that laughter in one part of the space will not disrupt everyone, might be the best environment for learning rather than 4 walls 30 children one teacher.

Nathan also suggested that brain development happens best when children they talk... Hmmm schools, classroom children talking...

How many classrooms in the world encourage talking? Many that I have visited over the years are very controlled, very quiet and children are told to get on with their work quietly. So I will add a # 5.

     5. Encourage children to talk. Encourage 'think, pair share', stop asking questions to the whole class     

         and wanting a single reply, teach children how to discuss matters and how to listen. Get them 

         talking! (again a MLE will help!)

I wish we had the research to support this type of thinking 20 years ago!

P.S on my way to St Arnaud from Nelson ( to present at Nelson Primary Principals annual conference) on Thursday I picked up two hitch hikers- Ben and Jonno, both aged 18. Ben went to a very prestigious Christchurch school, had done well and was getting ready for varsity in 2014. His comment about school, "It used to drive me nuts when the teacher said we couldn't talk, I wanted to talk about the stuff we were supposed to learn, but we were told to do it quietly and on our own, that annoyed me!"

Neill

Green School Bali

I just spent a wonderful 10 days in Bali with my wife and friends, what beautiful people- so peaceful and kind and with such a great sense of humor! I visited a number of schools and noticed:

• Such pride in their uniform and schools
• A real sense of community 
• Concern for their neighborhood (cleaning the streets around the school)
• Joy in learning

I also had the pleasure of visiting Green School Bali. What a fantastic environment. The school has really flipped the curriculum so that it is based on a philosophy of sustainability and future focus as well as a explicit focus on emotions, the arts and engagement in authentic contexts with the environment and community. It is exciting to see a school serious about making a difference for the future rather than just adding on a unit of sustainability here and there!

Much for NZ schools to consider especially new and merging schools. I really believe that it is time to make significant changes to our curriculum if we want a decent future for our children. Perhaps it is time to re look at the NZC and consider the opportunity and invitation that this provides for us to create a better NZ and a better World!

Neill

Purpose!

I presented a Keynote with Mike Anderson (Waimairi School) at the APPA AP/DP conference last weekend (hosted by Learning Network) Mike and I were talking about 'Leadership in Crisis'. What was interesting is that for both of us the key to the success of our school is the notion of 'purpose and beliefs'.
In a crisis if a school does not have a foundational set of beliefs and clear purposes it is like a sailing boat without a rudder- it will be pushed this way and that by the wind and waves. So it is for a school. We need to be absolutely clear about what it is we are about, what the job of the teacher is, what the aim of our school is, what our key beliefs are. If we have this sorted we can cope with earthquakes, Government tangents, endless bombardment from commercial enterprises trying to convince us we need their products, MLE's, ICT's and all the other letters of the alphabets that are used in the mad rush toward better outcomes.
Do you have any idea of the vision, values and beliefs of your school?
Is your practice as a teacher aligned to these?
If you are the principals are communications with home (notices, newletters, blogs, web site, twitter, Facebook, homework, community meetings, assemblies) congruent with your vision, values and beliefs?
If you are a BOT member is your school reflecting the vision, values and beliefs in policies and practices?
It is time to revisit these concepts as we head into term 4 and prepare for 2014.

New Zealand schools enable self regulated learners- Yeah Right!

We have such a wonderful opportunity to respond to the challenges of 2013 due to the powerful nature of the NZC. This document allows schools to be responsive to the many challenges in our world and to develop learning opportunities based on the needs, interests and experiences of our children. The NZC has a vision for learners that should see the classroom (or learning environment) of 2013 learning in ways that are significantly different to 2003, 1993, 1983 or 1973. I wonder....?
If I transplanted a teacher from 1993 to 2013 (time travel) would they be at all challenged by the learning environment and practices that are happening in 2013, or would they slip right on in and fit in without changing anything about their practice?
Think about this for yourselves educators. Take the time to read pgs 1-12 of the NZC and then Pg 35. Make sure that any person transported from 1993 would be stunned by the difference in how children are learning, how you teach and how we use technology and sustainable practices in our learning environments.

Best laid plans....

That plan to blog on a regular basis....
It has been an interesting time with the proposed merger then the interim decision and then the final decision regarding the merger between Burwood and Windsor on the Windsor site.
What I know is that following the earthquakes we made sure that our children felt safe and were having fun with their learning, teachers were even more specific about the learning that was planned and worked very hard to engage children. Our children have been making improved progress since the earthquakes because we are determined to focus on things that count.
Will the mergers derail us? No! If we can survive and thrive after the events of 2010 and 2011 then we can also survive and thrive after a merger- we owe it to our children. We will be taking advantage of every opportunity to maximize learning opportunities for our children.
Personally I would love to lead the merged school into the future and look forward to the opportunity to present my ideas and credentials for the position in due course.
We are in one of the most exciting times in educational history. We have the opportunity with new technology, teacher knowledge and skill, rebuilds and repairs and community involvement to create the most amazing school for the communities of Burwood and Windsor.
Time to look forward and make it great for the children, staff and community.

The Year draws to a close (nearly)

It has been another incredibly year in Christchurch. Despite the ongoing rumblings - be they earthquakes or proposals for closure or merger- the business of learning goes on. Teachers continue to work extremely hard at Windsor to cause great learning to happen for our children. Over the year I have had the privilege to work with and present with many great educators. So here are some of my top thoughts for the year:

• The job of a teacher is to cause learning to occur
• To do this we need to have a learning focussed relationship
• A learning focussed relationship is an open and honest understanding that all that I will do and how I will interact with you is to cause learning to occur
• My # 1 job is not about happiness, caring, nurturing- it is about learning
• If I want learning to occur then I will care, nurture, challenge, provoke, challenge and at times I will make learning hard
• Embrace mistake making it is the key to learning
• Encourage you children to understand that importance of mistake making and risk taking 
• Help you children and their families to know that the learning pit (feelings of discomfort, fear, anxiety etc) are essential for learning to occur
• Give feedback and praise on process not intelligence (fixed vs growth mindset) teach you families about this

Stop wasting time-

• lining up outside the classroom (why- why can't they just get into learning) 
• Waiting in the morning for the roll call! (come on there are hundreds of ways to get this done without any waiting),
•  "getting to know children" for 4-6 weeks at the beginning of the year (get onto real, rich , relevant (3R's) learning and you will get to know them! 
• hands up (I call this a 'thinking stopper')- If you have a question for the children have them think pair share, if you already know the answer why did you ask?
• Marking homework (don't give it it is a waste of time)
• Telling children where to sit (let them choose- it will help them to become capable confident, actively involved life long learners)
• Complaining about how busy the job is, how hard it is, how much you have to do...if you are thinking and saying these things then your children will pick up on it- is that really the message you want to give?

Start:

• Encouraging children to be mathematicians, scientists, authors, artists... in authentic contexts
• Giving children control, voice and power in the classroom- the more control the teacher has the less the child has. The less the child has the less he or she is likely to become a lifelong learner
• Modelling learning (mistake making, risk taking) in a real way
• Challenging your children- if they get 100% of what you have set for them correct then they are not learning!
• Collaborating with your fellow teachers- You do not need an MLE to be a MLT!
• Having fun , teachers and principals have the most amazing job in the world- we get to have a profound influence on the future direction for young lives- what an honor
• Enjoying your last few weeks of school (southern hemisphere) in another 3 weeks you will have 5-6 weeks on holiday - you will have earned it 

I am going to finish this year on a high, we are looking at student learning information (data) and man it is exciting, we are going to honor our learners through our challenge and award system, what a pleasure and we get to farewell another set of 92 amazing Year 6 children as they head off to Intermediate.

Enjoy- we will

Neill

Teachers, class sizes and quality

I wrote this for our families- thought it was worth sharing

Dear families The purpose for my writing today was to have been to implore you to contact the Minister of Education regarding the proposed cuts to staffing. Thankfully the Government has realized that the proposal was not in the best interests of our children and was not supported by the majority of New Zealanders. It is very pleasing to see that this flawed proposal has been 'reversed'. There has been a constant message that New Zealand needs to improve the quality of teachers if we want better outcomes for our children. At Windsor we have an ongoing focus on quality teaching. I am pleased to advise that a recent report that I provided to the Board of Trustees showed that we have:- - ·      Very high standards of teaching at Windsor School ·      Robust procedures in place to ensure that quality teaching is the norm ·      Extremely high quality professional learning (both internally and externally) to ensure our staff have access to the best practice ·      Strong systems to support teachers who have a specific need ·      A clear and transparent appraisal system to ensure that all staff are aware of their strengths as well as needs Windsor School has high quality teachers, New Zealand has internationally respected teachers. We rank 5th in the OECD for Educational outcomes! Our aim is higher but we are not a failing profession nor is quality teaching an issue for most New Zealand Schools. My hope for the future is that we as a nation might address the major contributing factors to under achievement namely poverty, generational unemployment, domestic violence, child abuse, parental supported truancy, illiterate parents, alcohol and drugs. These issues more than any other factor contribute to the 20% of children (although this figure is reducing) who do not achieve success in schools. New Zealand teachers work long hours  (most at Windsor work in excess of 50 hours every week) give of their own resources (money, food, clothing) and are constantly reflecting on their practice to see how they might do it better. Most Windsor teachers work in their holidays preparing for the next term (probably better to call it 'non contact time"). Teachers have been taking unwarranted ongoing battering from politicians and the media. Our teachers are awesome, they do a world class job (despite the fact that funding and pay rates are less the average in the OECD) and they deserve our support, respect and recognition. Lets hope that the decision that was made this week by the Minister of Education is a step in the right direction for our teachers and your children.

Learning Partnerships

We can't do it alone. We (the school- teachers, leadership, support staff) need to partner with our community and our families if we want to see our children achieving the best possible outcomes and to develop as confident, connected lifelong learners.

One of the most positive aspects of Windsor School is the commitment to partnering together for our children. This was evidenced over the last two nights where over 95% of our parents booked online and attended our student led- 3 Way learning conferences. The remaining 5% will make a time in the next few weeks to hear about their child's strengths, needs, goals and key competency development. How exciting to have such a commitment from our families.

There are some reasons for this:

1. We welcome our families on day one at our Powhiri and affirm the key role they have played and will continue to play in the successful upbringing of their children.

2. We honor our parents as first teachers and we value their intimate knowledge of their child

3. We commit to valuing their time in a practical way but not sending home meaningless homework

4. We offer home learning alternatives that re in force our belief in the value of authentic home learning

5. We regularly seek ways to welcome our families to the school and seek their input through opportunities such as the Pukeko Cafe and regular consultation evenings.

6. Our focus is about developing lifelong learners. Children who can articulate what they are learning, why they are learning it and where they will learn best.

7. We sincerely believe that if we partner together we can achieve more.

I must admit I am challenged then when I still hear of schools in 2012 holding "Parent interviews" where the child is not present. Why do this?

If the interview is about the child and his or her learning why isn't the child present. To omit the child creates uncertainty, it re inforces the mystique that can surround learning and it re inforces chinese whispers. Can you imagine going to your annual appraisal and being told you are not needed, rather other people will talk about you and some information (who knows what) might be shared with you...?

In 2012 (in fact for many years) there really is no place in NZ for learning conferences that do not include the child if we want to uphold the principles and values of the New Zealand Curriculum.

What are our children learning?

Nuthall's findings about what children are learning compared to what is being taught is a real challenge to teachers and schools. If there is a significant difference between the two then basically we are wasting time.

In Christchurch in 2012 I believe there is a 'sense of urgency' for learning. After the events of 2010 and 2011 we cannot afford to waste time on busy activities when meaningful learning is needed. So what do we need to do?

One option is for teachers to continually reflect on their practice through questioning their children. A simple "What have we been learning?" can start the process - provided- the teacher does not then try to explain to the child what the intention was until they get it right or say "Come on you know what we are learning!"

If they cannot articulate it they don't know! If they cannot give examples they don't know, if they cannot apply it in another context they don't know.

Rather gathering data and then reflecting on responses may help teachers to refine their practice so that there is less of a gap between the learning intention and the actually learning taking place.

There is really nothing to lose. If a child does not know what he is learning and the teacher realizes this and then refines the teaching what a great outcome!

This is an ongoing challenge for u at Windsor and something that we are asking ourselves and our children.

Composite or multi level classes...

Windsor school, like the majority of NZ primary schools has (and has had for many years) a number of composite classes.

Currently over 50% of the classes are composite. Each year this still causes concern for some families. Today I had a very positive meeting with a group of parents where they asked me about composite class. Here is an overview of the Q & A and discussions.

What are composite classes?

Composite classes are classes where the children may by from two or more Ministry defined year groups (i.e. Rm 15 Y3/4 class)

Why would we have them?

For a variety of reasons including

• Meeting social needs
• Meeting academic needs
• Allowing children to learn within a more effective group to meet their needs
• Matching children to teachers
• Maximising teacher strengths
• Minimising classroom sizes

What are the negatives about composite classes?

There are none according to the research and according to children once they get into them. Research in NZ, the UK and Australia shows that children in composite classes achieve outcomes no different to those in straight year group classes.

What are the benefits?

Research shows that children in composite classes...

…socially, their development is enhanced. They are more confident, can operate better as part of a group, are more assertive, become more independent learners and better problem-solvers. They also make friends outside of their standard age-groups. In later life, if we have a one year age difference with someone this becomes of no consequence. Veenman (1995).

New Zealand rates as one of the best educational systems in the world. Teachers who are New Zealand trained are sought throughout the world. Why? They teach to stage not age! They teach what your child needs – not a Year __ curriculum from a text book.

Won’t it spoil things for my Year 5 child if he is a Year 5/6 composite?

No, in fact it will probably improve his ability to cope with delayed gratification (a much lacking character trait in 2012!)

Won’t things be to hard?

No-stage not age

For my Year 6 girl in a Year 5/6 class won’t it be to easy?

No-stage not age

Won’t my child who is in a Year 3-4 composite learn bad behavior from the Year 4’s?

No. There is absolutely no evidence to suggest that Windsor children get more ‘naughty’ as they get older (if fact the opposite is seen)

How about the Year 5/6 doesn’t it mean they might go on the same camp twice?

Yes- and they love it and eagerly anticipate returning and giving things another go

Isn’t this just streaming?

No, although we do try to create groups within the classes so that teachers have (preferably) no more than four groups for reading, writing and maths

What would be some of the implications of having straight year level classes?

Some classes would be 18 others 36. Children would still be taught according to their stage not age but some of their classes would be very large and some very small.They will miss out on some social, emotional learning opportunities

Teachers may become of the belief that they should teach a “Year __ curriculum”- i.e. teach to age not stage.

Don’t we have a curriculum for each year group?

No . We never have. We have a curriculum separated into levels (children in Year 1-6 are expected to move through level 1,2 and 3) The curriculum was designed in the knowledge that learning is not linear and children, regardless of their age have differing needs and learn at different paces.

What about National Standards?

National Standards are an indication of where the Ministry believe that a child should be at the end of each year. This does not mean we should limit children who have already exceed the standard (stage not age) nor reprimand those who do not make the standard by the expected year (this is one of the issues critics of National Standards have- we have internationally recognised educational system and it appears we have taken a step back into the notion that children need to learn in year ‘lots’ and meet a year standard each year…)

What happens when my child goes to intermediate or High School?

This does depend on the school they are going to. Best practice would suggest that if they go to a school that has a straight Year 7 they will still teach according to need (stage), indicators might be maths, reading, writing groups within the class. Differentiated (needs based) home learning (homework) not just photocopied worksheets for the whole class (especially if these do not change from year to year). Learning conferences where the teacher talks about your child and his or her needs…

In summary Windsor practice of having as many composite classes as possible is based on sound research, positive feedback from those who have actually experienced composites and teacher feedback. We will continue to:

-Teach according to need (stage)

- Do all that we can to ensure that the class that your child is in is the 'best fit' for him or her

- Communicate with our families and receive feedback regarding the effectiveness of our teaching and learning programmes

Consult with staff, children and families before we make our decisions about placement each year.

Neill

2012

2012 has much promise for us at Windsor.

• We have joined up as an enviroschool
• Our "big idea" is Creating a better world
• Our children are very excited about being back
• Our staff started the year with a fantastic two day retreat exploring creativity, team work and improving literacy outcomes
• Our school is now totally furnished to enable children as lead learners
• Our network and fibre optic cables have allowed us to move to mobile devises to empower children
• Our focus on "Positive and challenging learning environment" in 2012 will see professional learning exploring 'learning-focused relationships' and 'skillful thinking'. It is very likely to dip us into the learning pit as well!
• Our specific targets in writing (Y5&6 boys), maths (Y 4&6 girls), Improving relationships and trust (junior to senior pupils) and CHILL Factor (Children Independently Leading their Learning) provide us with clear direction
• We have a positive and supportive community partnering with us

2012 will have it's challenges, our community is still reeling from the earthquakes and subsequent ongoing trauma not only from the aftershocks but also with the minefield of EQC, insurance, CERA, Government policy and employment issues. The overriding feeling though is one of determination, of pushing ahead and giving our children the best possible learning opportunities available.

Rock on 2012!

The people have spoken

Well there we have it.

We have no option but to listen to the voice of the people and the people have said they are happy (in the majority) with National Standards and the National Government.

That means that we have to do all we can to ensure that our children are not the ones who loose from this- that is I/ we need to do all we can to mitigate the risks , ensure that our schools are still vibrate, positive places and that our children are engaged, motivated, confident, connected life long learners and that they achieve to the best of their potential.

I respect the choice and the decision of the people.

My job is to make this work.

Kia kaha

Neill

Last Chance

Tomorrow we decide

Do we want an Education system based on passing Standards or based on meeting children's needs?

Do we want a system based on schools competing against each other for ranking on league tables or co operating and collaborating?

Do we want teachers pay based on how many children they get to meet the standard or based on value added?

Do we want schools recognised for their innovation, quality practices, systems of self review by the Education Review Office or recognised for their Decile Rating (which will in turn impact on ranking for National Standards)?

Do we want to retain our World Class Curriculum and Internationally recognised teachers or do we want to revert to a 1950's system of Standards and failing children as young as possible?

Wake up New Zealand our Education system that ranks so high in the world is at risk tomorrow.

This Government have made their policy clear. The implications are very serious.

What is the purpose of school?

Often we are told that our business is to improve outcomes for learners- and to some degree this is true.

We are also told to fix the ills of society (teenage pregnancy, environmental destruction, financial woes, crime, racism, bullying,religious intolerance and hatred) and while schooling can't actually 'fix' these things it does have a part to play.

Usually these expectations come on schools when society is failing in some way or another or when a group wants to exploit schooling for some other agenda.

Our National Curriculum states:

Our vision is for young people:

• who will be creative, energetic, and enterprising
• who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country
• who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring
• who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives
• who will be confident, connected, actively involved, and lifelong learners.

It is perhaps the last bullet point that is most compelling. If we as a nation are to succeed (and I don't just mean economically) we need individuals who are lifelong learners. Herein lies the challenge of schooling. How do we create/enable/encourage "confident, connected, actively involved, and lifelong learners".

I believe that Schlechty sums it up beautifully below:

The business of schools is to produce learning that is so compelling that students persist when
they experience difficulties and that is so challenging that students have a sense of
accomplishment, of satisfaction- indeed of delight, when they successfully accomplish the task
assigned (leaning)
so...
The job of the teacher is to make learning so compelling that young people find it more satisfying
to learn than to attend to any one of a score of competing possibilities”
Phil Schlechty in H Lynn Erickson “Concept based Curriculum and Instruction” pg viii 2002

So our challenge/ my challenge to schools is to unpack how we might make learning "so compelling" that all else falls aside. All inappropriate behaviour, all distractions, all texting....

Our challenge (and I understand that it is a big challenge) is to engage children and through exciting/ challenging/ motivational/difficult learning.

I believe we can achieve the vision in the New Zealand Curriculum rather than that which is dolled out in truck loads every time there is a problem in society (or an election). I also believe that this is a far more exciting challenge than any National Standard or Ministry imposed "3R" challenge.

Maths

It the numeracy project the answer?

Some schools in New Zealand have been implementing it for over 10 years. Is it making a difference? Well the NEMP report released in Sept 19 2010 showed that there had been no improvement in achievement for Y8 for over 12 years and overall between 2005 and 2009 no improvement for any year level. There could be a lot of reasons including:

- a lack of skill and understanding on the part of teachers in the numeracy framework

- variation in implementation of the numeracy project nation wide (it is not compulsory)

- where it has been implemented variation in the quality of teaching

- confusion over how and when to promote children through the stages

- lack of rigor around follow up activities after teaching time

- removal of maths from a real life context and problems

The last reason may also impact on enjoyment. Children need to know more than having several strategies. Then need to know and understand maths in a real life problem solving context. Is it time to make time for real problems, real issues and then teach maths in context just in time rather than endless amounts of just in case teaching?

It is time to look at what we are doing in maths once again.

National Standards con't...

We are doing our best with National Standards despite:

- A total lack of effective PD

- Confusion at the highest levels about specifics around implementation

- A lack of research and meaningful justification as to why we would report against age for the first three years of a child's schooling and then suddenly switch to year end reporting

- Conflicting statements from the various PD providers about how to implement the standards

- All the providers suggesting that we go back to school and determine what the standards mean to us (are they or are they not National Standards?)

- funding

But this is not the biggest issue. The biggest issue is that the standards have done and will do little if nothing to help the underachieving children in NZ. It was interesting to hear the media and Government acknowledge the massive issue of child poverty in NZ (200 000 children!)- Start there folks- look at the link between poverty and underachievement, address poverty and social inequities and you will begin to deal with under achievement.

National Standards will not help!

Despite this my staff and I continue to comply and do all that we can to ensure that the children at Windsor are not disadvantaged because of the standards (i.e being labelled "Below" in 2011- a year of unprecedented change, disruption, crisis and turmoil!)

We have entered the stage where our children are now guinea pigs for an untried, unproven and questionable practice- what a shame

Neill

Canterbury Children

I was amazed last week.

At our Learning Celebration Assembly (LCA) we had so much to celebrate that we were still going well after 3:00pm! Our children started the LCA with a moving rendition of the National Anthem on the eve of the launch of the Rugby World Cup. This was followed by children sharing their learning, their PRIDE challenges, our Jump Jam teams (who came 2nd and 7h respectively out of 143 teams nationally) performed and then Chris from World Vision spoke. This was the highlight for me. In a year when so much has been taken from the families of Canterbury the children of Windsor raised more money than they ever had for the children of Timor. Such was their generosity that our school was the top school in the South Island. Go Canterbury, Go Windsor , Go our children!

Lifelong and Self Regulated Learners

Randomly interview 32 children from 16 classes about their learning goals with no warning and allowing no prompts and what would you expect? I expected they might know something about their learning- like perhaps a few goals.

What I found was really exciting.

The majority (80%) could talk to me about their goals and next steps in reading, writing,maths and even a Key Competency (especially self management) goal.

These children could articulate what they were learning, why they were learning it and how they would know if they were successful. What a transition from 10 years ago when we "Did" learning to children. Now we engage and empower them, we encourage them to take responsibility for their own learning and we have an expectation that they can communicate their progress.

The aim of developing lifelong learners is very admirable, the reality- seeing it in practice is awesome!

The next step- if I, or someone asks a child What are you learning at the moment and why?"- can they respond in a meaningful manner, is there a close link between what the teacher was intending (the learning intention) and the learning that is taking place?

Skillful Thinkers

I recently had the pleasure of attending a workshop by Edward de Bono in Belfast Northern Ireland. His presentation regarding "Thought full lesson design" really resonated with me. Two key aspects struck a note:

1. To ensure that we are fully aware and plan for the understandings that we want the children to develop in a rich context

2. To plan to develop skillful thinkers by the language we as teachers use in the lessons as well as the teaching strategies we teach the children.

It sounds so simple yet it is so critical. What are we trying to do if not to develop skillful thinkers?

Yet to do this a teacher needs to consider:

- the type of thinking that is required for the child to be successful

- replacing "I want you to think about..." with " I want you to consider or debate, or discuss, or analyse etc..."

- the understandings (and what this actually means) to be developed and then the process to achieve this- this goes well beyond rote knowledge and is based on a conceptual curriculum

That is we become more precise about the type of thinking we are asking to child to engage in.

At Windsor we staff have placed large copies of words to use in place of "think" on the wall to provide prompts to themselves and children. Just one small step but I believe a powerful one. In addition they have planned for the type of thinking that will be required in the lesson and they have continued with developing specific deep understandings of concept based curriculum in their Inquiry Modules.

Thank you Edward for complimenting our work and providing some very useful insights to develop our children's thinking!