As is the way at the beginning of every new year, the world is saturated with new year’s resolutions. Everywhere you look, people are promising somebody (mainly themselves) that they want to do things better this year. Get thinner. Maintain friendships better. Spend less time on social media. Make healthier choices. Work harder and get promoted. Write more blog posts. The usual things.
Statistically (apparently), 90% of such resolutions are broken before the end of January. Does this mean that making some positive statements about what we want to change in our lives is pointless at this time of year? Maybe. Maybe not.
2014 was a great year to be a part of Simon de Senlis. Put simply, so many good things happened and, as Headteacher, it was exciting and rewarding to see staff and children develop so well and achieve great things on the sports pitches, on the dance and drama stage as well as in the classroom, test papers and OFSTED reports.
So undecided as I am as to whether New Year’s resolutions are a catalyst for change or a waste of time, here are mine:
1) Keep spending time doing the things that work well and make a difference and not be distracted by fads or bandwagons.
2) Listen more and listen better.
3) Give better feedback to children and staff in school (I’m really inspired by the growth mindset work taking place in schools at the moment and feel this is an area that I can develop my own knowledge in as well as the school).
4) Share more of the thinking and development that goes on at school via this blog.
There have been many achievements that I’ve been really proud of the children this Year at Simon de Senlis… but I have to say that this is up there!
This particular cloakroom has been notoriously messy so far this year but I noticed Mr Wainwright and some willing volunteers making a real effort last week to get it ship shape. In my desperation to turn their aspirations into reality, I made a rash promise that I would take Year 3 and 4 out for a joint extra playtime if their cloakroom was ‘perfect’ when I dropped in throughout the week.
It’s a feat that many staff thought was never possible. Parents have been in disbelief that some of the children have been actually enjoying ‘keeping a room tidy’. Now let’s keep it up!
Today was the first NorthantsBLT development day this academic year and saw a different approach to the focus and structure of historic events.
Previously, the days have focused around lots of sharing from schools with lots of opportunities to swap opinions on apps, use of online tools and ideas for using these in the classroom. This year, we have tried to focus more around the ‘B’ and the ‘L’ in BLT: Better Learning.
We were delighted to welcome Ewan McIntosh to lead the day who set up our thinking with an inspiring keynote on the theme: Visable thinking, visual learning. There were so many gems that came out of this session and here’s my reflections on a couple of things that have stuck with me throughout the day…
Design Thinking is clearly a passion of Notosh and Ewan and, having recently become familiar with the concept, I can see what an effective model this would be for structuring learning in a school. In particular, I agree that often as teachers we can hold on to the divergent creative thinking aspect and introduce learning already packaged up to children in a format we’ve decided on.
Incidentally, when I returned to school this evening, a teacher proudly brought me two pieces of ‘home learning’ that children had excelled in based on their recent visit to an Indian wedding. He told me that he couldn’t believe how much better the writing was compared to what he sees in the literacy books day in day out. When we unpicked what was different about the task, it became clear. The home learning was open ended, it was based on a real experience and children were allowed to choose which aspect of the Indian wedding they wanted to focus on, how to present it and how much to do. Both children had owned the divergent phases of the design thinking model and the results were spectacular. I’ll certainly be revisiting this model as we develop our Learning model at school.
Prototyping was another aspect that struck a chord with me. Ewan talked about 18 prototypes being an optimum number within a design phase and we were asked to reflect on how many opportunities children have to ‘prototype’ their work within a lesson or unit of work. Typical responses were possibly 1 and at best 2 but in most instances we expect learners to move straight to a finished article from a set of instructions, modelling, demonstration or explanation. If we want to develop resilient learners, we have to give them opportunities to fail, reflect and improve – something that prototyping seemed to describe well.
THE ‘TESTS Vs GENUINE LEARNING’ ARGUEMENT
Often, when you’re exposed to inspirational ideas like today, the concern for lots of colleagues is that they would love to implement some of these practices but they feel that there’s a conflict between develop genuinely great learning and the testing/progress agenda in schools.
I find myself having this discussion with colleagues a lot (and I know I’m in the minority) but I don’t think that testing conflicts with great learning. I think that if you create great learners, they are more than likely to be able to become capable readers, writers and mathematicians and take tests in their stride. If you like, success in tests is a by-product of being a great learner.
The one exception to this (I believe)is the Year 1 phonics test – something I’m yet to find a supporter of!
PARENTING CHILDREN AT SCHOOL
Today, Ewan described the age old issue of asking children what they learned at school when they got home and the standard response that parents get. All parents in the room (including myself) nodded in agreement and talked about how from 4-18, ‘nothing’ followed by a range of confrontational and avoidance behaviours is the norm in almost every household. It made me realise that we’re all stuck in this repeating cycle of asking children questions, being disappointed by the response and then bemoaning either the school or the child respectively for either not providing enough memorable learning or for not being interested in education. A thought struck me: Perhaps our questions are wrong and not the answers.
When I came home this evening, I decided to take a different approach. Instead of asking Stanley the questions that I wanted the answers to – I asked him questions that I thought he would be interested in answering. Who’s the tallest in your class? Who’s the naughtiest in your class? If you could bring any bit of your school home, which bit would it be? What’s the silliest thing that’s happened at school this week? Tonight I had a much more talkative Stanley about school and found out lots about his school day!
So today got me thinking and I hope others found it provocative too. Yet again, it reminds us that while technology is a great tool for learning, it’s the skill of teaching and a well developed approach to learning which is the key to making it effective.
Thanks to Peter and Ewan for leading today and to Helen and Gareth at the University of Northampton for providing the venue and being great hosts. Here’s to more successful BLT events in the future: Better Learning with (or without) Technology