How can I get the best out of a question?

Asking questions has been a large focus for me in the development of Action Stations. The types of questions we ask and when we ask them is vital to help grow the thinking and learning for different students in different stages of their learning journey. This video is a great technique that would empower conversations, thinking and student ownership.

Children are working in small groups to develop a brainstorm of questions on a given topic
Step 1
ask as many questions as you can.
don't take time to judge r answer questions as you go.
change statements into questions
write down every question as it stated

Step 2
Introduce the focus question

Step 3
Produce questions

Step 4
Improve questions

Step 5
Prioritise questions

Step 6
Discuss next steps
Make a plan of action

Step 7
Reflect on the question
How do these questions show you have learned something about the focus.

Can we use a Critical Incident Interview Technique to refine our assessment practices during Rich Math Tasks?

This qualitative research technique aligns with my own qualitative ideology of an interview process for reflection time at Action Stations. 

How powerful could this framework become if we applied it to assessment of an observation of a student engaging in a rich learning task. I know many of you who use action stations and rich learning tasks in your classrooms much of this will sound familiar. 

This is my attempt at synthesising CIT with educational teaching practice to consider a different approach to assessment of and for learning. 

The critical incident technique (CIT) is a well-established qualitative research tool described by John C. Flanagan in 1954. It is a flexible set of principles that can be modified and adapted to meet specific requirements. By gathering factual reports made by observers, we can build a picture of the students thinking and capabilities that we are investigating. The CIT format effectively turning anecdotes into data. 

To gather really useful, meaningful information, about how and what students are thinking and feel about their learning, anecdotal information regarding these areas is plentiful throughout action stations. However, the anecdote’s subjective nature makes it difficult to access and credibly analyse using traditional quantitative research methods. 
We need to carefully consider this framework to ensure we are consistent in what we are looking for and how we will navigate conversations to gain this information. 

These steps are essential components of CIT;

Step 1 PURPOSE - Identify what it is that you want to know as the students educator. 
Students actively engaging in  a rich math task are working and applying what they know or seeking ways to solve their problems. Sometimes the decisions and actions performed during learning in context results in "critical incidents" which may be either a success or a failure. This interview technique is used to help identify the specific actions (behaviours), decisions, and information which led to the critical incident. 
Possible purpose of the interview. "We want to learn more about how you make decisions as you work out this rich math task."
They may also be derived from;
- problem solving strategies applied
- number knowledge applied to the learning process
- strategies applied 
- key competencies
- learner dispositions
- areas of strength or interest
- ability to communicate the learning process
- ability to build and construct knowledge with / alongside others

Step 2 Collecting data - Through probing questioning we can help the student to talk about identifying the critical incidences they experienced throughout the task. These are decisions that may have or would likely have resulted in the success or an error in completing the task. It is important that the focus remains on the incident and what led to it.
These should be recorded as close as possible to the time when they occurred. During and throughout the activity. 
Memory of the learning will become improved if they know they have to report / share to an audience. 

During the questioning;

• Ask for clarification, justification, explanation of their thinking and actions. 
• Avoid discussion about things not related to the learning process. 

In Action Stations we record anecdotal notes on a class list for simplicity and ease of access. 

Step 3 Analyzing the data

Often considered the most important and difficult step. With a framework such as this we are able to then summarise and describe the data so it can be used for practical purposes.

The aim is to increase the usefulness of the data without sacrificing comprehensiveness, specificity, or detail

• Know the purpose of assessment
• Used a consistent classification system - national standards, levels, stages, strategies, progression framework, KC's, learner dispositions. 
• Developing a set of success criteria. This can emerge from the observations made and work towards developing next step. In action stations this is developed through KC's every Monday but as an educator and the student as a learner we need to know more than just that - the ability to identify the learning in a task.  
• Placing the observations into the above categories will require experience and judgement from the teacher. 

Step 5 - Interpreting and reporting 

For each decision point before adding to classification register, consider the following:

1. Errors If an error occurred, what was it?
2. Optimal How should the decision have been made?
3. Ambiguous What information could have helped make the decision. Was any information missing?
4. Error Avoidance Could the error have been avoided? If so, how?
5. Environmental Factors What aspects of your environment influenced your decision?
6. Expert / Novice Do (or would) experts and novices differ in their decision making?
7. Information What information was used in making the decision? How was it obtained?
8. Ongoing Training What would you teach them about this kind of incident in the next lessons?

Advantages 

• Information is gathered directly from the students
• Can follow-up on statements in future lessons
• Can interview multiple students for a more complete perspective
• One of the most significant advantages of the CIT is its connection to real-world problems and situations provided through the words of the participant, thus limiting the subjectivity of the researcher (Kain, 2004).
• allows participants a wide a range of responses within one rich task 
• participants freely develop the context using their own perspective, allowing cultural neutrality (Gremler, 2004)
• When recalling incidents, participants openly use their language This can also become a disadvantage if ESOL or difficulty with oral language or self confidence. 
• operates with a flexible set of rules to let themes or theories emerge directly from the data - no preconceived ideas about challenges student may or may not have. 

Disadvantages

• Subject to the interpretation of teachers / students
• Questioning needs to be conducted shortly after or during a task 
• Memory about an incident may be biased or fallible - will require Teacher competency in questioning, recording and analysing of narratives. 
• Some students may be reluctant to talk about certain elements of the process. Requires a relationship of trust, and feel safe to take risks. 

Linking theory to practice is a great way to help define and refine elements that make it work, both being as vital as each other. 

Sources of information 
Journal of Dental Education March 1, 2008 vol. 72 no. 3 299-304
Sourced from: http://www.jdentaled.org/content/72/3/299.full

http://www.hr-survey.com/Critical_Incident_Interview_Guide.htm

http://www.jorgvianden.com/uploads/2/2/7/7/22771362/vianden_2012_cit.pdf

How do we inspire metacognition?

WHAT is metacognition

• active control and awareness of the learning process

• knowledge of how to use particular strategies for learning or for problem solving.[1] There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.[2]Metacognition

WHY is it important?

• proven to accelerate student progress
• improve self confidence
• improve self esteem
• engage every learner (especially learning support)
• creates a community of learners
• wider range of support network
• acknowledges learning is hard work
• promotes active learning rather than passive
• less teacher work
• reflects future focused pedagogy
• skills for life long learning

HOW could I teach it?

1. Teach children about how the brain learns new information (fixed, growth)
2. Own the learning - is this my best, did I seek new ideas, research, am I showing respect in my learning, did I seek ideas from others to build on my ideas?
3. Seek emotional connections to promote more learning - how does that make you feel? what can you now do? how could you now help someone else?
4. Reflective questioning - questioning that will help them recognise the part that required new learning - what was the tricky part? what do you now know that you didn’t know before? how can you use this is a different way? Who has learnt something new from (student sharing)?
5. Teach the language of critical thinking at the top end -  analysis, synthesis, evaluation,
6. Creative expression of reflections - Scaffolding questions that support the how rather than the what they learned, considering what conditions supported their learning.
7. When requiring active listening for new information set the conditions - share 3 main points, share what your buddy tells you,
8. think about their own thinking / beliefs - pose provocations / conjectures that challenge their current beliefs, relevant and purposeful
9. Think, Model, and Apply inquiry mindset - team teaching is a great opportunity to model this process in context
10. Thinkers keys - great srl activities
11. Value and believe that children can learn how to learn, that their voice empowers and inspires new learning - when and how does this happen in your learning space? PP wonder wall, question wall for peer support,
12. Consider ways you can capture student voice, thinking, beliefs, ideas at every opportunity - guided teaching groups, SRL, modelling books, video diaries, collaborative activities online -

WHEN can I fit it in?

• in everything you do
• it is what we do it is not another thing to do

What does epistemic agency mean to me?

Someone kindly commented on one of my blog posts regarding epistemic agency. They asked me or dare I say challenged me in what this means for me in my classroom. It's such a great question because if I think about it, epistemic agency has completely changed the way I approach teaching, classroom management, assessment and interactions with my colleagues. 

Ownership and control are the two words that I believe can make or break the teaching and learning relationship. 

Who has the ownership of the learning process, achievements, goals, directions?
How does this affect intrinsic motivation to seek further success or inspire new thinking?

Who is in control of what happens in a day, what happens for learning, or how and where we learn? 

Epistemic agency has opened my eyes to new possibilities that could be achieved in the classroom if the ownership and choice without control is applied to classroom practices. 

So I can hear you all going yeah but there's so much to get through in a day, kids can't manage their lunch box or their shoes let alone their learning. 

Well that is true (for some). So how do we change that?
What is the first step? 

Do you have an idea? 

This question was our first question to the research, development and implementation of 4D learning. 

If you want to see it in action, ask a question, or know more email me, comment here. I'd love to hear from you. 

How can we introduce 5 year olds to passion projects of their choice?

At one of our daily reflection times in class a student appeared to be off task during his learning choice time. However when asked questions to share what he was doing with his time he explained to the class how he was investigating the difference between an angler fish and another type of fish. He had drawn labels and diagrams, researched in books and recorded his findings in his own investigating book. He has only just turned six. I was impressed. So as a community of learners I inquired who else wanted to do theri own project. They all stood up!!! So here it goes.
Step 1. Why its a good idea - someone has already done this work. However, it was very evident it was a passion and a need in our pod of 66 children. Check out this link.
http://edudemic.com/2013/05/10-reasons-to-try-20-time-in-the-classroom/

How could we manage it?
We provided a space on our Pataitai Grid for each learning space for them to choose when and where they would do their project
We provided examples and resources to collect information using a variety of graphic organisers.
http://www.eduplace.com/graphicorganizer/
http://thekindercupboard.blogspot.co.nz/search/label/Thinking%20Maps

Displayed or introduced ways to present information looking at the multiple intelligence's. This was introduced 1 at a time for each space. We were always looking for great examples of the children's work to use as exemplars to scaffold the other children.



Nature and Number Learning Space - logical mathematical, naturalist, spatial
Quiet Learning Space - intrapersonal, linguistic
Performing Arts Learning space - bodily - kinesthetic, musical, interpersonal

Reflecting on the learning process is the most powerful way to ignite new ideas and new ways of thinking. This is always the most valued time of the day.

The children were free to research, record, manage information and present in a way that suited their confidence and learning style all morning every morning.

What should future classrooms be based on?

Have you heard about the hole in the wall? Kids can gain knowledge without teachers if they have curiosity!
What is relevant learning in our classrooms and what we should be considering for the future. This amazing clip will challenge our thinking of classroom practices.


      

What are learner dispositions?

“The fundamental purpose of education for the 21st Century, it is argued, is not so much the transmission of particular bodies of knowledge, skill and understanding as facilitating the development of the capacity and the confidence to engage in lifelong learning. Central to this enterprise is the development of positive learning dispositions, such as resilience, playfulness and reciprocity.”

- Claxton and Carr, 2002

sited New Zealand Ministry of Education. retrieved http://www.educate.ece.govt.nz/learning/exploringPractice/EducationalLeadership/LeadingProgrammes/Environment/LearningDispositions.aspx

This year I will be working with year one children. Action Stations has been such a powerful and valuable framework for our new entrant classrooms I wanted to investigate possibilities to continue this framework but at a higher level. If I consider what we are trying to achieve to develop lifelong learners - learner dispositions seemed the most obvious direction to explore. 

So what are learner dispositions? What research can I find to explain the role these play in the classroom and how will it fit with Action Stations?

Definitions of learner dispositions is not an easy explanation. These are a few statements that will help to develop an understanding of what a disposition is. For a better understanding though please read full research papers linked below. 

- "Dispositions are frequent and voluntary habits of thinking and doing." (Da Ros-Voseles & Fowler-Haughey, 2007)

- Curiosity is a disposition. It is not a skill or knowledge but a tendency to respond to an experience in a certain way. (Carr, 1997)

- A disposition is the way we would naturally respond to a situation or experience(Carr, 1997)

- A disposition is about confidence, motivation and intention (Carr, 1997)

- Howard Gardner's habits of mind are thought to be dispositions(Carr, 1997)

- children naturally focus on some things and not others and interpret experiences in one way not another If this is the case we need to understand the students goals and their interpretation of their own experiences.(Carr, 1997)

- Dispositions are environmentally sensitive—meaning they are acquired, supported, or weakened by interactive experiences in an environment with significant adults and peers (Bertram & Pascal, 2002)

- Dispositions influence later learning, therefore, as teachers, we need to be developing the dispositions to keep on learning, be persistent  curious, being ready and able to learn, to engage in learning, creative problem solving.(Carr, 1997)

There are 3 main types of dispositions

1. Inborn - what we are naturally born with

2. Social - the way we act, interact and behave with others

3. Intellectual - how we seek, manage and interact with our world. Curiosity, persistence, self management etc. 

These are now starting to sound like our key competencies!

Learner Dispositions

Da Ros-Voseles & Fowler-Haughey, 2007 state four dispositions thought to create effective learners which I will focus on for my next step in our Action Stations framework for year one students.

Independence - self direct, self manage, and organise themselves for learning

Creativity - curiosity, innovative and use their imagination

Self Motivate - to engage fully in their learning, be responsible for their next steps and get stuck in.

Resilience - to bounce back after frustration, stress, challenges and to problem solve creatively 

Da Ros-Voseles & Fowler-Haughey, (2007) provide some brilliant tips for teachers to develop positive dispositions in the classroom

- acknowledge children's efforts

- provide specific feedback

-try not to use extrinsic rewards

- value cooperation instead of competition

- When communicating with families don't compare with other children. Report on what they do, their dispositions and how they contribute to a learning community. 

- plan learning experiences that allow children to develop skills and dispositions to use those skills. 

References and Links for further reading

Carr. Margaret. (1997) Persistence when it's difficult. A disposition to learn in early childhood. Early Childhood folio 3.  Retrieved from: http://www.nzcer.org.nz/pdfs/BES086.pdf

Da Ros-Voseles, Denise & Fowler-Haughey, Sally. 2007. Why Children's Dispositions Should Matter to all Teachers. Beyond the Journal. Young Children on the Web. September 2007

Claxton, Guy. (2008) Cultivating Positive Learner Dispositions. http://www.guyclaxton.com/documents/Routledge%20Companion%20to%20Ed%20chapter.pdf

Where do I start setting up learning spaces?

2013 is a year of adventure for 3 junior classes in our pod. Capturing the essence of what 21st century learning is all about, we are investigating how far we can push the boundaries for teaching and learning to embrace personalised, online, and collaborative learning.

Step 1 has definitely been maximising our learning spaces. We are lucky enough to have brand new facilities that allow us to think outside the box in terms of creating an interactive and engaging learning environment.

Things we wanted to enhance
- emphasise the individual and how they learn
- involve more social interaction
- be interactive
- ignite ideas and investigations
- be inviting and engaging

Seven guided questions to set up learning spaces - must see!!
http://playfullearning.net/seven-guiding-questions-for-creating-playful-spaces/

Steve Wheeler talks about creative learning spaces with metaphors that contextualise learning.
http://steve-wheeler.blogspot.co.nz/2012/04/creative-learning-spaces.html

http://www.thechangeblog.com/how-to-help-your-kids-learn-more-effectively/
Talks about how learning makes sense for the children when it is in context and relevant to them.

http://openlearningspaces.blogspot.co.nz/
Awesome blog that embraces student voice for the development of their learning spaces

I investigated some images that showed examples of learning spaces.

Learning spaces from Laetitia de Vries

Factors to now consider
- furniture
- existing physical space
- space for specific teaching
- space for community discussions
- sharing space
- student voice included
- rooms within rooms
- technologies - IWB, phonak speaker sound systems
- child centred not teacher owned
- variety of seating - tables, beanbags, floor space, discovery tubs, interactive displays
- cultural integration

What is blended learning?

Someone asked me recently what blended learning was.
I wish I had this video clip as it explains what blended learning is or could be.
There are some interesting ideas and models in here. in particular the lab model which uses computer learning to inform specific teaching. Perhaps a new model could be developed taking the best of all the models suggested in here.
Check out this is a simple and uncomplicated explanation of what blended learning is and how it works in a school setting.


http://youtu.be/3xMqJmMcME0

How far can we move away from traditional teaching?

My new project for next year is a biggie!
Next year we will be utilising our fabulous learning spaces to maximise collaboration, learning styles and constructivist approaches to learning using a knowledge building pedagogy.
This will be an ongoing reflection and inquiry approach to implementing this style of learning within our school. So watch this space.

Talking about spaces here are a few fab links of teachers and schools already making outstanding contributions to our understanding of flexible learning and learning spaces.

http://edtalks.org/video/creating-learning-spaces

http://edtalks.org/video/chris-bradbeer-learning-spaces