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

Copyright Laws - What CAN I do?

What is copyright and how did it come about?

The edublogger has the best article I have seen that best describes what copyright laws means and how it affects teachers.

EDUBLOGGER
The laws on intellectual property, copyright and file sharing are so detailed it is difficult to get clear about what we can and can't do. The reality is even purchasing a license still limits you and does not allow a free for all of photocopying, downloading and movie playing.

My Presentation for considering a move towards an Open Source School

So what is Creative Commons?

How do I start a symposium?

Setting the scene for the day facilitating a math symposium I really wanted to get a lot of discussion and true collaboration to happen. So I posed these questions....

What we think collaboration is....

• working together to share knowledge and practice or to support a group of learners
• sharing ideas, resources, expertise, support

• planning together and sharing practice
• provide divergent sharing opportunities
• working together to achieve a common goal
• learning from a shared experience
• the total is greater than the sum of its part Gestalt psychology
• contributing ideas
• supporting and encouraging each other
• developing a path together
• draw on others experience and knowledge
• listening and clarifying 
• working together to benefit kids
• inspiring one another
• building on each others strengths and weaknesses
• learning form others past experiences
• working, sharing, listening, negotiating, compromising, accepting, celebrating, discussing, questioning, challenging, reflecting
• collegial
• building on ideas
• engaging 
• an opportunity for you ti excel your passion / expertise
• Kotahitanga - shared ownership
• research to guide group 

Why we think collaboration is important...

• sharing of ideas
• learn to work with others
• accepting others ideas
• more expertise and sharing
• chance for discussion
• see other perspectives
• learn from others
• knowledge is power
• everyone has a voice
• all on the same page
• you don't know what you don't know
• enables us as learners to actively engage with information and ideas
• expanding on ideas
• problem solving together
• wider knowledge base
• more meaningful discussions
• rich discussion
• achieve a wider more inclusive solution
• the ability to share strengths 
• time efficiency
• increased effectiveness
• reduces stress / workload
• children receive consistency in programme
• addresses all on a similar learning pathway
• many small ideas make better big ideas
• develops relationships
• gives confidence
• encourages camaraderie 
• we can learn from each other
• appreciation of different perspectives
• benefits all stakeholders
• Keeps it fresh - things you may never think of
• improves practice
• challenges own thinking and ideas
• can achieve more
• makes life easier
• saves having to learn everything yourself
• raises student achievement
• growth is slow when working in isolation
• gain feedback and challenge and extend ourselves
• Growth
• for sanity

What the research says ....

• support quality work and effective instruction
• More complex problem-solving and extensive sharing of craft knowledge

• Stronger professional networks to share information
• Greater risk-taking and experimentation (because colleagues offer support and feedback)
• A richer technical language shared by educators in the school that can transmit professional knowledge quickly
• Increased job satisfaction and identification with the school
• feature helpful, trusting, and open staff relationships
• foster practices that support success, such as the following:

• Failure, mistakes, and uncertainty in work are not "protected and defended" but are openly shared, discussed, and examined in order to provide support and help.
• "places of hard work, of strong and common commitment, dedication, of collective responsibility, and of a special sense of pride
• Disagreements are openly voiced more frequently and more strongly as purpose and practice are discussed
• The teacher receives respect and consideration as a person
• Collaborative schools have more satisfying and more productive work environments
• Students show improved achievement
• students and teachers lead work together

• collective confidence to respond to changes critically,

Set our goals for the day... (as aspirational as they were)

Aim to...	By...	Then...
Inspire Challenge Excite	Introducing Questioning Reflecting	Review Adapt Apply
…...through collaboration

Challenged mindsets ...

Gauged the audience feelings by making a shape with a pipe cleaner that reflected how they felt.

This was a fun activity that gave a lot of information about the audience. 

Shared feeling of learning being a journey of up and down in a variety of ways. 

Very powerful to use in class or with adults. 

Nāhau te rourou

Naku te rourou,

ka ora ai te manuhiri

With your basket of knowledge and my basket of knowledge

the people will prosper

What's the connection of self esteem and learning?

This was shared with me by a very inspirational young lady who aspires to make a difference as a student counsellor. When I asked her what she aims for aspires to  or wanted to achieve in her career this is what she sent me. I laughed, I had a tear in my eye, and sat for a moment at the end feeling incredibly proud to be a teacher. This is a must see for every person who comes in contact with children.
What does this mean for me? Well every now and again we become so busy in our own business. Its moments like these that reinvent or realign your true aspirations - why you became a teacher, and to really, truly motivate you to reflect on yourself and the impact you have on a persons life everyday in the classroom.

The 6 Phases of Teaching - Where are you at?

How do I create self assessments, for my students, using Google Forms?

Using cloud technology is so much faster, effective and user friendly - once you know how. This is a great way to use Google forms for self assessment, pre and post test for inquiry or even other curriculum areas. I have used Google forms for surveys and exploring data gathering but this is a great way to use it in the classroom.

What is a Web Browser?

I was more than a little relieved when I saw this you tube clip, realising I am not alone in not really understanding what the difference is between a browser and a search engine. 

So what is a web browser anyway?

A browser is software program for your computer to give you access to the internet.

To help us understand a little better this is what it actually does......

Tim Berners-Lee invented the World Wide Web and the various protocols that made it possible. One of these protocols is Hypertext Markup Language, or HTML. 

HTML is a system that makes it possible to insert instructions on how a page should be displayed when opened in a web browser. 

sourced from: http://www.internetsuperuser.com/textbook/using-web-browsers/what-is-a-browser-and-how-does-it-work

A web browser opens an HTML document, image, video, music etc and displays it according to its HTML instructions included in the page. The browser is programmed to read these instructions to determine how the content of the page should be displayed.

There are many types of browsers but they all transfer hypertext. Different browsers have been programmed to interpret the instructions included in the HTML source document differently from one another. This is why we get different searches in different browsers and have trouble opening the same website in a different browser.

Browser features include

• Go back to the first page you started on the internet which is called Home.
• Book your favorite websites
• Print content you find interesting on web pages
• Check your web history, like the websites you visited in the past

You can go forward and backwards to see the previous sites you viewed

sourced from: http://whatismyipaddress.com/web-browser

But what about Google Chrome...(its the one I use)

• Customize Chrome with Web apps, themes, and extensions to suit your needs
• Chrome is also one of the most secure browsers because it is sandboxed preventing malware plug ins reaching your computer
• Chrome runs tabs as a separate processes--so if one of them crashes, the entire browser doesn't go down with it
• Chrome will offer to translate a webpage that is in a different language for you. 
• Chrome has its own built in app store 

http://www.pcworld.com/article/250566/which_browser_should_you_use_.html

This link you what browser you are currently using and options you may like to investigate this site: http://www.whatbrowser.org/#top

So what is a search engine?

A search engine is a website that helps you find information on the web.

There are hundreds of search engines with different features and strengths, but they all do the following:

1. Search the web for commonly used terms.
2. Store the results of this search in an index.
3. A user can then use the search engine to search the index.

NOTE: A search engine is not really searching the entire web. Instead, the search engine creates its own constantly updated list of sites, called an index.

Search engines use automated software programs called “spiders” to search through all the pages stored on the World Wide Web. These spiders visit web page after web page, and copy all the content into their own database – the index.

Each search engine programs its spiders differently, but the most common criteria are:

• How frequently is a word used? That is often a good indication of the topic of a page.
• Where in the page is the word? Words in a heading or near the top are usually a better indication of the topic than words near the end of the document.
  
  The search engine will attempt to sort pages in order of importance, matched to the words you typed into the search bar. This is why word order matters.
  
  Different search engines have different criteria. This means that the same search may have quite different results depending on which search engine is used

Still confused??

Watch this.....

Or check out my slide show for a presentation at your school
https://docs.google.com/presentation/d/1lGwG1W7lN515KsJz2AqkWoYh8wAmZHWzcg4xhsfNhDc/edit?usp=sharing

How can I manage my literacy and maths games on my blog?

Every year we look at updating our online games for our students to consolidate learning.

This year a collaborative team effort, collated all of our best games for teaching and learning numeracy at an Upper Clutha Cluster workshop.

We all worked in our levels of teaching and added links to a symballoo. This displayed the childrens access to games in an organised and attractive way. Each teacher who worked on the symballoo received the embedding code to put on their blog. Now we all have the best games that we all use and the kids have choice!

www.notcot.com

Check out symballoo for organizing your resources for teaching.

I'm beginning one for listening and speaking activities so that it will grow over time as a resource to pull from for teaching a specific skill. It could be used in many ways. Let us know your ideas.

How do I approach cyber bullying with students?

This story was emailed through to me and it made me think differently about how we should be approaching cyber bullying. Have a read and see if you would change your approach.

For a long time, in my presentations on digital safety, I included a section entitled Approaches to Avoid and Alternatives to Use.

The worst experience I ever had in doing this was when I was invited to do the keynote presentation for a major state-level conference for an organization that does state-level work on school safety. I arrived the day before and was able to sit in on a fully day workshop for law officers on the new Internet safety curriculum just created by my host. I could have easily illustrated every one of my points on what NOT to do with this curriculum - and added a few points (Like do not include slides with NetLingo and Emoticons for the purpose of demonstrating to students that you understand their digital culture - sigh). So the next day, the agency director who provided the funding to the organization introduced me - and he and the director of the organization held a press conference after my presentation to announce the availability of these materials. :(

So this is a long message, outlining my current thoughts on approaches to avoid and alternatives to use. One important thing that I would strongly suggest is that if a school is going to have a guest presenter, you ask to review the presentation in advance of approving the contract. Also review any curriculum or messaging you are considering providing looking for the following concerns. Look closely for any of the following.

1. No hope. No help. Suicide is an option. I was looking into a report of youth suicide involving a sexting situation and found that 6 months before this sad event, the school had a presenter in digital safety who focused time on sexting. The students were told: If a nude image of them was shared, it would go public and destroy their reputation. If they reported this to the police, they would also likely be in trouble because they had created child porn. And that some young people to whom this happened have committed suicide. A semi-nude image of this girl had been taken when she was flat drunk (unconscious) at a party - so reporting would likely have gotten her, the student who hosted the party, this student's parents, and the other students who attended the party in trouble. The distribution was limited.

The messaging that cyberbullying or sexting is leading young people to suicide is EXCEPTIONALLY dangerous!!! It is also inaccurate. Suicide prevention professionals will tell you that there are always multiple risk factors involved in a decision to suicide. The greatest concern is contagion - presenting the idea that if you are being cyberbullied or a nude image of you has been shared, you should consider suicide an option. It has become "fashionable" for parents of young people who have suicided to set up organizations and promote themselves as speakers to warn against these risks. My VERY STRONG recommendation is to NOT allow any presenter, school staff or guest, EVER make this kind of presentation.

Always focus on the message that even if something bad had happened to you when using digital technologies, things will get better. The hardship and problems will not last forever. Help young people learn about the multiple ways they can respond to these negative situations.

2. Epidemic! Crisis! There is no epidemic of cyberbullying (or bullying) or sexting or young people hooking up with digital predators. The data on incident rates indicates around 20% of young people have experienced some level of cyberbullying - but it is important to also ask how upsetting these situations were and how effective the young people felt in responding, most surveys do not. When I ask, about 50% indicate the incidents were not upsetting or not that upsetting and around 60% - 70% indicate they were easily able or with some difficulty able to resolve the incidents.

There is no evidence of an explosion in sexting either. Most of the surveys with higher numbers combined "nude" images, "Semi-nude images (could be bathing suit), and "sexually explicit" messages in one broad category of "sexting."  Many teens engage in sex and might privately send images. The issue of concern is the broader dissemination of such images.

Any organization, company, or presenter who focuses the "dangers" and uses inflammatory language in their marketing materials should be avoided. Fear-based messages will not prevent risk behavior. Focusing on positive social norms will change risk behavior.

The vast majority of young people are making good choices when using digital technologies and the majority of them are responding effectively to the negative incidents that do occur. Use this insight.

3. Simplistic rules against normative digital behavior. Look over materials to see if they suggest that the young person should not post their name or school name online. Facebook requires the use of actual names - because this results in higher accountability. There is NO evidence whatsoever of predators tracking down victims based on their name and school name. It is a good idea not post your home address or phone number. Also check what the materials say about posting photos.

4. Stranger danger warnings. "Never communicate with an online stranger." Or worse, is/was ISafe's message: "If you communicate with an online stranger, you are a willing participant in online predation." Millions of children are waddling around Club Penguin safely communicating and playing games with strangers. Also, strangers do not present the greatest risk. I track news stories on sexting and online predation. By far the most common news report is of situations involving teachers or coaches.

It is best not to let people you do not know - or a friend does not know - have access to your social media profile. But mostly what students need to be able to recognize is when someone is engaging in dangerous behavior - significantly older, always wanting to talk about sex, asking for nude images, sending nude images, promises of gifts, being "creepy," and the like.

5. "Tell an adult if something makes you uncomfortable." We can tell students to tell an adult until we are blue in the face and they are not going to - especially the adults have received all sorts of the above type messages that will likely cause them to overreact and make matters worse. Teens are striving to become self-sufficient - this is their developmental task - and you do not become self-sufficient by always running to an adult to solve your problems.

So we need to focus on strategies they can use themselves to resolve the challenges that might emerge - and indicate that they should ask for help if the situation is really serious, they are very upset, or what they have tried has not worked. Also advise them to tell the adult that what they want most is guidance - and if at all possible they want to respond to the situation without the obvious presence of an adult assistant.

6. Cute videos and "contracts" for digital safety. There have been a number of organizations and companies that have created "cute videos" imparting simplistic rules - some even advertise this as "teacher proof" - because all the teacher has to do is "plug" the students into the video and let them watch. Then the students "pass a stupid quiz" and  sign a safety contract. Will not change risk behavior at all.

Encourage students to write their own personal standards related to posting information about themselves, posting information about others, interacting with a wide range of people online, responding if they are attacked or are at risk, responding if they witness another student is attacked or at risk.

7. Adult as "sage on the stage." Any adult who tries to act like a "sage on the stage" when presenting to young people from about grade 6 on is very likely to "trip on their toga." We are the digital immigrants. They are the digital natives. They know this. They will ROFL if you try to pretend that you know as much as they do.

In every way possible, engage students in talking with each other about their insight and personal standards. You can use older students to communicate to younger students. Or have small group discussions, followed by large group discussions. The adult should be "guide by the side" - asking questions to deepen understandings.

My cool story on this point. I was asked to present workshop sessions on Internet safety at a Girl Scout Leadership Conference. So I asked the girls if they thought the following statement was true or false. "The majority of young people make good choices online and respond effectively to the negative situations that do occur." Most of them said this was false. I told them this was true and I was going to prove it to them. They were at round tables. I told them they were doing to discuss two issues with their small group - posting personal material and safe interactions with others - and come up with guidelines that we were then going to discuss this in the large group. Each group came up with marvelous standards - so I was able to reinforce their insight. The high school students were able to do this more easily than the middle school students. So if you are going to try this technique, it may be wise to ask some older students to be leaders in each small group.

A woman who was at the door came up to me after and told me what she had heard. On the way out, one girl said to another, "Wow, there are some things I need to change on my Facebook." I seriously doubt she would have thought this way if I had stood up there and lectured. This very successful experience led me to really focus on how to use positive norms to address digital safety. This approach is what I have used in my new Cyber Savvy resources - on my web site.

I do hope this is helpful. Please feel free to forward this message to others - or post it on a blog.

Best,

Nancy

Nancy Willard, M.S., J.D.
Embrace Civility in the Digital Age
http://embracecivility.org
nwillard@embracecivility.org