Unfettered Leadership - A Thunk

Quick mini-post today. Forgive the fact that it wasn't just tweeted, but I thought that the quality of responses would be better from comments rather than tweets.

There has been much inspirational talk over the past week by the #Vision2040 group about the future of our schools, the direction of the curriculum etc. I started a bit of blue-sky day-dreaming about how I would run a school if there were no shackles, and then realised how hard it was to come up with concrete answers. Lots of platitudes and generalities and the like (I'm good at them!), but nothing very specific. So in the spirit of thunkage so popular on Twitter, what I want to know is this:

If Michael Gove was to de-politicise education entirely, including his present accountability systems, and you had free rein to do as you liked in your schools, what EXACTLY would you do or change?

Answers in the comments section please. I REALLY want to know what you would do...

BYOD Implementation In Schools - Part 3: Staff training

I've been teaching for many years now, and I've seen many an initiative come and go. My present school is one of the few I've ever taught in where initiatives are very much superseded by foci. This may sound like no difference at all, but for me the difference has been in the time taken to research, test, trial and embed practice over the long term. Three years our school spent on an AFL "initiative": I'd argue that after three years, that's not an initiative any more: That's a focus. And a pretty serious one at that. And it has brought the vast majority of our staff on in leaps and bounds.

One of the reasons a focus works better than an initiative is that a focus necessitates full staff commitment, and therefore training. Staff training has been one of the key strands to our BYOD trials at Finham Park, and we are now into our second term. We began by converting one of our school's dozen or so TALK Groups (Teaching and Learning Communities, groups which all staff are part of, including learning supervisors and student teachers) into a group solely devoted to looking at the use of mobile technology to enhance teaching and learning. We co-opted a number of staff covering all faculties, and importantly, covered different levels of technological skill. We didn't want the trial group to be a geek-fest, because any good ideas we came up with could immediately be rejected by other staff on roll-out as just being for the technologically competent or gifted. We had to make sure that this was transparently seen as a focus which could benefit all teachers no matter what level of technological competence they were at.

During our first meeting we shared our strategy for the BYOD programme (published here if anyone's desperately interested), and shared our rationale behind it. We also made our expectations clear to the staff involved in the trial:

• To develop their interest and skills in SMART learning in their classroom
• To experiment with different web-based apps to enhance learning experience, variety, assessment and effectiveness
• To bring back tips, techniques, ideas, apps, problems and obstacles to each TALK group meeting for discussion
• To develop skills further based on each TALK group session
• To help roll out their experiences and expertise to other teachers, with the help of Digital Leaders when we are confident the major infrastructure obstacles have been tackled

In return, we asked staff what they felt their biggest training needs might be (on the understanding that as the trial progressed, some of these might well change, at which point we would change our provision in line with those new needs). The key areas we identified between us were:

• Learning to use devices to enhance AFL in class
• Managing behaviour in the digital classroom
• Establishing expectations with students within this new learning environment
• How to get the students' devices onto the wifi network

I have already written about a variety of ways to use online apps for AFL elsewhere, so forgive me for not repeating myself here. Go and read it if you want: It's got tutorials, witticisms and cartoons and everything. But finish this first. Patience, young Jedi... The more thorny problem, which vexes teachers and SLT alike, is the potential for classroom disruption and disengagement offered by mobile devices. We've been straight down the line about this all the way through the process, and said that if students disengage using a mobile phone, you have a behaviour problem, not a technology problem. I'm sure everyone wanted to ban pencils when they were first introduced too: As anyone who has seen the outstanding French film Nikita will know, you have serious potential for GBH with a pencil, and that trick The Joker did with a pencil, a table and a gangster in The Dark Knight doesn't bear thinking about either. But we don't ban them. So we talked to staff about how to handle students who misuse devices. In large part, it's about the establishment of clear expectations with students from the start: Students must understand that the mobile device is a learning tool, which can be brought out when the teacher deems it appropriate, and not otherwise. With these expectations firmly in place, students understand that doing anything other than learning with the devices is not acceptable. The other key thing is that disengagement is much easier to spot if students are using mobiles. If students are spending an inordinate amount of time staring down at their crotches during lessons, you can bet they're either texting, or doing something even less savoury. Either way, deal with it quickly and firmly.

Finally, we needed to liaise with our Tech Support to work out a way to logistically get every student in the trial put on the wifi. In our case, we weren't prepared to simply open the access to everyone, so the technicians agreed to put each individual device on for us. This liaison with our technicians has been extended by inviting one of them to join our TaLK Group each session, so they have a far better overview about what we're trying to achieve, and can give us good advice on the optimal way to achieve these goals. So far, it has been a fruitful relationship which has allowed us as teachers to appreciate the concerns of the Tech Support department, while also allowing them to see what we are trying to achieve as teachers. I will let you know as things develop, but so far I have to say that this mutual collaboration has proven very useful.

The format of our meetings has followed the format we established for the TaLK Groups when we were trialling AFL techniques: We spend the first ten minutes or so sharing individual experiences, we assist with solutions where problems have arisen, and we generally pat each other on the back encouragingly for how far we've come since last time (think Alcoholics Anonymous meets Star Trek convention). We then go on to look at specific areas where we want to improve our practice: It could be the use of specific AFL techniques, or getting students to organise their work on mobile devices, or investigating a new app: Whatever. We get everyone to pick a partner who is interested in exploring the same area for mutual support, and another partner to go to for advice, and we arrange informal mutual observations, research sharing or discussions to explore whatever it was we wanted to focus on. The meetings are every half-term or so, to give teachers time not only to explore, but also to embed ideas into their practice. And this same cycle of plan-do-review happens during each session, and we help each other move forward with our practice. Simples.

Between the group, our main areas of focus so far have included assessment for learning, obviously, but also how we can use mobile technology to improve student organisation and student independence too, with personalised learning strategies being developed through mobile technology.

By next meeting, we will start assessing the impact of the group’s discussions on our practice so far. I'm looking forward to hearing about the individual ideas, the progress, but also seeing what areas we need to iron out before we can go any further with this scheme: Technical issues, infrastructure, teaching and learning problems, all of these are bound to focus our attentions, because unless we can get rid of as many obstacles as possible in our initial group work, we will leave ourselves open to staff who don't want to engage with these ideas simply rejecting them because "the systems aren't in place". And we can't afford that.

We will also be looking during our next session more closely at the SAMR model (with thanks to @ICTevangelist from whom we blatantly nicked this one!). The SAMR framework will allow us to assess how effective mobile technology is in enhancing learning. It is easy to get carried away with the novelty of a new focus in the classroom, especially one as shiny and pretty as mobile technology, but unless we can be sure that these technologies are being used in a way which moves learning and teaching forward, then there isn't really much point in making such a song and dance about them. We're hoping that this model will serve as a benchmark, allowing us to reflect on how far along the path we are actually moving, and how far we are genuinely transforming learning. More on this as we go forward. Now I need to work on our Digital Leaders strategy...

Apposite cartoon...

And choon and video to really cheer you up. Seriously, watch it...

Obeying our seasonal rhythms

Last week I blogged about teacher's health after a particularly nasty shock about my own.
This week I decided to do something about it.
Last week I said I didn't have the answers to the problems I raised.
This week I tried looking for some. Over the next few weeks I'll do a few mini-blogs on each of the areas I raised during my last post, which will become more and more specific hopefully, and more and more useful.

Here's what I came up with. Please, if you're serious about maintaining your own health, may I first urge you to do two things in response to this post:
1) Have a go at some of these things, and give me some feedback on how you feel as a result: Does it work for you?
2) Please post some ideas at the bottom which you've tried, so the rest of us can try them. We're using this notion of collaborative working through Twitter et al to improve our teaching, so why should it not work to help us find solutions to over-working?

So here we go...

The first point I talked about last week was our seeming inability to obey our seasonal rhythms. I went away and tried to find something which was always very sensible advice when I used to train many years ago, and finally found it. They still ring true for me.

If you read my last blog (here), you'll notice that in TCM we talk about the 5 element system, which has correspondences in every area, including our own bodies (emotions, mental state, organs etc) and the outside world. Each element therefore has a season associated with it, and the nature of the element reflects the sorts of things we should be doing in each season to live in harmony with nature and not struggle against it so much.

Let's start with the element of Fire. Fire is the element associated with Summer (more detail here):

Ways to tend your inner Fire

• Have fun on a regular basis, even if you have to work at it at first. Make it a priority - schedule your fun, if that's what it takes. Don't compromise. Consider fun as important to your well-being as work or anything else you do.
  
• Give of yourself to others. Take the time to listen. Take the risk of dipping into your own heart and finding what you have to give to others unconditionally - then just do it.
  
• Live your passion, whether it be the church choir, rollerblading, preserving the environment, or writing poetry. If you don't know what your special passion is, be willing to admit that you don't. Meanwhile, stay amused and don't stop looking. When you find that great interest, dive into it wholeheartedly and enjoy!
  
• Get physical. Get into your body and out of your head. Love, exercise, dance, run, play. Get your circulation going.

Earth is the element associated with Late Summer, and this is what its associations are:

Suggestions for living in harmony with the late summer season

• Enjoy the abundance of fruits and fresh vegetables
  Be aware of their special qualities, each succulence different from the next. Carrots are crisp, cucumbers cool, tomatoes luscious, peaches sweet. Look at the seeds, and reflect on the fact that within each harvest lie the seeds of the next.
• Be thoughtful of how you can nourish others.
  In this season when nature gives her bounty, we also rejoice in giving, with attention to the special needs of others. You need not wait until you can give a "great gift." A word, a courtesy, a thoughtfulness - given today - is a great gift.
• Be conscious of the harvest of your life.
  Think about yourself, your relationships, and your work. What parts of your life are bearing fruit? Where is the harvest rich? Where do you find it stunted?
• Consider what you need to do to make ready for the letting go of autumn.
  Holding your harvest in mind, ask what is overgrown or unneeded. What distracts you from your dearest concerns? What might you wish to simplify in yourself or in your life?

Metal is associated with the Autumn season:

Suggestions for living in harmony with the autumn season:

• Go through your closet, desk, garage, medicine cabinet - any cluttered storage area-and discard what you no longer need. Then donate, sell, or otherwise circulate what might be of value to others.
  
• Do a mental inventory: Examine attitudes (prejudices, envies, hatreds, jealousies, resentments) stored within your psyche. When possible, contact those with whom you harbor old "stuff." Attempt to resolve the hurtful old issues, and then let them go.
  
• For issues you cannot resolve directly with others, or for old issues with yourself, write them on paper, being as specific as possible. Then burn the paper, symbolically releasing the content.
  
• Take time each day to breathe slowly and deeply. As you inhale the clean autumn air, feel yourself energized and purified. Feel the old negativity, impurity, and pain leave your body and psyche. Then contemplate briefly who you are without these identifications.

Finally, Water is the element associated with Winter:

Suggestions for living in harmony with the winter season

• Get more rest.
  This is nature’s season for rest, repair, and regeneration—a phase important for our next cycle of growth. The Nei Ching,oldest-known document of Chinese medicine, advises: “[In Winter], people should retire early at night and rise late in the morning, and they should wait for the rising of the sun.”
• Schedule more time for your inner life.
  Use the energy of the season to discover more about yourself through reflection, reading literature that “restores the spirit,” being more aware of your senses, paying attention to your dreams. The winter season is an especially good time to begin the practice of meditation.
• Choose more “warming” foods.
  As the weather cools and the body needs to generate more warmth, include more cooked foods and complex carbohydrates in your meals. Try dishes made with whole grains, squashes, beans, peas, and root vegetables such as potatoes, carrots, and garlic.
• “Gather around the hearth” with people who mean the most to you.
  Winter evenings are an especially good time to rejuvenate and deepen relationships with those closest to you. Keep gatherings simple and relaxed.

Copyright 1997 by Neil Gumenick

And finally, let's talk about the present. Spring has finally sprung, and it is associated with the Wood element. You can read its key associations in much more detail here. However, here are a few things TCM philosophy recommends you can do to make the most of Spring's energy...

Suggestions for living in harmony with the spring season

• Begin your day early, with a brisk walk.
  Feel the sunshine pull you up and out, like the plants and animals. Watch buds rush into leaf, often doubling their size in a day. Look for birds' nests - you'll find them everywhere, even on top of air conditioners. Feel the life within you, like that outdoors, thrust up out of darkness into new possibilities. Make a garden. Eat greens.
• Begin new things - at home, in your work, and in yourself.
  In this season when nature reinvents itself, we too can see people and situations with new eyes. Let new tissue grow over old hurts, and take fresh hope. Be creative. Make things, do things. Begin!
• Consider how you wish to make ready for your summer harvest.
  Spring does not last forever. Use its bountiful energy wisely, so that the crops you sow - again, in yourself, in your work, and in your life - are those you wish to harvest. The energy of spring brings vision.

So there you are. Not rocket science. Just a way of making sure we're not fighting our environment too much. My experience (when I choose to listen to it!) has always shown me how much easier my life is when I don't struggle to overcome what is going on around me, and go with the flow. It is a wise teacher, and in Spring, it is reminding me that I'm as much a part of nature as everything else.

Good luck. Hope you haven't all turned into tree-hugging screaming hippies by the end of these blogs! And let me know how you get on...

Teacher's health

Teachers' Health: What Are We Doing Wrong?

This blog goes back to one of my pet bug-bears, teachers' health. Unfortunately, it needs a bit of context. Bear with me, the points I'm making are worth it. In my opinion at any rate. Which hardly constitutes the most ringing endorsement, but it's the only one you're getting...

The other day I met up with a friend of mine who used to study taoist arts with me for many years. We taught t'ai chi together for well over a decade, studied therapeutic massage, diagnostics, acupressure, Chinese Medicine, and eventually she went on to become a professional acupuncturist and a lead teacher of acupuncture at one of the country's best acupuncture colleges. She regularly used to treat me in a preventative capacity, as is the idea in Chinese medicine: You treat people to keep them well, not once they're ill (stable door-horse bolted scenario). In fact the Chinese used to have a system whereby doctors could not charge for their services when you were ill (you couldn't earn money to pay, after all), so the whole medical system was predicated on the importance of prevention rather than cure (as is the case within our own system, which also happens to be so profitable for the major pharmaceutical companies incidentally. I'm just saying. And digressing apparently).

It has been a while since my last treatment, but this one provided me with a hell of a shock. According to my acupuncturist, my health has seriously deteriorated in the last eleven months, due to factors which can be solely attributed to teaching, despite the fact my western doctors tell me I'm doing everything perfectly. I eat well according to Western orthodoxy, I get above average amounts of exercise, and I generally look after myself. Nothing wrong, excellent health. Only I know different. I can feel that all is not well. And now I have someone telling me the same thing, someone telling me she can measure how far my constitution has been depleted. I am working at a pace which, in her own words, is constantly pushing the limits of what I am capable of withstanding, and is digging into my reserves of energy every day, not just occasionally. But they're reserves I say, that's what they're there for. And when I have no reserves left, apparently, that's it. Life essence spent. Grave time.

Not a nice thought. Especially for my family.

Now I'll be the first to acknowledge that doing an ASLDP course at the same time as a secondment to leadership, a whole-school project and running a faculty on a full timetable is a struggle, but to be honest I didn't think I was pushing it that much. My body on the other hand knows differently. And therein lies the problem: My brain seems to think it knows better, and rationalises all sorts of things which are bad for my health, to the extent of saying that this is what constitutes "normal" within the teaching profession. So here are a few of the things we're doing on a day to day basis in the teaching profession which are harmful to our health, and not to put too fine a point on it, are killing us slowly by using up our reserves of energy...

Obeying our seasonal rhythms
We've just come through a long hard winter (and I'm not even sure it's finished yet, dammit!). During that winter, every animal in the natural kingdom spent more time sleeping, expended less energy, and generally took it easy in a hibernatey type of way. Plants do the same in general: They die back, they collect their essences back into their roots, conserve their energy, distil it even, and then get ready to burst forth beautifully when the sun returns and the days lengthen. What do we do? We have our longest term, followed by an alcoholic holiday, and then straight back to work for more of the same. We leave the house when it's dark, and get home when it's dark, and then carry on working, despite the clear messages from the rest of the natural world: Rest up. And then we take our holidays when there is most energy around to be doing things, and most daylight. The beginning and end of school years are utterly at odds with the natural world, from which we are becoming ever more separate. If we had any sense, we would start in February, work our way up to our best learning in the summer, and as Autumn came and went we would harvest that knowledge (with exams, I guess), and then rest over Winter when the cycle is done.

Speaking of which... We get decent holidays in this job. So everyone keeps reminding us. But how much of your Easter holiday did you take, I wonder. Me? I spent four days on a students trip and a week in school running coursework and exam prep sessions. I doubt I'm unusual in this respect either. Whether it's because we need the time to catch up on work we've not managed to get done during the hectic term, or simply because of the guilt we feel every time someone berates us for the length of our holidays, I like many of my colleagues just seem to keep working through them. How strange.

Obeying our daily rhyhms
We can all relate to the concept of a body clock, especially when suffering from jet-lag after a long plane journey, or a really late night and lack of sleep. Your body functions in such a way as to take advantage of the 24 hours in a day, with different organs peaking at different periods according to Chinese Medicine.

As an example of this, you can see your stomach and spleen (both linked to the Earth element in TCM, which is in charge of nourishment) come online in the morning, when you need your first meal of the day: A meal eaten at that time is more effective than at any other time of the day, but how many teachers do I know who "skip breakfast" just to get in early?
(I could have used the Large Intestine between 5-7 a.m. as an example of the best time for bowel movements, but you're probably eating as you read this, so let's move on...)

All of this is fairly self-explanatory, and indeed self-evident if we stopped for a minute to listen to our bodies. Instead, we tend to listen to our schedule, our timetables and our piles of marking, which results in many of us skipping lunch, or even working through them, also no-nos in TCM. You see, in TCM, every organ is linked to functions, emotions and other areas of the body. Since we're on the Stomach and Spleen organs, I'll tell you that these are linked to the Earth element, with their functions being tied to the imagery of earth: As the source of sustenance, as the "mother" nurturer. Oddly, the emotion linked to this in Chinese medicine is called "pensiveness" or "over-thinking". It is often equated to worry and anxiety. And because the organ-emotion relationship works both ways, people who are doing a lot of thinking or worrying while they eat are actually impairing their stomach and spleen functions. Hence, when we worry, we often say we "feel sick", or that our stomachs are "tied in knots". In fact, for all the goodness you're getting from your food, you may as well not be eating most of it.

Meal times are a natural pause in the day, a time to down tools and switch onto another frequency. A time to come together and socialise and share. I don't know about you, but I have yet to work in a school environment which is conducive to that. In fact, I've heard arguments for ever shorter lunch and break-times based around the fact that "the kids will get out of control". And so we as teachers have to take another hit to our health, sometimes on a daily basis. I know that doesn't take much to distract me from eating at lunch.

Similarly, how many of us go home at night and start back on the work straight away? How many of us literally get up from the dinner table and start thinking straight away, or marking? What digestion time does that afford us? And did we even have time to savour the meal we've just eaten to give us sustenance? Did we even cook it? Or did we trust Messrs Sainsbury and co to do it for us and all we have to do is bung it in the microwave, because it's "convenient" and gives us yet more time for that all-consuming work? Because we know how much the supermarkets prioritise our health over their cheaper, more profitable ingredients...

Working with our bodies
Much of what working with our own bodies is about concerns obeying their natural rhythm, but there is more to it than that. As bi-peds, we have been walking on two legs for a long time now, and our spines, bones and musculature have aligned themselves to work optimally that way. Go ask a chiropractor how much harm we are doing ourselves sitting down for such long periods each day, leaning over the books. And it's not just your back: This constant slumping, and allowing the shoulders to hunch inwards constricts the lungs, and squashes the heart. As someone who is used to breathing very deeply, the last few months of unconscious stooping have resulted in a tangible shortness of breath. How do I know? Because we used to do one exercise based on holding one's breath years ago, which I used to be able to do for over a minute. Last week I had trouble getting to thirty seconds. I leave you to draw your own conclusions.

Our constant availability to students means we take few breaks, and when we do get time on our own, we tend to plonk ourselves down and power through as much work in one sitting as we can while there are no distractions. So far, since this shock diagnosis, I have taken a break very consciously every ten minutes while writing this blog. I can't say I've done anything less than an hour of sitting at a time over the last year.

Not only that, but the "work hard" attitude means we innately know we are missing out on life on some level, so we adopt a "play hard" attitude. I know teachers who glug a bottle of wine and half a kilo of chocolate on the sofa on a Friday night, because they've "earned it". Don't get me wrong, I don't object to alcohol and chocolate. But the lack of moderation is a ticking time-bomb if it becomes a regular part of your lifestyle and is, I would contend, a direct result of our working habits, and that's the root cause of the problem.

By the way, in case you're interested, in TCM the Liver is linked to the Wood element: It's function is the even distribution of energy throughout the body, and the smooth expression of emotions: If you have sudden mood swings, or energy blockages (highs and lows), then they can often be attributed to damage to the Wood element.

Working with our emotions
Which brings me nicely to emotions... In Chinese Medicine, there is no separation between the mental, physical, spiritual and emotional. All are linked, and therefore you can work out your own diagnosis from looking at the types of emotions you display regularly more than others. Or don't display. Because in Chinese Medicine, everything is about balance, and the lack of expression of emotions is as noteworthy as their over-expression. Controlling our emotions as "professionals" may also, believe it or not, be damaging to our health.

My teacher always used to explain it to me like a pressure cooker: You can keep the lid on as long as you like, but if you don't vent steam sometimes, you're heading for an almighty explosion! Repressing our emotions is unhealthy, but at the same time we have to be careful about being cavalier with wilfully expressing everything and damaging our students' sense of self-confidence for life! I'm not advocating that. But on the other hand, did you know that based on population averages, there is a disproportionate number of  primary school teachers who die of heart attacks? I got this from a couple of doctor friends of mine who have both noticed this pattern during their careers. My acupuncture friend explains it thus: The heart is linked to the Fire element, which is in turn linked to the emotion of joy. The constant (and sometimes false) expression of joy in some these teachers, she reckoned, places a huge burden on the heart's function, until... Same thing happens to comedians I am told. The healthy solution is to be true to your emotions, and not repress them. Easier said than done in our job.

Working with our spirits
Nourishment of the spirit is one area which on the surface of it, we would seem to be getting right. After all, the spirit is nourished by giving, and we do that every single day: It's why we call it a vocation and not a job. We are dedicated to giving to others. But the spirit needs to be nourished as well. And I've noticed that if I'm going to give a great deal every day of my life, then I work best when I surround myself with people who also nourish me, who are positive and don't act as a drain on my energy. That support mechanism is important, but even more important is to give myself time for nourishing myself. "Take a moment", as my wife says. Taste and savour the food and wine, smell the flowers, feel the sunshine on my skin. Open my lungs and breathe fresh, ion-y air. Laugh at the tiniest of silly things my daughter does, and join in, because the marking can wait. Be. And ignore the nagging compulsion to Do.

We have developed in our profession, and it may be in the modern world as a whole, a high-tempo lifestyle which is always switched on and has become the norm to us, so much so that we don't even realise the changes which have happened to our working patterns over the last few decades. I didn't anyway. Now I'll be honest and say I thought that I was doing all of the right things to look after my own health, as I've always taken it as my responsibility, and refused to abdicate responsibility for my health to someone else (I've yet to find anyone with as much of a vested interest in maintaining my health as I have for starters!). But the prognosis this week tells me I haven't been doing it well enough clearly, and I wasn't aware of it. I am losing my own sensitivity to my health, apparently through over-working. That's a shocking fact. I realise that I am complicit in this society's increasing distance from natural rhythms by virtue of not doing anything to oppose it.

So what is the solution, and what is the point of me writing this? Well, like many of you bloggers out there, I'm writing it to crystallise my own ideas, and to work out what I do about the problems I'm identifying. I realise this blog has offered no solutions, and I'll be honest and say that I don't have them as yet. But I am looking for them, and I will be testing them, and if they work, trust me, I'll be on the blog immediately with findings! Above all, however, it is NOT a call for sympathy: It is an externalisation of a thought process I need to work through for myself, and for those I love. I would partly be grateful to know that it's not just me who feels this, and I would be even more grateful for any answers. But above all, it's for me, so I hope you'll forgive me indulging myself this time out.

Hopefully you'll notice that the publication of this blog, my last for a while I think, is timed as a deliberate reminder to us to be good to ourselves as we start the new term, and as we re-calibrate our professional courses in accordance with our personal values and priorities. And as a reminder to myself, should I continue to work towards a leadership path, to think about how I set up a working environment which nurtures the bodies, minds and souls of every single person in that establishment, over and above the exam factory requirements. This I do solemnly swear...

Fostering independent learning through mobile technology

Today's blog post was inspired by a talk I was asked to give at #SSATeachMeet on how mobile technology can foster independent learning in our students. It wasn't a great talk to be fair. The speaker was knackered from an observation by the Head in the morning, a full day and a break and after school duty, had tried to cram in too much to his 7 minutes, and then garbled his way through most of it when the tech gave out (the irony is lost on nobody), and consequently, had anyone tried to get a question in edgeways, they would have been greeted by the old Queen song "Don't Stop Me Now" (though the second line would have been omitted for obvious "bricking it"reasons). Well, that's the last time anyone asks me to do anything like that again.

I've already written about how to use some of the apps I talked about here, so the purpose of the talk wasn't to re-hash old ground. Rather, I wanted to try to pick apart some of the key aspects of independent learning that mobile technologies can help us with, to provide a solid founding rationale for anyone wanting to move in that direction. It's a huge step, and long before you start thinking about when, how or what you're going to do, you need to ask yourself why you think mobile learning is the answer: What is the problem you are trying to solve?

In my case, I tend to get a lot of students come to my A level Film and Media classes who have ever studied the subject before. We never turn them away, but it has come to my attention that they have often scraped through their 5 A*-C grades, and been heavily supported especially in their English. Which is great to get them through the GCSE hoop, but unfortunately now I need them to start thinking for themselves, and very few of them are capable of doing that. So my original rationale for looking at mobile technology in learning, the "gap" I'd identified (to use the jargon), was student independence. I looked at many solutions, including SOLO taxonomy and flipped learning, as well as mobile technology, and ended up using a combination of all three to get my students thinking independently of me. These are my conclusions...

Mobile Learning Gets Students To Take Responsibility For Their Learning

In itself this is a huge step. A student who has a list of excuses for why they can't do something is a student who spends more time thinking up the excuses than doing the work. Mobile learning turns the onus onto them to get themselves organised. At the start of their courses, my students get a Google mail account so they can create and share Google Docs, and they create an Evernote account, so they can make their notes. I've blogged elsewhere about these apps (here and here, if you must), and I've even put tutorials online for how to use them on our Youtube Channel, so forgive me if I don't dwell on the "how to's" too much. Suffice it to say that an Evernote account allows my students to access learning in several new ways:

1. By allowing them to supplement written notes with pictures (often of what I've drawn on the board), audio notes and attachments;
2. By allowing them to organise these into subject files, and topic sub-folders;
3. By allowing them to tag their files, and cross-reference them
4. By allowing them to be stored on the cloud

There was an understandable sound of "whoop-di-doo" as I was talking about this, until I pointed to the  fact that a student who arrives at his terminal exams two years down the line with a full set of notes intact and cross-referenced was already at an advantage to probably well over two-thirds of the cohort. We seem to take loss of learning material as an occupational hazard in Sixth Form, but it's tantamount to prolonged absence in some cases, so I felt that this was a great starting point when discussing the advantages of mobile technology in developing independent learners.

The Big Picture

The second area in which students benefit from the use of mobile technology is in the ability to simply and quickly create permanent mind-maps and brainstorms which allow them to think about the bigger learning picture. Right from the start, students will use Popplet or one of many other mind-map apps to think about what they know about the topic before we start, to think about what they want to know, and to think about knowledge and skills from other subjects which they might be able to use in the one they are about to tackle. These types of connections are crucial, as they encourage students to think outside of the usual boundaries of subject areas, and to see how the world really works in an inter-connected way. Moreover, they can start to explicitly think about the big picture, and get a sense of how the topic they are about to embark upon affects the real world. In itself, this one change in outlook can provide students who are used to learning topics because "it's on the syllabus" with a much better notion of why it is important to study them, and what use they will be to them later on.

Applied Learning

The next benefit I've found in using mobile technology is in the way it facilitates flipped learning. I've talked about what flipped learning is before, and in many ways the idea isn't revolutionary (last century  it was simply called "prep", but I like the fancy new pseudo-pedagogibabble!). But the world of homework research is made immeasurably easier and more interesting when combined with mobile learning. Not only can we set learning from a variety of different sources and source types, matched to the students' ability levels and the types of material they access most easily, from videos to online powerpoints to audio podcasts, but we can also use some great online tools to set associated quizzes for our students to try at the same time as the learning, in order to allow them to judge just how good their understanding or mastery of a concept is. I talked last night about TED-Ed as one such resource. It has allowed me to find some great videos, and flip them by creating quizzes for each one, as well as flipping some of my own Youtube tutorials: Here is an example of one I got my A level students to do, with initial quick-fire recollection and deduction questions (to make sure they'd watched it and learnt the facts!), and other more open-ended questions which prepared them for the sorts of issues we'd be talking about in the classroom.

What that means is that I could come into the classroom, look at the test results, and straight away split my students into differentiated groups on the basis of how well they dealt with the material: Groups needing more support get extra scaffolding, groups who clearly dealt with it easily get stretch material, and off we go. Tick the OFSTED boxes about personalised learning at the same time. If that's your cup of tea.

Inter-Dependent Learning and Collaboration

If mobile technology does one thing, it allows students to share and work together in a much more meaningful way than ever before. Apps like GoogleDocs and Evernote are great for sharing over a variety of platforms, including Twitter, e-mail download etc. With GoogleDocs, students can even work simultaneously in real time on the same document from different locations, whether that be classrooms in school or from home. Not only that, but they can comment on each other's work. While at first one area of mobile learning I struggled with was showing evidence of self, peer and teacher assessment, this kind of sharing makes that easy and permanently recorded for them to refer to, unlike the sticky notes I used to find lying around my classroom after an über-fruitful peer assessment session, where the fruits had clearly fallen on stony ground!

Recently, however, I have seen others extend this idea even further by publishing essays and research online via Twitter or other forums, and asking the outside world for feedback. As I mentioned in my talk, a couple of weeks back some students of mine had been researching, discussing and writing about the problems facing the UK film industry. When we put their essays out for public critique, can you imagine the level of motivation they got when they received two comments from two British film producers? "Quite chuffed" doesn't really do it justice! But this invitation to outside experts to scrutinise our work grounds the students in the real-world context of their learning, and gets them already engaging with the issues and the people they aspire to work with in the future. Do they really need me any more?

The Meta-Cognitive Dimension

The real benefits for me of using mobile technology to foster independence are about the meta-cognitive skills the students develop. A mobile device, with an array of apps which do similar but not identical things, gets students really thinking about learning itself, and selecting the tools by which they learnt best*. They have to think about how they will research, assimilate, learn, remember and revise their work. They have to think about a way of presenting their learning to me which most clearly demonstrates their understanding and their progress. So I could end up marking an interactive book with videos and full glossary in it (Creative Book Builder), or an animated walk-through of a process or timeline (Videoscribe), or an interactive whiteboard presentation which is narrated (Explain Everything), or even a simple collaborative pin-board where all the students have collated their ideas (Linoit). To be honest, as long as the focus remains on the learning and not the tools, then I don't mind what they present to me. But the very fact that students have to think carefully about this aspect of their learning clearly leads them towards greater autonomy.

A Changing Role For Teachers

Finally, I ended with the contention that this direction I had been talking about necessitated a change in the way we as educators view our role in the whole process. I think everyone on Twitter would agree that the idea of teachers as the sole repository of knowledge within a classroom is bunk. We have to get away from that notion of "sage on stage" and move towards being the "guide by the side", no matter how much this might threaten our little egos. "Grow a pair and get on with it!", as my mother would never have said to me, ever. It is in fact much easier to play the role of guide given the time freed up by students not needing us any more thanks to mobile learning devices! It allows us to get stuck in to some seriously timely and highly effective personalised interventions (OFSTED box-tickers: Fire away again!). But we can only do that if our interventions are informed by a system of diagnostics which is highly accurate, targeted and instant in its feedback. I've used simple apps like Traffic Lights for a quick RED/AMBER/GREEN response from students (this often tells me more about their confidence levels than their levels of understanding), as well as Socrative, an instant quick-quiz app which allows you to set multiple choice or open-ended questions, single or multiple question quizzes, starters or plenaries and even hinge questions. Each one an opportunity to change the direction of the lesson for any individual who looks like they need a bit more guidance.

The results for me have been really good, if anecdotal as yet. My Year 10 class now moan that I don't test them enough to check their understanding, or if I tell them a particular way to do a task. "Can't I do it this way?" they will ask, before justifying their request with a perfectly cogent reason why they would present their learning more effectively a different way.

It's enough to make a bloke of my age need a long lie down. Which is easily done now that I've got all this spare time...



If you're interested, the original prezi from TMBrum2 is here, in glorious techni-thingy. I'm sure you'll agree from above that I did astonishingly well to get it under the 6-minute limit, even though I do say so myself. @Danielharvey9 may have a video that tells a different story...


* If that sentence sounds wrong, check it again. It's right, I promise: The plural "do" refers to the multiple apps, while the singular "gets" accords with the "mobile device". But it took me three read-throughs (should that be reads-through?) to see why it was right!

Making Learning Irresistible

Mick Waters
Making learning Irresistible

Last  weekend was my first experience of the Coventry Learning Partnership Plus conference, and unfortunately I didn't really get the full flavour of all the excellent workshops going on because my school volunteered me to run one! What I did have was the privilege of hearing Professor Mick Waters talk to us on the Friday night about making learning irresistible. He talked for 90 minutes. It barely felt like 10.

I talked to several people afterwards about what they'd taken from the speech. We were all inspired, but could we put our finger on what exactly the thrust of the talk had been? Could we hell! This blog is my attempt to try and draw some conclusions from what I heard, and summarise where Professor Waters thinks we should be heading in education, a direction I have to say from the outset that I whole-heartedly agree with.

By way of personal context, there has been a lot of talk in our leadership team at school about the role of character in a child's education, about teaching more than simply content, "subjects", and even learning skills. Our current education system seems intent on reducing the really important things we teach our children to lip-service, as it is perhaps not deemed to be measurable, valuable or, dare I use the jargon du jour, "rigorous". This isn't a party political point, as I think the last government's focus on targets, attainment etc are equally blame-worthy in this respect. And nor am I saying we shouldn't be accountable for our results. I am simply arguing that our present focus on what can be measured has created an unhealthy obsession with those things over the other important areas of our educational remit, namely to help students to discover who they are, what they can do, to foster their curiosity, to nurture their talents and interests, and to get them to understand how to accomplish their goals meaningfully in a way which is as beneficial to society as it is to them. Children who care, rather than children who spend, perhaps. Though I'm told this is bad for the economy. By which of course we mean the rich folk at the top of it. Moving on...

Professor Waters' starter for the ten is the contention that, in order to prepare for and learn about the outside world, the UK for some reason corrals students behind a fence, in institutions where we actually ignore and fall behind the real world all the time. We are obsessed by the need to get on, get through the content, and miss out on the chance to make things come alive. In our efforts to have our students undertake "meaningful" activities all the time, while taking the register for example (we make them do planner checks, numeracy activities, give them tonnes of information etc), we fail to realise that the real world is always there to be tapped into.

Our focus on results has another very negative effect on students: We label them. And we label them in a way which stigmatises them deeply, despite the fact that what we are labelling is transient. One child can't do equations yet. Another has difficulties focusing at a certain time of day. Another can't get to grips with a couple of particular subjects, so we label them "Not achieving 5 A*-C grades"! Here's the thing though: If you were to grade yourself in different subjects at different times, how would you fair? On a scale of Outstanding to Unsatisfactory, how would you rate your own abilities in relation to gardening, decorating, writing, taking photographs, playing an instrument or learning a language? I imagine few of us would be excellent all-rounders, but that's not to say we don't have serious talents in one or more areas: Just look at Einstein. Bit of a failure in school by all accounts. Likewise, students are at different levels in different subjects at different times, but our need to measure things makes it easy for us to focus on the numbers and not the child in front of us. Do the numbers really tell the story? Oddly enough I was listening to a Radio Four business programme the other day where several chief execs were agreeing on this very point, and saying that the data they got on their desks every day was a deeply inferior diagnostic tool compared to direct contact with their people on the ground floor and their customers. A lesson for us all perhaps...

So back to the students: Most of us start out positively in school, but even with the best of intentions, because we can't invest sufficient time to master a skill to the outcome level we want, we end up as "disillusioned triers" who give up on our ability to learn it. Waters does a great experiment with kids: He asks them how they would rate themselves in all of their school subjects. Apparently you never get more than 40% say they're any good at something. But if you ask them about how good they will be at driving and learning to drive, and whether they'll be any good as drivers, they respond overwhelmingly positively. About something they've never tried before. Is it the learning experience which puts us down, or the labeling which occurs along the way?

Similarly we could ask as professionals whether a teacher whose lesson is described as "satisfactory" is actually a satisfactory teacher? Or is this just a label? A snapshot. Under pressure too. Like a terminal exam even. Strikes me as a bit unfair to judge us this way on an annual basis, never mind judging a whole school every four years using that method. But boy do we bust a gut to get the "Outstanding" label! Professor Waters' conclusion was that the Outstanding teacher teaches good lessons consistently, but more than that: He or she also looks after the lonely child in the corridor. Is the latter any less important that the former? Are the teacher who have left a life-long impression on your lives the ones who taught tight formulaic "Outstanding" lessons every day? Or the ones who cared? Who took the time to listen to you? Who took a genuine interest in you as a person?

Many Outstanding schools are outstanding because they follow "the trudge", and they do it well, and have hit the right formula. The relentless focus on "5 A*-C grades", "RAISEOnline", CVA, the systematic monitoring, the countless interventions: All of these serve to get as many students as possible over that finish line which the data says they should cross, based on mathematical probabilities and algorithms we shouldn't question because they're far too complex for us to understand. And then they suspend the timetable for a day occasionally so that they can do a whole-school activity which will provide the rounding out of their characters (!) which society also requires. Are we really delivering that? Not according to Mick Waters', industry, the government, the parents or the Daily Mail!

A futures learning outlook

What we really need is to focus on what we hope for our students. The government is more focused on the core of knowledge, but we should be producing rounded human beings, and enthusiastic, curious learners. An outstanding teacher's role is to raise the spirits and self-esteem of their students, and to raise their gaze so that they look up at the world around them and see themselves as part of it. Our role is to help them find out who they are, and how they can make a positive difference to the world, and find a sense of their own happiness within the roles they choose for themselves. Our curriculum should be based on the big questions, with students clear about how the small matters fit into the bigger picture. It should prepare them to tackle big questions, and connect to the real world every lesson. Every child should be able to see the relevance of lessons for life in the big wide world as it is today. But I would suggest that this is just one aim. The second, and more important one as far as I am concerned, is this: If we start by showing students how their learning connects to the real world as it is, we should also be fostering the kind of curiosity and thinking which will help them shape the society that we could have. Because demonstrating to students how they could fit into modern society means we implicitly accept everything about that society, including its values and priorities. And I for one think that this demonstrates a real paucity of ambition. I would hope that our children can do a better job of society than we have. But it's unlikely to happen if we persist in telling them that what we have now is the only way it can be done.

The best summary of this perspective I've ever seen was written by a man named Kahlil Gibran, in a brilliant book full of wisdom call The Prophet. Given the daily vacillations in education policy and debate in this country, these thoughts help to anchor me as a teacher and a parent.

Your children are not your children. 
They are the sons and daughters of Life's longing for itself. 
They come through you but not from you, 
And though they are with you, yet they belong not to you. 
You may give them your love but not your thoughts. 
For they have their own thoughts. 
You may house their bodies but not their souls, 
For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams. 
You may strive to be like them, but seek not to make them like you. 
For life goes not backward nor tarries with yesterday. 
You are the bows from which your children as living arrows are sent forth. 
The archer sees the mark upon the path of the infinite, 
And He bends you with His might that His arrows may go swift and far. 
Let your bending in the archer's hand be for gladness; 
For even as he loves the arrow that flies, so He loves also the bow that is stable. 

Leadership - A different perspective

I remember a while back posting something (undoubtedly trivial - I can't remember what it was at any rate!) on Twitter which caused my first ever Twitter argument. It came as a bit of a shock because, while I know there must be good and bad on Twitter as anywhere else, my experience for the first few months had been entirely positive and incredibly helpful! PLN, best CPD in the world, all the clichés people use about Twitter had been true. And yet here was a full-blown argument, conducted in less than 140 characters. Its brevity made it no less ferocious. It was the ninja one-inch punch of rhetoric.

What was more stunning was the topic of the argument. My transgression had been to quote "The Art Of War", an ancient Chinese text by Sun Tzu, in an educational discussion. This was deemed "wholly inappropriate" amongst other things. I was told firmly that this had "no place in a discussion on pedagogy or education at all for that matter". Oh well. That's me told.

Two things I should make clear in response to this:

1) I think you can learn from anyone or any event. What a bad one looks like is as instructive as what a good one looks like. The amount you learn is dictated by your attitude as a learner.
2) I don't think this blog is being written to justify my position or opinion, in response to someone having a go at me. I'm not that insecure.

On the contrary, I'm writing this out of a genuine sense of wanting to explore what the ancient taoists can teach us now, about life, about teaching, and about leadership (my new hobby, apparently, as one of my team informed me today!). I've been interested in Oriental philosophies for a long time, so this will be the first of many posts (I'll get back to normal education-based posts soon enough, don't worry, and you'll still get cartoons at the end: Fret not.  But if @KevBartle can digress into poetry, then I can bloomin' well go East. So to speak. Anyway, here are my first findings...

What Taoist Philosophy can teach us about leadership

Sun Tzu, The Art of War, Chapter Three - Strategy

There are three ways in which a ruler can bring misfortune to his army:
If he orders the army to retreat or advance when it cannot effectively do so, this is called “hobbling the army”;
If he attempts to administer the army when he does not know how, its warriors will become frustrated;
If he commands the officers without proper insight into how they function, this will undermine their confidence.

Okay, so let's forget the military metaphors for a start, and focus on the essence of what's being said here, and how we can apply it to our work as leaders of schools. "If he orders the army to retreat or advance when it cannot effectively do so, this is called “hobbling the army”." Leaders have to have a strong sense of vision. Without it, it's difficult to know where you're going. And someone who doesn't know where they're going is either static or going round in circles ineffectually or, worse still, following every prevailing wind. But a leader with vision is only half the story. A leader with a vision has a plan. But he must also have the means to execute the plan, the tools for the job. A leader cannot do anything without the right tools, the tools to do the job effectively. That means getting the right team around you, the right mix of skills, the right structures and systems for effective action, the right staff, the right attitudes, the right environment and resources, the right attitudes from students, and a level of support from parents. Don't get me wrong: I'm certainly not saying that you replace people who disagree with you, but you certainly need to explain your plan, your rationale and your methods openly if you want to take them with you on the journey. You can't skip that step. Attempting to move a school wholesale in a given direction without laying the groundwork first just doesn't work.

"If he attempts to administer the army when he does not know how, its warriors will become frustrated."
There are a couple of things which strike me about this line. The first is the word "administers". As school leaders we might object to it, because it implies that we are more or less pen-pushers. Me, I like it. It's not saying that school leaders do nothing, but it's a useful reminder that impact in schools comes from the contact with the students, and that's down to the huge number of teachers and other staff we have at the coal-face. If we as leaders made most impact, surely we'd have more leaders than teachers. But that's not the case. The war is fought on the front-line by the soldiers, not the generals, and while it is entirely wrong to think of educating young people as a war, the metaphor still speaks to us about the relative importance of teachers and leaders.

The second thing the passage raises is the issue of competence: An incompetent leader will often put obstacles in the way of effective teaching and learning across a school. Sometimes teachers with integrity will try to point this out, but leaders can be less than receptive about criticism, and so sometimes these same teachers will simply circumvent these inadequate systems. As a result they'll be labelled as undermining the system. Fine line, isn't it? The onus is on us as leaders to be really reflective about how much more effective each of our systems is actually making the school.

In addition, that line raises a further issue, which is whether or not you as the leader need to be competent in all areas. I would argue not (if you've ever met me and are aware of my numerous flaws, you'll understand why I come down on this side!), but I do think you need to have people in your team who are good at the things you're not good at if that's the case. If you're a big picture person, make sure you have a details person in your team. And ultimately, all of this comes down to whether or not the leader is humble enough to recognise their own short-comings and either deal with them (good) or turn them to his advantage by helping others to advance themselves through their skills (excellent).

"If he commands the officers without proper insight into how they function, this will undermine their confidence."

You need to know your team, and their strengths and weaknesses, and you need to know their roles, the complexity of their roles, and what they do every day. One senior manager I used to know had a habit of responding to problems by saying that staff "just had to... (Insert small extra task here)". All very well, but you sometimes got the impression she'd forgotten everything else the staff were doing already, or how much had been added gradually through time to their roles and responsibilities without taking anything out of the mix. A good leader still appreciates where their staff are coming from, what they do daily, and thinks about how their own actions impact on the effectiveness of their staff. If they don't, the staff will often grow resentful, lose confidence, and lose their confidence in their leader. "Are my ideas making us more effective?" should be a mantra pinned to our desks, if not tattooed on our foreheads (though I can understand the argument that the kids find tattoos like that uncool and your kudos with them might go down the toilet!).

By the way, as I write this, it strikes me that I may be entering an egg-sucking granny style scenario, and I appreciate it's not rocket science. I think I'm just saying that we need to systematically step back from time to time to look at how what we do impacts on the students, their progress, their character development, and the staff and their work-life balance too.

OK, time to stop rambling. If this is useful, I've only really scratched the surface of one taoist tome so far: There is plenty more where that came from, but if it's not useful, please let me know and I'll stop cluttering your bandwidth with this rubbish.
(If it is useful, please let me know too: I'm not insecure, but a little approval is always a nice thing. Ahem...)