I watched with some interest this morning the interview of David Shearer on TV1′s breakfast. In the interview Shearer announced the three of the aspects of their education program. Reading recovery available for all schools School food for low decile schools Easy to read and understand reports I have to say that I applaud the first two. The reading recovery program is excellent and should be available for all. The second school meals is also laudable and in many case required. A hungry student does not learn. A hungry student is uncomfortable, unable to concentrate and focus and is disruptive and distracted. Yes this is a very good idea. I am not going to immerse myself in the ins and outs of whether or not we should provide food to these students. Whether or not the parents are failures or what ever. I think providing a good meal is a good idea, and will have benefits. Its worth the price but not the cost. I think its worth 19 million dollars which is what they estimate the price to be of the food program. But the cost that is proposed is cutting the funding to private schools. Private school funding is an easy target, but it is a flawed and inappropriate target. Contry to popular opinion not every person who sends their children to private/independent school is rich, in fact many are working two jobs so they give their children the best opportunities that they can provide. Each person who sends their children to independent schools pays taxes and they receive a very small part of their taxes back in the small subsidy provided to independent schools. This portion is far smaller than what a parent in an equivalent state school would receive. They pay the remainder of the cost themselves.I believe that independent schools should recieved the same funding as state schools and the parents pay the difference. This would be fair since they are paying the same level of taxes as everyone else, but receiving less. If the private schools closed as a result of the reduced funding the students will go to state schools and this will in turn increase the cost to the state. The cost of building new schools to cope with the increased student numbers is going to be far more than any savings made by axing funding. The average primary school is 300 students and secondary is 500. Closing one independent school could well require a new school. While the chances of schools closing are not huge, this will have an impact on viability of these schools. Where should the funding come from for these worthwhile programmes, it should come from an increase in the total spend to education, not by picking on a the easy target, the pet hobby horse, the independent schools.  Independent schools are about choice, they reduce the cost of education to the whole of the education system and consistently  produce excellent results. They offer choice.      

My students have just finished their preliminary school examinations before they do the major external final examinations. We have students do prelim exams for a number of reasons: as summative assessment that tells the student where they are in their learning at one particular time.-Assessment that summarizes the development of the student at a particular time. What the student knows or doesn’t know to prepare them for examinations and to develop appropriate examination technique to provide formative feedback that identifies areas of strength and weakness in their understanding and application of the course of learning - Assessment that is interpreted and used to give directions or make decisions about next steps in learning process For me the formative aspect of the examinations is the most important, it is assessment for learning. To make an examination useful we have to be able to give our students strong formative feedback. Hattie in his book Visible learning, identifies the importance and power of timely, effective, learning focus feedback. So what is strong feedback? Dr Jodie Nyquist has a model that I really like for this and I have blogged it before So the strongest and most effective formative feedback comes when the students have knowledge of their results, knowledge of the correct results, an explanation as to why the results are correct and an immediate activity to reinforce this. A Recent publication from DET in Australia on feedback provides a nice framework that matches with Jodie Nyquist’s model. Step 1INFORMATION about what happened or was done Nyquist - Knowledge of results and Knowledge of correct results Step 2An EVALUATION of how well or otherwise the action or task was performed Nyquist - Explanation Step 3GUIDANCE as to how the performance can be improved Nyquist - Specific actions to reduce the gap and activity Based on Modified and adapted from http://www.curriculumsupport.education.nsw.gov.au/digital_rev/assessment/prolearn/index.htm The outcome of an assessment, be it an examination, test or assignment should be an improvement in learning. To maximise the learning opportunities we need to provide them, our learners, with feedback on what they did, an evaluation of the task and feed forward what they can do in the future. Thoughts

This may sound like a strange title for a blog post, but its an interesting topic. Many of us have had the experience of walking into the local technology shop and seeing a printer on sale for a ridiculously cheap price. I know of people who when their printer runs out of ink will buy a new one rather than buying new ink. The environmental impact of this is catastrophic. We know that it is printer ink that costs a fortune and that it is through these consumable that the printer companies make their money. But have you ever wondered how much money ink costs? NineMSN in Australia has calculated that HP sells its printer ink at: Black ink AU$5544 per litre Coloured ink AU $5654 per litre There are alternatives, we don’t have to print and this is more environmentally sound and considerable cheaper. Distributing documents electronically, while not with out a cost, is much cheaper per page that printing. Many applications will allow you to export as pdf - open office, iworks etc or support plug ins like cutepdf which "print" as pdf. Google documents and obviously any adobe product will allow you to produce your document, presentation or spreadsheet as a pdf. This has to be better. Have a look at this info graphic from Australia, the numbers will shock you and for me personally, disgust me. Source; http://news.ninemsn.com.au/img/2012/world/ink_info.gif  

The BBC website hosts a series of brilliant gems that are very useful to teachers. While many of us will be familiar with the news page which is accessable via the web or using apps on our phones, there is a whole lot more that’s worth exploring and using. Here are some of my favourites… BBC Future - http://www.bbc.com/future this is a stimulating site that has some interesting and often challenging articles. The site matches well with ITGS and also TOK for the IB’s out there. BBC Science and Nature - http://www.bbc.co.uk/sn/ and Nature home page - http://www.bbc.co.uk/nature/ some great resources here including videos BBC School - http://www.bbc.co.uk/schools/ this is cool, stretching across the curriculum there are over 7000 resources here. BBC Learning - http://www.bbc.co.uk/learning/ this is learning for all ages from the very young to the not so young. BBC bitesize http://www.bbc.co.uk/bitesize/ and GCSE bitesize http://www.bbc.co.uk/schools/gcsebitesize/ this is learning resources grouped by year level and subject area. Awesome.

Last week, I was lucky enough to go to the Cook islands and Aitutaki to work with the Ministry of education, principals and primary and secondary teachers. While I am convinced I am the only person who ever goes to the Cook islands to work, the experience was brilliant. The ministry and the Minister of education have a vision of the Students and staff embracing ICT to improve learning. While limited by immediately available money they are making considerable in roads, deploying technology to each and every school no matter how remote or small. There is a vision that in the near future, every child will have a personal digital learning device. This is a laudable goal, and given the people I worked with an achievable one too.   level of use descriptor Literacy Learning about technology Integrating/augmentative Learning with technology Transformative Learning through technology Based on the work of Bernajean Porter While some of the teachers are still at the literacy stage and others are working at the augmentative or integrating level, the biggest barrier to success is not ministry policy, vision, teachers or equipment. It is the appalling internet connectivity, slow speed and hideous cost from the statutory monopoly that controls Cook islands internet - Cook Islands Telecom. To be transformative you need connectivity, to do the things you can’t do with out technology (a definition of transformative level of use) you usually need connection. To be collaborative and to effectively communicate you need to have the connections. We know from NZ’s key competencies and Australia’s general capacities and even the common core standards from the USA that the ability to effectively communicate and collaborate is vital to 21st Century education. Its frustrating… more to follow  

The New Zealand teachers council has developed a useful and applicable resource for social media and education. http://www.teachersandsocialmedia.co.nz/ The guidelines for teachers are well considered and developed by an informed and realistic group of people. This fits with the model of digital citizenship that we use - http://edorigami.wikispaces.com/The+Digital+Citizen: Looking after yourself - respect and protect yourself Looking after others - respect and protect others Looking after property - respect and protect intellectual property Here are the guidelines, I like the title which is professional commitment - http://www.teachersandsocialmedia.co.nz/guidelines/commitment-profession: Engaging in ongoing discussions with colleagues can help when you are unsure whether you should share, reuse or respond to content. Talking to colleagues about your activity on social media platforms means you aren’t acting in isolation and exposing yourself to a potential ethical dilemma. Check whether your learning centre has a policy on social media use and always act in accordance with that policy. If there isn’t one or the existing policy is outdated, bring it up for review at a staff meeting. Be aware that once shared, content posted on social media platforms can be re-shared by many. Consider your digital ‘footprint’ and the fact that people you don’t know may judge you based on how you are portrayed online. Think about how you want to be presented, both in your own posts/photos/videos and those you are ‘tagged’ in by other users. Be aware of how it may appear to colleagues, parents/guardians, learners and society in general and consider whether it is consistent with how you want to be viewed as a member of the teaching profession. Up-skill yourself - many social media platforms have helpful tutorials and guidelines on how to set up groups, establish privacy settings, and how ‘friends’ or other users are able to share information that you post. Check the terms of use of each social media platform that you use to make sure you know how the service provider may access, re-use or republish the information you post. When posting information created by another author or organisation, you should clearly acknowledge their ownership and the source of the information. This is advisable regardless of whether the information is clearly copyrighted in the original source or not. They also discuss the recommendations for dealing with students in social media: Before having one-on-one conversations using social media, consider ethical risks that could arise. Act the same way when using social media, as you would in a face to face setting. Carefully consider the tone and content of your posts or messages when using social media as a teaching tool - think about how it compares to how you present yourself in the physical learning environment. When using a social media platform, consider setting up separate groups for specific teaching purposes. Keep your private and professional use of social media separate. If learners contact you by social media and ask for help or advice relating to sensitive personal issues, social media isn’t the right forum for providing support. Consider redirecting them to appropriate support structures, such as the Guidance Counsellor or guidance team in their school/centre. Follow your school or centre’s policies on dealing with information divulged to you as a teacher. When using social media for teaching, think about how you will monitor content so that posts and discussions remain on-topic. You may want to de-activate the group when the project or unit ends to avoid creating a space where off-topic and un-moderated chat can continue. Remember that when you set up an online space such as a group or a blog, you remain the ‘owner’ or administrator. This means you should take care when delegating editing rights to others.

The online news site stuff recently had an interesting article detailing some of New Zealanders online actions and behaviours. It makes for interesting reading and is worthy of reflecting on. The article is at this URL - http://www.stuff.co.nz/technology/digital-living/7808200/2-5-million-Kiwis-using-mobile-Internet Here are the salient points: Number of mobile internet users is >2.5 million. This is linked with the increase in smart phones Average fixed line user used 16GB per month The data caps offered by ISP are increasing 50+GB data cap on fixed lines increased by 800% No data cap increased by 270% Telecom is offering 150GB per month for $99 in its make your own package site (http://www.telecom.co.nz/packages/packages/plansandpricing/createyourown/) Orcon has unlimited data ++ for the same cost (http://www.orcon.net.nz/external/genius/indexsep12.php?gbuseage=unlimited) and Telstra clear is offering 100GB naked broadband for $105 per month (http://www.telstraclear.co.nz/residential/homeplan/internet/naked-broadband.cfm) To require this much bandwidth the use of the internet is changing. Its no longer just about looking stuff up and searching. This is now about watching, listening, talking, interacting, playing, sharing, doing and possibly creating too. It more than facebook, though with over 1 billion people globally on facebook (http://www.nzherald.co.nz/business/news/article.cfm?c_id=3&objectid=10838506) that is undoubtedly part of it. The main NZ broadcasters like TVNZ and TV3 and others are hosting on demand sites (http://tvnz.co.nz/video, http://ondemand.four.co.nz/tabid/57/default.aspx, http://ondemand.tv3.co.nz/) the way we access entertainment is consuming part of this increase in capacity. Access and capacity, linked with reducing prices (but we still have a long way to go on the price to be comparable with much of the world)are changing how we relax and are entertained. The questions for me are when are we going to see changes in school that will enable our students to leverage the full media capacity of the internet - bandwidth, cost and capacity are becoming less of a bottle neck and linked to this is how are we going to support our students in making the right decisions regarding when, how where and why to access materials and the ethical issues that surround the availability of media on the web. It is sad to think that a high school I worked with recently in the Pacific has a data cap of 30GB per month (smaller than Telecoms smallest offering) and this costs them over 10x’s the cost of telecoms 50GB plan ($75 per month). Resources: http://www.statistics.govt.nz/browse_for_stats/industry_sectors/information_technology_and_communications/InternetServiceProviderSurvey_MRJun12.aspx Media release: - http://www.statistics.govt.nz/~/media/Statistics/Browse%20for%20stats/ISPSurvey/MRJun12/ISPSurveyJun12MR.pdf

Thinking about assessment For us as teachers, much of our life revolves around assessment in its various forms. It can be so invasive that it seems to dominant all we do in the classroom. We have seen on a huge scale educators teaching to the assessment since there position, employment and in fact the fate of their schools rest on achieving a suitable level in assessment. No Child Left Behind is being used as a mechanism for appraisal. Assessment in some circles has a bad reputation. So why do we assess? Well, we assess for a variety of different reasons; To tell a student how well they have learnt and where they need to develop further understanding. To reinforce the learning process and measure success. To determine the performance of the teacher and the school To determine educational performance across the country and internationally To determine the level of funding/resourcing required to reach suitable educational results. To provide employers with an understanding of the students’ abilities. The three forms of assessment that are relevance to me as a classroom practitioner are: Diagnostic - Assessment that examines what the learner already knows. It helps to identify the nature of difficulties that the learner might have.  This style of assessment demonstrates the basis of the students knowledge and  this can be used build from. It helps identify elements that may be briefly recapped or need to be revisited in depth. It is used before teaching and is looking backwards, valuing prior learning. Formative - Assessment that is interpreted and used to give directions or make decisions about next steps in learning process. This assessment is looking forward, it supports future learning and reinforces current learning. Summative - Assessment that summarizes the development of the student at a particular time. What the student knows or doesn’t know. This assessment is a snap shot in time. These three types of assessment match well with the teaching process we see most often in our classes and schools. Teaching process Knowledge Acquisition Knowledge Deepening Knowledge Creation   This model matches with the model presented by Silver and Strong and Associates Preparing students for learning Presenting new learning Deepening and reinforcing learning Applying learning Reflecting on and celebrating learning Teaching process Silver & Strong Knowledge Acquisition Preparing students for learning Presenting new learning Knowledge Deepening Deepening and reinforcing learning Knowledge Creation Applying learning Reflecting on and celebrating learning We can match our three types of assessment to the learning process. Teaching process Silver & Strong Assessment Knowledge Acquisition Preparing students for learning Diagnostic assessment Presenting new learning Formative assessment Knowledge Deepening Deepening and reinforcing learning Knowledge Creation Applying learning Reflecting on and celebrating learning Summative assessment  

Thinking about assessment - Diagnostic & formative We use Diagnostic Assessment to identify existing knowledge and establish a base to develop from. Diagnostic assessment guides our planning by identifying strengths and weaknesses. What do we need to teach explicitly to achieve the end goals and outcomes and what can we briefly reinforce or accept as their knowledge base. Effective use of diagnostic assessment makes the learning we provide to the students focused and efficient. Diagnostic assessment is completed prior to teaching and learning Formative assessment provides on going feedback to the students for their development. Formative assessment require the students and teacher to work together, there has to be a partnership for learning trust and understanding. Formative assessment must be: Timely - The end of the task is too late, we must provide feedback often and in detail during process. Appropriate and reflective - The feedback must reflect the students ability, maturity and age. It must be understandable Honest & Supportive - Feedback can be devastating, our role as teachers is to nurture and shape. We must provide feedback that is honest and supportive in a manner and mode that does not ostracise the recipient, but gives encouragement to go on. Focused on learning and linked to the purpose of the task Enabling - receiving feedback without the opportunity to act upon it is frustrating, limiting and counterproductive. Students must be able to learn from and apply this feedback   In Formative assessment we are asking and answering three core/key questions: 1.    What can I do? 2.    What can’t I do? These first two questions are feedback on what the student can or cannot do in regards to a stated goal. Its learner and learning focused, appropriate, honest and supportive. It needs to be timely to have any relevance. Feedback, no matter how detailed, delivered a month after the fact is hardly relevant. 3.    How can I do better? This question is the enabling aspect what can I do to do better at this? What do I need to do to improve. Some people will also add in 4.    How does my work compare with that of others? This is a challenging question. Should I know where I am in the class? Will this help me? How will it make other feel? We know that a degree of competition is useful and important. I feel this is something that you do when you have a very good relationship with the class and is dependent on the maturity and age of the students. [Effective feedback and e-assessment School Based Assessment and Reporting Unit Curriculum K-12 Directorate] Dr Jodi Nyquist has a useable and suitable model for delivering feedback Level of feedback Descriptor WEAK Knowledge of results (KoR)   KoR + Knowledge of Correct results (KCR)   KCR + explanation (KCR + e)   KCR + e and specific actions to reduce the gap STRONG KCR + e and activity Nyquist J.D Feedback in higher education 2003 from Haynes A and MCDowell L, 2008, Balancing dilemmas in assessment and learning in contemporary education, Routledge p 275 Essentially the model the Nyquist presents conforms with the What can I do? What can’t I do? And How can I do it better? The strongest form of feedback is knowledge of the correct results (and implicit in this is therefore knowledge of their own performance), and explanation of the difference between their results and the correct one and an activity that they do immediately to support the required changes.

Thinking about Assessment  - Summative & Understanding by design. Summative assessment is a snapshot in time. It is a statement of what a student knows or does not know at one moment. We are very familiar with this style of assessment, we see it in examinations, in qualifications whether they are norm referenced or criterion referenced and in standards based assessment. Summative assessment is usually the end point of a unit of learning or a course of learning. It should represent the culmination of the students learning. However, this is often not the case. We often see Multiple Choice or "bubble test"  assessments that by their very nature only represent lower order thinking. While a student may have to remember, understand and apply, it is almost impossible to have higher order thinking skills like analysis, evaluation or creativity in examinations that are limited to the responses the student can select. The inability of this styl;e of assessment to allow the student to reach their full potential  is a serious flaw in this testing style. An appropriate assessment  will allow the students to demonstrate their full potential. Criterion based assessments, where the student is provided with open questions that allow them to be creative, analytical and evaluative are better tools that reflect more accurately the depth and breadth of the students understanding. So we can match higher and lower order thinking into our overview of the teaching process. Teaching process Silver & Strong Assessment Blooms Digital Taxonomy Knowledge Acquisition Preparing students for learning Diagnostic assessment Remember Understand Presenting new learning Formative assessment Knowledge Deepening Deepening and reinforcing learning Apply Analyse Evaluate Create Knowledge Creation Applying learning Reflecting on and celebrating learning Summative assessment   Diagnostic Assessment is often focused on asking the lower order questions: What can I remember? What do I understand? What can I do? This provides the framework for future learning and values prior learning. Formative assessment is analytical and evaluative. It breaks down learning into it component parts (analysis) examines relationships, makes judgements and critiques (evaluation) while providing a pathway forward for improvement. Good summative assessment will require the student to move beyond simple recall into applying analysing and evaluating and providing the critical opportunities for creativity. So the teaching process whether it is in a unit of learning or in a single class may well have all three main forms of assessment. In a unit of learning we should start with diagnostic assessment to ascertain where student’s learning is at, to identify areas for expanded development: have continuous formative assessment supporting the student in their progression and development and conclude with summative assessment. In a single lesson we would see similar structures and processes in place. Diagnostic assessment may be the short quiz, Q&A session or recall task that provides the instructor with a basis on whether to revisit previous learning or proceed to develop on the from last teaching experience. There is often an opportunity to provide formative feedback - here is what you did? Here is what you need to do 7 here is what you did well, here is the pathway forward. The lesson may well end with a short snapshot test that shows the students learning. Understanding by Design McTighe and Wiggins in their book understanding by design  discuss a backwards approach to curriculum design and planning. You start with the end in mind, This is starting your planning process by considering the summative assessment element that is the culmination of your leaching process. You identify the desired results from the course of learning. These are the elements of design: Goals, Knowledge and Skills, Essential Questions, Enduring Understandings Having identified and detailed these, the second stage is to determine  the acceptable evidence. How are you going to assess the students which summative assessment tool is best suited for the learning the students are undertaking? The final stage is to plan the learning activities that will lead to the assessment. This would include opportunities for formative assessment, including activities that will help the student develop better understanding.