Attempting to Create a Demonstration Portfolio

I'm trying it out to see if this blogger system has the sufficient adaptability to serve as a platform for my education students' e-portfolios.

Can it all be linked in a web, rather than as a linear, day-by-day account of stuff we did?

An amazing, somewhat frightening post in The Guardian about the future of universities.

http://www.guardian.co.uk/education/2012/nov/11/online-free-learning-end-of-university

I have to say I'm not sure how sustainable free education is in the long term - someone has to pay somehow, surely.  Still, I'm going to explore and sign up for something.

Some Advice for a New Teacher

Here's some advice for new teachers - it's that time of year when newly hatched teachers leave the nest and spread their wings.  OK, that's enough of extended metaphors, here's the meat and potatoes.



ADVICE FOR A NEW TEACHER

1. Learn the children's names as quickly as you can - use mnemonics and include the students in the process. Ask for their help.

2. Share your thinking with them - ask them about the layout of the room, the resources, the tables etc. Its their place of work as well as yours.

3. Set clear expectations and explain why. "This is a place for learning, there's a lot of us and if its going to work well then we all have to do our bit."

4. Include yourself - "I'll remind you if you forget and I'll do my best to plan lessons that will be interesting. Sometimes though learning means doing things that are a bit boring, I can't help that. But I promise I won't ever waste your time and I'll always explain why I'm asking you to do something."

5. Explain that different kinds of learning require different kinds of behaviour - concentrated thinking (reading, writing etc) needs a quiet/silent room; a classroom discussion needs people to listen and speak one at a time; building and making activities need people to work together and share resources etc…

7. Only shout in an emergency. Children hate shouting and its a sign you've lost control. If a teacher shouts for strategic reasons then its a bad strategy. 

8. Nevertheless, be firm and consistent. Children don't like teachers who vacillate. 

9. Be fair. If you didn't see what happened, then say so. Listen to both sides and work together to find a solution. Don't be influenced by children's reputations.

10. Avoid becoming the classroom (playground) problem-solver. Talk to the children about how they can solve their own problems and how they don't always need an adult to help them. When things go wrong they can ask themselves:
- Is this something I can sort out myself?
- Is this something I need an adult to help me with?
- Is this something I need an adult to deal with?

11. Share your assessment criteria with the class. Put it on the wall and give the children time to assess their own work. I use a scale 1 - 5 (with a description for each), 1 - terrible quality; 2 - poor quality; 3 - satisfactory; 4 - good; 5 - top quality.

12. Where possible, plan activities in a meaningful and engaging context. Not all the curriculum can be taught in this way, but when it is, it is much more effective. 

13. Smile. As often as you can. It’s not a sign of weakness, the children appreciate it and you'll find yourself enjoying it.

New Year, New Writing, First Task - Good Advice

I haven't written anything here for a few months, although I did write some ideas down at the other blog - PGCTHE facilitators).  But, I'm going to use this to communicate with my undergraduate education students who are in the final year of their Bachelor of Education in Early Years Education.

I hope to use this as a way for them to record their reflections on TP, their comments on their research readings, and perhaps to set some short tasks. 

The first thing I want you to do is, therefore, write a post to new students who have never taught in a classroom before.  I want you to give them some advice on how they should be, what they should do to ensure they create a comfortable, stimulating and effective learning environment.  Try to think of 10 good, helpful pieces of advice for perhaps a first year student.

When you've all written something, come back here and I'll post my advice, too.

Experiences with Educational Technology

A few years ago I was asked to teach a course on using technology in English language teaching as a third year course in the Bachelor of Education programme.  When I read the course outline, I was shocked at how dated the software was it recommended that the student teachers evaluate and use to create learning activities.  They were generally the kind of software that takes a pen and paper activity and just places it on a screen, such as cloze, gap fill or matching activities.  Nothing exciting, unlikely to entice more discerning students who have more interesting experiences of technology.  So, I created my own course, replacing the software with a range of Web 2.0 applications which - after some exploration - I thought would be useful to facilitate English language learning.  However, I wanted to place the technology into a coherent theoretical framework, so I used Mishra and Kohler's paper, 'Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge' (Teachers College Record, 2006) both for my planning of the course and for students' planning of their project which required them to design an integrated language learning activity using one or more Web 2.0 applications.  

We began by considering the difference between Web 1.0 and Web 2.0, highlighting the opportunities it offers for creativity, construction and collaboration and discussing how this tied in with the social constructivist approach ti learning which the B.Ed programme promotes.  I presented a few language learning activities using simple Web 2.0 applications which the class experienced as language learners and we analysed each with reference to Mishra and Kohler to focus on how the language activities address all three of the knowledge areas that the authors have identified.  After this, my students spent some time exploring about 12 of the Web 2.0 sites, considering the language skills they encouraged and how they might use them.  They then worked in groups of two or three to construct a series of coherent lessons and assessments that utilised Web 2.0 for the purpose of learning and practicing English.  I emphasised that the learning experience must use 5 features of effective technology use in language learning, i.e. it must be constructive, interactive, authentic, cooperative, and intentional and allowed for about three weeks for the students to create their project which they then had to 'teach' to the rest of the class and me.  One thing I noticed immediately was that Web 2.0 facilitated all 5 of the features of effective learning much more than the standard language learning software did, most of which involved filling in prescribed answers, but allowed for little creativity or authenticity.  For me, the use of interactive networked technology in the form of Web 2.0 finally demonstrated technology as a flexible tool rather than a means of practicing neat and discrete chunks of language.  The multimedia aspect that fast broadband allows is authentic and fits in with students' experience of technology outside the formal learning environment. There is the possibility of authentic communication with peers across time and space and it allows students to use language and technology to create multimedia for and with each other.

My Practical Theory

In over twenty years of teaching English and, latterly, teacher education, my philosophy of education has changed and developed in many ways.  The life of a teacher is built upon a precarious, changing knowledge, a change of knowledge that is deepened by the ferocious pace of change in our societies through developments in technologies, the forces of globalization and economic realignment.  Despite, the provisional status of educational knowledge, all teachers have a personal philosophy, a practical theory which drives and supports their understanding of their professional practice.  In the following, I highlight the main elements of my practical theory.

Through my studies and reflection upon my own practice, I have come to view my philosophy of teaching as being mainly informed by a socio-constructive perspective.  This entails my viewing the learning process as essentially being a social process.  In practical terms, this means I implement learning procedures in the class which tend to involve students actively using English for an authentic purpose, often in collaboration or competition with other students.  As such, I generally use a task-based approach in my lessons.  This approach integrates language use within a specific social situation, emphasising how language genres are dependent on audience and purpose and the selection of language which is to be practiced in any given lesson, therefore, is derived from these considerations.  Essential to the effective use of this approach is ensuring that students are made aware of and reflect upon the functional and structural particularities of the language within each context, so that they may develop an understanding of factors that influence language in use.

A further important aspect of my practice which I have developed only in recent years, is my adoption of strategies commonly used in mainstream, school education and termed assessment for learning.  Originally developed by Black et al (e.g. Black & Wiliam, 1998), assessment for learning is an approach which builds upon and formalizes formative assessment so that assessment actively contributes to student learning.  Through such strategies as peer and self assessment and explicit consideration of learning criteria and goals, it is possible to have a positive effect upon student motivation, meta-cognitive strategies, and reflection on work so leading to improvement in the quality of learning.  I believe that assessment for learning as a framework for learning has yet to be fully considered in relation to English Language Teaching and, although it has become a regular aspect of my practice, questions regarding its usage in our professional context are still being explored – a direction I am keen to explore in my future work.

A third aspect of my practical theory concerns students themselves as being resources for their own learning.  Although the term ‘learner autonomy’ can perhaps be accused of being faddish, I believe that within a socio-constructivist framework, the judicious encouragement of student independence need not imply one shrugging off one responsibilities as a teacher, but can encourage students to perceive themselves as being valid sources of knowledge.  In my current teaching situation, where students have been schooled in a transmission-based pedagogy where they were often dependent on the teacher, the development of student independence requires consistent application through encouragement, judicious scaffolding of learning and ensuring expectations of success are clear.  Having worked in a centre for independent language learning during my time in Hong Kong, I have become familiar with how a sense of control and agency over learning developed in semi-formal contexts can positively enhance learning in more formal settings.

On a less academic, but perhaps more important note, a key aspect of my practical theory concerns the quality of the personal relationships in my classroom.  I believe strongly that one of the keys to a successful learning experience is that it should be characterised by positive interpersonal relationships.  One method I use to encourage a positive learning environment is to ensure that I find my lessons stimulating, enjoyable and interesting for, in general, if I am motivated and excited by a lesson then so are my students.  Even if I have taught a lesson before, then I always try to find a way to alter the task or some aspect of it.  This is not a case of novelty for novelty’s sake, but that my reflections on my work have provided me with new insights or perspectives which entail the alteration or reconceptualisation of the lesson.  A second approach I use to create a supportive environment is to establish, develop, and maintain good personal relationship with my students.  I find that through treating students as individuals, by coming to know their interests, likes and dislikes and something of their background, then one is not only able to relate learning to their specific situation, to bring life to the class, but also to know in which directions students need challenge.

Finally, I want to discuss the critical role continuous professional development should play in teaching and learning.  I believe that learning occurs most effectively in a learning community, where teachers are simultaneously learning as they teach.  Throughout my professional life I have pursued professional development and I believe that this is the overriding factor in my continued enjoyment of teaching – that, because of new insights and ideas, it still is fresh.  I am strongly against the notion of any teacher reaching a position of certainty, of thinking he or she understands learning and teaching, as I think that this can lead to a state of staleness or ennui which may have a negative effect upon students’ learning.  For me, a teacher is primarily a learner.

I now return to where I began this philosophical discussion for, if what a teacher knows is contextual and, in many ways, uncertain, then the teacher’s life is a life of learning, of exploration of new perspectives and knowledge - students are a part of this journey.

Black, P. & Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment, London: School of Education, King’s College.

My Memorable Learning Experience

My first thought when asked to recount my most memorable learning experience was that I haven't had any.  After a while, though, a few incidents began to emerge.  I remember 2 or 3 incident which concerned my own self study into ideas that fascinated me and I think that the readings I did for both my Master's and Doctoral studies fit into this pattern.  I remember following chains of ideas from book to book and the ideas I read about being so relevant to my life and work that it was almost like being hit over the head, I kept wanting to shout 'yes, that's what I meant, that's exactly it'.

However, the memorable experience I want to discuss happened when I was much younger.  When I was about 12 years old, I was a member of the scouts for a few years and each summer we would have a week long camping trip.  This incident occurred on a trip to Wales, where we camped near a town called Dolgellau under a mountain called Cader Idris.  One evening, my group were asked to construct that day's fire, but we were given no materials with which to do so.  We had to find all we needed, light the fire and ensure its survival ourselves.  By this time, we had discovered that we needed a range of different size wood (kindling, small and then larger branches) and that the wood should be dead and dry (not easy to find in wet Wales).  So, we set off into the woods to collect a range of wood.  Having done that, we returned to the campsite, in order to light the fire.  We spent a long time collecting different stones and rocks (and we stole a sheet of newspaper off a scout master), we then took it in turns to rub rocks, paper and dry kindling together to make a spark.  Finally, after what seemed hours of frantic rubbing, changing places and moaning, we managed to light some of the wood which spat fitfully in short, small flames.  Careful nurturing - the placing of other stones in a circle around it to protect it from the wind - and judicious blowing meant that after a time our flame became more self sufficient, so we were able to place larger and then larger pieces of wood on to the fire. 

Finally, after perhaps 2 hours extremely tense effort, we were able to stand around, warm our hands and admire the flames we had created.  Looking back from my perspective now, it seems the characteristics that made this a memorable learning experience were that it was a collaborative endeavour, highly practical but with no time limit to its conclusion.  It also had a clear, achievable (if difficult) aim which provided us with a sense of satisfaction.  There was also a definite, positive payoff - we got to be warm that evening.  It was also noticeable that the task appealed to different peoples' skills and knowledge, so all were able to contribute.  Perhaps one final characteristic is that the aim was to develop contextualised skills rather than a one way transmission of decontextualised knowledge.  As learners, therefore, we were able to own the knowledge once we had constructed it through practice.  This is in contrast to the effect that would have been created if a teacher had told us how to create a fire.