Boys, Underachievement and fixing the problem

I came across an article written by Dr. Peter West this morning. It was funded by The King's School at North Parramatta and the University of Western Sydney. 

What I did like about it was some of the strategies that he has recommended to engage boys in their learning. 

I tended to take more interest in the reading side. I would agree with the need to promote non fiction literature because it can relate back to their interests. The Book Week idea was excellent because it allows one (especially teachers) to share their favourite literature with others. Imagine a PE teacher sharing one book that they love reading. It allows the boys to learn something about their teacher that they may not know. I think they like surprises. 

Another point of interest was active learning.  I think you still follow a guided inquiry process for learning, but rather than an essay or report, the information is presented through engagement in the role play or debate. Debating does also require critical thinking as you must justify a particular point of view while at the same time rejecting the alternative view. 

CEO Sydney ILe@rn with Mobile Devices - Ipad 2 - Module 3

This entry is being done on the Ipad which is already jumping a step ahead with the next module. I'll reflect on that a little later.

For my evaluation of an app, I have decided to evaluate Popplet. I have included a copy of the evaluation for your viewing. 

My scan will includes my evaluation and suitability for the app. The limitations of Ipads do let the app down at the moment. I do see potential once such updates to software to support the app are done. Because of these limitations, it has hard to access relevant support pages which cannot be viewed on an Ipad at this stage.

Learning wise, it does have potential for classroom learning and as a Teacher Librarian would recommend it across any Key Learning Area. 

Within the context of the ILe@rn framework, I chose the app because it supports the development of Information Literacy Skills (ILS) relating to the communication of information. Within the framework it addresses communication and collaboration skills through communicating ideas (brainstorming notes). This includes mind mapping, which requires the student to complete notes in their own words to communicate their understanding of the ideas and/or concepts. It can be done either individually or in collaboration with their peers. It also supports critical thinking as mind mapping requires the student to identify linkages and relationships with the content that has been learned. As a teacher it allows me to assess student understanding of content as through use of the app they are communicating their own ideas.

The Homework Myth by Alfie Kohn

During the school holidays, I read the book The Homework Myth: Why Our Kids Get Too Much of a Bad Thing by Alfie Kohn and I would like to offer some reflections on the matters raised.

The position by the Kohn is that he feels that homework does not offer real benefits to learning in terms of student engagement and impact on academic achievement. It rejects traditional approaches to homework.

After reading the book, I still maintain my position of homework; that students do need homework in order to consolidate and apply the skills learnt at school that day.

I do disagree with his claims that homework does not improve academic achievement or increase marks. If you look at the content covered in each key learning area, there is a lot of concepts and information that must be grasped by students. Our brains cannot soak that information straight away. It takes time to build up skills and homework does give students a chance to help them understand concepts and information. This is then built up on in later lessons.

I look at my own experience as a student and without spending time doing homework and revision, I would have not attained the marks that I would ultimately get in my School Certificate and Higher School Certificate. I needed that time after school to revise key concepts and then able to devise methods of applying it. There was memorising, but also a chance to do past papers, additional research, read newspapers, books etc.

Kohn also questions tasks that require students to do "drills" or undertake homework that requires recall or rote learning. Sometimes there are circumstances where this is the only way to acquire an understanding of concepts because some skills have to be mastered through practice. It is like sport. If you want to be a superstar, you will need to practice. Learning a language requires rote learning given the complexity in mastering a language. If you don't memorise or practice it (reading, speaking, writing etc), then you cannot master a language. In maths, students complete exercises as a method of practicing mathematical formula's.

However, I was surprised that he actually agreed with some of the views on how homework can benefit student learning, like watching TV shows etc, or relating our learning to personal experiences.

I do agree with his concerns over anxiety and stress that homework can inflict particularly where students struggle to do the work or intrudes on routines at home. That is what I need to be careful about in setting homework. This means I need to set work that can be attempted by each student and only take up a suitable amount of time according to their stage of learning.  Most importantly, it must be relevant according to what is being learnt in the classroom. This includes explaining to students the relevance of the task and how it helps them. Obviously if there is an assessment task due or heavy workloads in other subjects, there needs to be that flexibility as well. This may mean not setting homework. At least it takes stress of students and lets them focus on the other tasks.

Technology & Classroom behavior: Do they cause kids to misbehave? (Part II)

I have taken some time to sit and reflect on how we as teachers should deal with those in the classroom that engage in inappropriate use of technology.

During the past few days, I had the chance to look over at two technology policies of two schools that I am employed at casually at the moment along with their consequences.

I have also been challenged by the limited number of articles on the topic as well. I hope at some point soon that there is some research out there to guide me.

At this stage, I feel that punishment within the “pastoral” or “welfare” policy is fair provided that the behavior is covered by policy. For example, acts of cyber bullying can be dealt with under the policy because bullying involving the use of technology is the same if the bullying was to occur physically or emotionally. Cyber bullying does cause the same effects.

Obviously if a student fails to comply with instructions with their use in the classroom e.g. no music again it should be dealt with because the student has not complied with instructions.

The only time a student should be denied access to technology is if there is serious misuse of it e.g. accessing sites of pornographic and/or offensive nature. If we look at workplace expectations, serious disciplinary action can be taken if one misuses technology. In many instances it has led to loss of employment. 

If school is about preparing our youth for the workplace then we need to foster appropriate workplace practices and develop an understanding of possible consequences. It may mean that a student may loss access to technology for their learning but sometimes students need to learn the “hard way” of separating right from wrong. Access to technology is a privilege, not a right.  

Since discipline is about helping students correct their behavior – I feel that students should also be required to receive support from support staff such as counselors who can guide the student in addressing their issue. Sometimes it does go deeper and that may help the student long term as it may fix other problems affecting them at their stage of life. 

It is still an area that needs to be looked it further. As this blog entry and the previous one showsmI am glad that I have curiosity about it, which is great.

ICT & Maths

I was talking to a friend last month. They are a qualified maths teacher and we discussed some challenges of using Information and Communication Technologies (ICT) in maths.

I can understand their viewpoint that traditional methods of teaching and learning such as writing on the board and students presenting their work in an exercise book is much more effective. At the end of the day students won't be tested on a computer and hence need practice in presenting their work by hand. The teacher does use a wide variety of resources such as learning kits etc to help in students develop their practical understanding.

After some personal reflection, I realise that there is more scope than ever for using ICT to help students learn.

Many students despise maths and ICT can make maths more interesting for students.

The rise of Ipads in the classroom has given opportunities for teachers to use to satisfy ICT requirements.

Last year, I was asked to identify suitable apps to support teaching and learning. This site contained a list of apps that are available for Maths. Calculators, quizzes, instructional videos are some of the apps that are available. As time progresses they will surely be refined.

And just browsing around today is helping me to identify possible resources that can help teachers. A wiki that I located has a list of resources that a maths teacher can use in a lesson. I like the fact they provide teaching resources to allow students to develop their mathematical understanding by using online sites such as Google Earth. I can even see a cross curricular link right there with Geography.