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Term Four 2016

2 Good Teacher Magazine Term 4 2016

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Index 3Your Soapbox 4

Assessment literacy and assessment capability Drs Jennifer Charteris 5

10 things I learnt from my first year in Reception! Secret Teacher 7

Casting Multiple Intelligences in Classroom Filmmaking Matthew Baganz 8

‘Life Hack!’ Educational Programme at MOTAT MOTAT 16

Parent training reduces serious behavioral problems in children with autism Karen N. Peart 17

Life at home was good. Life out here is great! Anne Keeling 18

Learning to learn Laurie Loper 22

NEXT top digital learning teacher announced! Mind Lab 25

Ivan and the Lighhouse Book Review 26

Environmental Champions Rewarded Canon 27

Team Jigsaw Elaine Le Sueur 28

Desperate Man Without Address Rūta Grašytė 31

NZSD Graduation Season 2016 32

WANTED: Science with a female touch Women in Science Programme 34

Effective Team Leaders Have Good HRM Skills: True or False? London School of Marketing 38

Ocean Wave Vases And Sculptures Rūta Grašytė 40

School Replaces Detention With Meditation And Results Are Amazing James Gould-Bourn 46

The Global Search for Education: WHAT is “Four-Dimensional” Education? C M Rubin 48

3D Drawings That I Create To Confuse People Nikola Čuljić 52

Five Things Education Technology Could Learn from Pokémon Go Daniel Williamson 58

I Turn Instruments Into Art Salty Hippie 62

This Adulting Stuff Is For the Birds. Steph Jankowski 66

Artist Turns Trash Into Animals To Remind Us About Pollution Bored Panda 68

Trusting the Process: 3 Key Features of High-Quality PM Processes Michelle LaBrosse 74

Photographer Uses 160-Year-Old Camera James Gould-Bourn 76

Just a Wee Rant Roger’s Rant 84

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If you want to have YOUR SAY please email your offering to: soapbox@goodteacher.co.nz

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Assessment literacy and assessment capability – What is the difference?

Dr Jennifer Charteris University for New England, Armidale, Australia

Imagine you are in a job where your opinions are not valued. Hardly anyone listens to what you have to say and you have to follow a slavish routine with no control over what happens.

In this climate it is very difficult to demonstrate initiative.

Possibly even your motivation to achieve would dissipate away.

As educators, we know that the same can be said of children when they are not actively invested in classroom learning.

Whether we call it ‘get-up-and-go’, ‘daring-do’, having the ‘wherewithall’, or just plain old initiative, learner-driven learning is a key aspect of the Aotearoa 21st century curriculum.

Gone are the days when it is enough for schools to produce students who are docile and compliant rule followers.

“Filling mugs with jugs” or transmissive teaching through drilling (where the knowledgeable teacher downloads information into the learner) may inflate test scores, however this form of teaching misses the most vital aspect of Educational for the 21st century: children’s active engagement in their own learning.

The notion of “active participation” is well profiled in the Organisation Economic Cooperation and Development research literature and informs the New Zealand Key Competencies. To foster learner-driven learning it is necessary to build the skills required, for children need to ‘know what to do when they don’t know’ –sourcing, analysing, evaluating, constructing and reconstructing knowledge. In short they become learner-driven learners. They are assessment capable in that they can work with others (peers, teachers and

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whānau) to target learning goals and monitor and evaluate their learning and progress. Assessment practice occurs in relation with peers, teachers, whānau and community. Learner-driven learning may sound simple, but it requires a student-centred focus on assessment capability in the classroom. Assessment capability with its emphasis on learner agency encompasses assessment literacy.

Avoiding the AfL formulaThis year assessment experts from around the world gathered at The 6th International Invitational Symposium on Assessment for Learning at the Learning Sciences Institute in Brisbane to discuss practices that make a significant difference to student learning and achievement. In many of the attending countries, assessment practices (and by extension teachers and students) have been constrained by national testing systems aimed to ensure consistency and accountability. In resisting national testing, Aotearoa has taken a high trust model, valuing teacher professional judgment. This investment in strengthening teachers’ skills in and knowledge of assessment practice is an important one.

At the symposium it was agreed that the favored definition of Assessment for Learning is still one conceptualised in 2009. Assessment for Learning is the “everyday practice by students, teachers and peers that seeks, reflects upon and responds to information from dialogue, demonstration and observation in ways that enhance ongoing learning” (Klenowski, 2009, p. 264). This description is deliberately loose. Assessment for Learning is not a recipe where teachers trot out learning intentions and criteria on a formulaic and rigid basis. This sort of inflexibility can kill the very thing that is encapsulated in the spirit of the endeavor – learner agency. Sometimes the best intentions can be questions and these can be generated by students. Klenowski (2009) writes

All AFL practices carried out by teachers (such as giving feedback, clarifying criteria, rich questioning) can eventually be ‘given away’ to students so that they take on these practices to help themselves, and one another, become autonomous learners. This should be a prime objective (p. 264)

Assessment literacy and assessment capabilityAssessment literacy implies fostering students’ capacity to use of evidence to target goals. Student assessment literacy is enhanced when learners, with the support of teachers and peers, use a rich harvest of information to generate new learning. For learner-driven learning to take place, students need to become assessment literate where they reflect on evidence from assessments, dialogue and other information to evaluate where they are at. While assessment literacy requires sophisticated skills and understandings, we cannot underestimate the importance of classroom power relationships. It can

be argued that a focus on assessment literacy may not necessarily incorporate student agency as an educational goal.

To be assessment capable, students need the inclination and opportunity to make decisions to determine the direction of their learning. Assessment capability is more that targeting next step learning goals, as there are decisions around curriculum and planning for learning that enable learner agency. A formulaic approach to assessment practice may miss the notion of relational power sharing and student participation that underpins co-constructivist approaches to Assessment for Learning (Willis, 2015) that support learner agency.

Attention to learner agency is embedded in the notion of the assessment capability (Booth, Dixon & Hill, 2016). Assessment capability can be seen as a “dynamic context dependent social practice that involves [students] articulating and negotiating classroom and cultural knowledges with one another and with [teachers], in the initiation, development and practice of assessment to achieve learning goals” (adapted from Willis, Adie and Klenowski, 2013, p. 1). Although student and teacher assessment literacy is important, in itself it is not enough if we want to foster assessment capable learners who can demonstrate agency within co-constructivist schooling frameworks.

Booth, B., Dixon, H., & Hill, M. (2016). Assessment capability for New Zealand teachers and students: Challenging but possible. SET, 2, 3-10. http://dx.doi.org/10.18296/set.0030

Klenowski, V. (2009). Assessment for learning revisited : an Asia-Pacific perspective. Assessment in Education: Principles, Policy and Practice, 16(3), 263-268.

Willis, J. (2015). Learning through feedback loop metaphors. Curriculum Matters, 10, 193-212.

Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. Australian Educational Researcher, pp. 1-16

Dr Jennifer CharterisSenior Lecturer, Learning and Teaching

Course Coordinator, MTeach (Secondary), GradDipEd School of Education, University of New England

Armidale, NSW, Australia http://www.une.edu.au/staff-profiles/education/jcharte5

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Secret TeacherFun and happy stories from the world of a British primary school teacher

1. You soon get used to poo (turn your head away, in through the mouth and out through the nose). Also, I can now hold my breath for much longer than I could this time last year! 2. The wind makes kids crazy. Seriously crazy. Like they’ve been given 12 lollipops, 6 tubes of smarties and a bag of sugar for breakfast. Prepare yourself mentally and physically for windy days.

3. Hand sanitiser. Enough said.

4. Appropriate clothing is necessary. Smart attire, pretty dresses and even snaggable tights are so not practical for spending the afternoon in a kids doctors surgery!

5. Kids are brutally honest. From ‘you’ve got a big spot there’ to ‘your breath smells’. Just accept the truth and move on.

6. ‘Playing’ is more educational than we realise. It’s actually ok (and fun) to join in!

10 things I learnt from my first year in Reception!School’s out!!! Well done guys, we finally made it

This time last year I had just been told I was going to make the big move from Year 1 to Reception in September. I cried the whole holidays, searched frantically for any job going and threw more tantrums than a 2 year old does in a year.

A year on and…I LOVE IT!! Never want to go back through the doors that are KS1 again, and (but don’t tell my headteacher this) may even consider teaching Nursery if it came to it… I did NOT think I would be saying that this time last year!

Anyway, I have composed a list of my top 10 things that I have learned since that first tantrum way back in September. I could have gone on forever but I’m sure you don’t want to read that, so managed to narrow it down to these 10..

7. They love you no matter what. Even after being on time out 4 times in a week.

8. Milk and cookies make fantastic bribes. It’s amazing what they can do for milk and cookies that they can’t do for a teacher.

9. A ‘small job’ is a massive deal to them – just let them hand out the fruit, go get the dinner register, or ask the year 1 teacher for some post-it notes.

10. And finally, a very important learning curve for me this year – they are not as scary as they look. Or sound.

Anymore you guys would like to add to my list?

Secret Teacher xx

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Anne Keeling

Casting Multiple Intelligences in Classroom Filmmaking By studying how students create, educators transform pedagogy.

Introduction...

Providing for all multiple intelligences in a classroom can be an extraordinary endeavor. A lesson for twenty students may require forty different teaching strategies to be considered truly best practice. Howard Gardner explains that “all individuals harbour numerous internal representations in their minds,” referring to the eight multiple intelligences which are organized in a structure with hierarchical and systematic implications. One student considered a “musical” learner may grasp multiplication best by singing notes descending in scale as number facts become larger. That same student, however, may become lost in a song about states of matter because when it comes to physics, her mind prefers to ‘speak’ in a bodily-kinesthetic “intellectual language” (Gardner p70) when negotiating such concepts, so she rather needs to run around impersonating a molecule in a liquid and slow to a crawl as she ‘freezes’ into a solid.

There is certainly no adequate one-size-fits-all pedagogical approach to any lesson, and there may not even be a one-size-fits-one.Classroom filmmaking is a practical, user-friendly approach to incorporating all multiple intelligences within the parameters of a single project. The filming experience offers opportunities for students to accommodate the diversity of their cognitive capacities through various roles and responsibilities. Students may be assigned to parts that cater to their preferred mental processers, or teachers might allow students to select their own duties, perhaps revealing their true dominant intelligences naturally. Supported by pedagogical theory and exemplary of experiential learning, classroom filmmaking is an engaging and effective venture where all students are included and inspired to achieve their highest potentials.

“If one wants to educate for genuine understanding, then, it is important to identify these early representations, appreciate their power, and confront them directly and repeatedly.”

(Gardner p71)

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Casting Multiple Intelligences in Classroom Filmmaking

Filmmaking Cast and Crew

The following table provides brief descriptions of roles and suggests corresponding intelligences – by no means are these roles limited to these intelligences, nor are all roles necessary for creating a successful film.

Role Responsibility Intelligence

Director Oversees the entire project Interpersonal, Linguistic, Logical-mathematical

Scriptwriter Writes the script for the film Intrapersonal, Linguistic

Storyboard Artist Sketches a series of scenes corresponding to the script Intrapersonal, Spatial

Actor Performs in front of the cameraBodily-Kinesthetic, Interpersonal, Linguistic, Musical

Costume DesignerArranges outfits, hair, make-up and other costume requirements

Spatial

Location Scout Seeks and decides where to film scenes Naturalistic, Spatial

Set DecoratorDecorates the set with objects such as furniture, pictures, backdrops, etc.

Spatial

Greens Decorates the set with any plants or flowers Naturalistic

Props Master Creates or acquires all necessary props

Interpersonal, Logical-mathematical, Spatial

Camera Operator Films scenes with the camera Bodily-kinesthetic, Intrapersonal, Spatial

Film Editor Pieces together all clips, audio, music and effects Logical-mathematical

Special Effects Supervisor Selects transitions and other layering effects Musical, Spatial

Sound Supervisor Selects sound effects, music and other audio Musical

Publicist Advertises the film through posters, announcements, etc. Interpersonal, Spatial

Show Host Presents the film on stage at its debut Interpersonal, Linguistic

Matthew Baganz

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The Script and Storyboard (Plotting and Pre-production)At the primary launch to planning a film, the teacher may guide students toward a general topic if there is a specific learning goal, such as prepositional phrases, Caribbean history or texturing with colored pencils, or, if the intention is to experience filmmaking for its differentiating benefits, students may brainstorm topics from a clean slate. Initial brainstorming may begin as a solitary endeavor where students confidentially explore their own interests first before compiling a comprehensive list of film concepts collaboratively during a whole class discussion. This progression from intrapersonal exploration to interpersonal conference generates the widest variety of ideas, offering students a more enriched accumulation of concepts to consider before democratically deciding which direction the film will take.

Once the general direction has been defined, the teacher might write the script, or the task can be set for linguistic students eager to try their pens at screenwriting. The script itself may be as simple or complex as students prefer, including only dialogue and action or incorporating more specialized features such as script notes, shots and other parentheticals. A common format includes character names centered in capital letters, dialogue left-aligned beneath them, and action centered in parentheses. Students might also want to research how to format a screenplay online, as there are many layouts acknowledged.

After a script has been finalized, spatial storyboard artists create an additional document that fleshes out the script in the form of sketches, much like a comic strip. Storyboard artists sketch each scene as it would look on the screen, including all characters, props and background. The storyboard helps all cast and crew visualize the film and bridge the paper script to the final motion picture.

Location scouts can now begin searching the school property and other local environments for all potential sets. This consideration is not only based on aesthetics, but also logistics of transportation, safety and privacy of cast, crew and the public, and whether parent permission is required for travel. Naturalists can help consider aspects of nature, sunlight, and weather.

The Stars (Subjects)Although social, interpersonal students tend to be in their element performing in front of a camera, the demands of different roles may reach out to different intelligences, so it’s important for students and teachers to know the script, the story, and the specific roles. A key speaker in a film may be best for an oral linguist. A song may call for musical performers while action or improvisational scenes may entice bodily-kinesthetic students. Close-up, sentimental shots may require the meditative talent of an intrapersonal actor who can portray his or her exceptional self-awareness in an emotional facial expression.

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The Shot (Cinematography)The same spatial artists who designed the storyboards can now change their tools from pens to the lens and bring to life their sketched visions. As spatial artists tend to see the big picture, their choices of shot types may come naturally and without explanation, especially if they appreciate the theme and purpose of the film.

When establishing setting or atmosphere they may choose extreme wide shots or cutaways (shots of additional components of a scene beside the main subject) to satisfy their vision of the world they’re

creating. This includes choices between high and low angle shots, differentiating between the perception of a subject’s power or insignificance.

Unfortunately classroom filmmaking does not receive the same budget as some of the other film projects out of Holly/Bollywood. This limits the purchase of pieces of equipment that play essential roles in producing a quality film, such as jibs or dollies. But this doesn’t mean a classroom film must look completely amateur. Students who are highly bodily-kinesthetic may enjoy becoming the equipment

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themselves. Fundamental camera conduct requires a student who is in control of his or her muscles – that is to keep the camera steady at all times so the audience is unaware of its existence. This in itself is no easy physical feat, and it becomes more of a test of acrobatics when the scene calls for action or movement. A follow shot (trailing a subject) might put the camera operator on roller blades or a bicycle. For shots requiring tracking (movement left and right) or dollying (movement forward and backward), one student might hold the camera while sitting in a rolling chair while another student pushes it. An arc shot might have a student shooting out the passenger window of a moving car. Creativity and physical aptitude have the potential to maintain high quality of a classroom film.

The Slow-Down (Editing)The editing process begins with uploading all clips to a video editing program. The author of this article suggests using the video editing program WeVideo for classroom filmmaking because of its flexible online accessibility and its collaborative capabilities. WeVideo has agreed to offer Good Teacher Magazine readers access to an exclusive two-month trial of their program. Interested educators may contact the author Matthew Baganz for more information about the free trial.

The next step requires a minimum of arranging the clips in an order that tells the story best. A professional-looking film will include many elements in addition to clips, such as transitions, audio, graphics and text, and may be quite a puzzle to piece together. A logical-mathematical thinker may enjoy taking on this challenge, coherently sequencing elements of the story, syncing action and transitions with audio and music tracks, and layering special effects such as frames and overlays. Naturally the musically-inclined will play a vital role in selecting and managing the sound track.

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The Show (Presentation)The nature of filmmaking implies an eventual audience. Perhaps the final film will debut at an assembly, a graduation or a cultural fair. For all live presentations, it is natural to give the film an introduction, however general or extensive. Interpersonal hosts or linguistic speakers may revel in taking center stage to present their hard work.

The Study (Reflection)Reflection is a significant component of any learning experience. Circling back to the initial brainstorming stage, the conclusion is at first an intrapersonal reflection of the project and its learning goals. Students may now consider how their comprehension of the film’s topic developed after exploring it through the lens of a storyboard or a special effect. Hopefully the class project adds dimension and a deeper understanding of the learning goals and the filmmaking experience itself. After all, film captures and preserves moments in time – a convenient opportunity for students to reflect on the stages of the filmmaking process over and over again, both intrapersonally and interpersonally, to both celebrate and grow from them.

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Tips of the Trade from Marie Wolters, Expert of Film Literacy for the Frankfurt Lucas International Festival for Young Film Lovers...

What would you suggest to students who want to make a classroom movie more ‘professional?’Carefully choose how you sequence your shots since this might affect the way a film is perceived. Montage can either happen “subconsciously,” which is the classic, Hollywood cinema continuity shot, or it can manipulate the viewers’ perception quite obviously.

What is montage exactly, and what are some ways to ‘manipulate’ viewers?Montage is the structuring of visual and audio material. This means the order of images, as well as the speed and rhythm of how they’re presented. “Invisible” cutting is the most popular because the viewer is not irritated. We are used films being montaged in a logical order so that we can focus on the story. This means putting clips more or less in chronological order.If you want to manipulate your viewers, some techniques include jump cuts and the Kuleshov effect. A jump cut is a very obvious cut that irritates the viewer but makes a statement – watching a scene where two friends wildly fight, followed by a sudden, calm, unexplained reconciliation might suggest to viewers that ‘this is not real life.’The so-called Kuleshov effect manipulates the viewers by putting certain images after one another. If you want viewers to sympathize with a character, for example, you can create a sequence beginning with a shot of the character’s face, then a shot of a baby, and then back to the character’s face. The idea assumes that most people sympathize with babies, so inserting this image between shots of the character will subconsciously convince them that the character is also sympathetic.

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What are some ways to add atmosphere to a film?Music can significantly influence a scene. You can be sure that at some point kids have seen so many different films that they will recognize a romantic scene, for example, just because of the kind of music edited over it. Even if a scene is not very romantic, as soon as you put romantic music to it, people will expect a tacky love-scene. Funny music can make scenes all the funnier, just like suspenseful music is half the horror in scary movies. Viewers are also influenced by color. Characters in shadows and shade often seem bad or up to something, while characters in broad daylight seem safe and trustworthy.

Matthew Baganz holds a Master’s degree in Multicultural Education and is the PYP 5 Classroom

Teacher and PYP Maths Coordinator at Strothoff International School in Dreieich, Germany. He can be

reached at matthewbaganz@gmail.com.

References

A., Jonathan, and Megan Diane. “Crew Jobs: Every Film Crew Position and Job Description.” Project Casting. Project Casting Inc., 30 Nov. 2014. Web. 15 July 2016. <http://www.projectcasting.com/tips-and-advice/crew-jobs-every-film-crew-position-job- description>.

Gardner, Howard, and Shirley Veenema. “Multimedia and Multiple Intelligences.” Multimedia and Multiple Intelligences (1999): 69-75. Print.

“Getting Started In Filmmaking.” Getting Started in Wildlife Filmmaking: Film Guide. Ed. Rob Nelson. The Wild Classroom, n.d. Web. 15 July 2016. <http://www.thewildclassroom.com/wildfilmschool/gettingstarted/>.

“Media College - Video, Audio and Multimedia Resources.” Media College - Video, Audio and Multimedia Resources. Ed. Dave Owen. Wavelength Media, n.d. Web. 15 July 2016. <http://www.mediacollege.com/>.

“Multiple Intelligences Oasis - Howard Gardner’s Official MI Site.” Multiple Intelligences Oasis. Ed. Victoria Nichols. BlueLuna, n.d. Web. 15 July 2016. <http://multipleintelligencesoasis.org/>.

Any other advice?Film is a very special medium full of meaning, expression and individuality. It can be very powerful, so it should be taken seriously, but it’s also important to remember to have fun!

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New Zealand has a strong history of creating innovative products. We have an international reputation for being adept at solving problems in creative, unconventional ways. We revel in the ability to re-purpose items and use them in extraordinary ways to overcome a challenge or meet a particular need. Our educational documentation is unequivocal about the need for our students to become visionaries; to develop the skills, knowledge and attitudes required to solve problems, generate new ideas and represent innovative New Zealand on the global stage. However, thinking on the global scale can be a daunting prospect, especially when even the challenge of coming up with a good idea for the next school project can be a struggle!

MOTAT’s Life Hack! programme gets learners to consider innovating in a simple and practical way.

Life Hack! introduces students to New Zealand innovators past and present, the back shed inventors who seek to make something a better fit-for-purpose, some who have struggled to get their brilliant ideas off the ground, and those who have impacted the very fabric of our society through their work.

The MOTAT educators get the pupils thinking about life ‘hacks’ – different ways to use everyday items to solve a problem, simplify a task or reduce frustration in their lives.

Students are encouraged to ‘hack’ an everyday item – one where the problems, drawbacks or shortcomings are identified by the learners themselves. They are then asked to come up with a suggested solution, given a variety of materials and challenged to mock-up their own prototype.

MOTAT aims to help students understand that innovation is within their grasp, that it doesn’t necessarily have to be big, flashy or elaborate. A simple ‘hack’ that meets a given need is just as effective.

Getting your students to participate in Life Hack! is a great way to springboard thinking about the NIWA Science and Technology Fair and links nicely with MOTAT’s Innovation Hub; a space that celebrates the moment of inspiration, and the journey our Kiwi innovators have embarked upon.

Contact MOTAT bookings by calling 09 815 5808 or emailing contact bookings@motat.org.nz to discuss bringing your students on a fun and thought provoking experience designed to encourage them to become one of the future generation of Kiwi innovators.

‘Life Hack!’ Educational Programme at MOTAT

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Young children with autism spectrum disorder, who also have serious behavioral problems, showed improved behavior when their parents were trained with specific, structured strategies to manage tantrums, aggression, self-injury, and non-compliance.The findings from this parent training study by Yale and Emory University researchers were published recently in the Journal of the American Medical Association (JAMA).Autism spectrum disorder (ASD) is a chronic condition beginning in early childhood and defined by impaired social communication and repetitive behavior. ASD affects 0.6 to 1% of children worldwide. In young children, ASD is often complicated by moderate or severe behavioral problems.This 24-week, multisite, randomized trial was conducted by the Research Units on Behavioral Intervention (RUBI) Autism Network, a six-site National Institute of Mental Health-funded consortium dedicated to developing and testing behavioral treatments for children with ASD.Denis Sukhodolsky, assistant professor at Yale Child Study Center, provided oversight for the study at the Yale site. Sukhodolsky and other investigators at Yale played a central role in data management, statistical analysis, and study monitoring.“Parent training has been well studied in children with disruptive behavior disorder,” said Sukhodolsky. “Our

Parent training reduces serious behavioral problems in children with autism

Karen N. Peart

Yale News April30 2016

study shows that parent training is also helpful for improving behavioral problems such as irritability and non-compliance in young children with ASD.”RUBI investigators randomly assigned 180 children between the ages of 3 and 7 with ASD and behavioral problems to either a 24-week parent training program, or a 24-week parent education program. Parent education provided up-to-date and useful information about ASD, but no instruction on how to manage behavioral problems.“Parent education was an active control condition,” said James Dziura, associate professor in the Department of Emergency Medicine at Yale, who, along with Cindy Brandt, M.D., led the data management and statistical analysis for the study. “Both groups showed improvement, but parent training was superior on measures of disruptive and noncompliant behavior.”

In addition to Yale and Emory University, which is the lead site, the RUBI Autism Network includes Indiana

University, Ohio State University, University of Pittsburgh, and University of Rochester.

Other authors on the study include Karen Bearss, Cynthia Johnson, Tristram Smith, Luc Lecavalier,

Naomi Swiezy, Michael Aman, David B. McAdam, Eric Butter, Charmaine Stillitano, Noha Minshawi,

Daniel W. Mruzek, Kylan Turner, Tiffany Neal, Victoria Hallett, James A. Mulick, Bryson Green, Benjamin

Handen, Yanhong Deng, and Lawrence Scahill.

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“I wanted affordable private education for my two children. Finding a reputable private school overseas in a great location that suited us all was the best way forward,” says Richard Downs, an Economics teacher from the United Kingdom. Richard is now one year into his ten-year plan of teaching and living as an expatriate teacher with a young family.

Life at home was good. Life out here is great!

Richard Downs is from Norwich in the United Kingdom. After a few years teaching in both state and private schools in England, Richard was appointed House Master and Economics teacher at Harrow International School in Bangkok.

Here Richard talks about the experience so far:

Affordable private education overseas “Teaching is a great profession. But teaching in the UK didn’t enable my family to lead the kind of lifestyle I wanted us to lead. I felt the UK education system was beginning to go down a path I disagreed with, with a momentum that could not be stopped. I came to the conclusion that private education was the best option for my own children, but knew I couldn’t afford this in the UK. I started looking around for reputable schools overseas which would be both suitable for my children to attend, but also located in a place where we could enjoy new experiences and have great holidays...And that’s how we ended up in Bangkok! From Norwich to Bangkok – the big differences in teachingIn England I’d moved between state and private schools and found that on the whole, the students were largely the same. The majority of the children in my classes in the UK were local, or from a European background, and the learning culture was shared.

It’s very different in Asia. Here at Harrow, the majority of children in my classes are from the ASEAN community. I knew it was going to be a change but I underestimated just how much of a cultural learning shock was going to occur!

The biggest change was the focus of the students Within weeks of starting at Harrow, I realised that the students in my classes needed reassurance that they could pass exams. I had to provide past paper questions for most lessons, and their learning was targeted around these questions; the very approach I tried to minimise early in the academic year at my previous school in the UK!

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Life at home was good. Life out here is great!

In England, I had to use a great deal of energy to motivate students in class, but here I had to use the same amount of energy to reassure the students about their learning. Students were doing past papers without me setting them within the first two weeks of learning the material, and were worried if they weren’t able to get an A immediately!

Adapting my teaching methodsAs a result of teaching at Harrow Bangkok, my style has changed and adapted and my teaching toolbox has grown. I spent a lot of time during the first two weeks asking for advice and for student feedback. My attempt to instil a love of learning in pupils hasn’t changed, but my understanding of how to get there has grown a great deal. I’m now spending a considerable amount of

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time trying to educate students about study skills. I’ve moved from teaching students who struggled with a motivation to learn, to those who have a completely different mix of issues such as self-induced pressure, stress and intense tutoring schedules.

Teaching both of these types of students is equally challenging and rewarding, and I know I am a better teacher for having been immersed in educational environments with both types. Being adaptable is one of the fundamental traits of successful teaching and learning, and I now have experience of delivering similar course material to vastly different audiences. I will certainly take this into future teaching jobs.

When it came to the curriculum, the differences were minimal and were actually very enjoyable to adjust to.

Family life: more holidays and mini-breaks!Thailand is vastly different from the UK in most aspects; from the weather to the food. This has been interesting, enjoyable and sometimes frustrating, all at the same time!

I’ve enjoyed the change in weather the most. To live in sunshine 80% of the time is something which would now be hard to give up. We also have world class holiday resorts just ‘down the road’, and money to be able to enjoy them. I have a family of four and I have been on more holidays and mini-breaks in the last ten months than I had in ten years in the UK.

So much more exploring ahead of usThailand has an endless supply of great places to relax, sights to see, and culture to experience. We have explored a different part of the country each half-term and holiday, and still have at least another two years’ worth of exploring to do. This leaves the surrounding countries completely unvisited; at least a decade’s worth there! I have thoroughly enjoyed trying new things. Thailand offers a completely different way of life and style of living. Values are sometimes different, but when living in the ‘land of smiles’, I can’t help but smile more!

Advice about working overseas for teachers with families I would definitely recommend teaching overseas to other teachers with families. I am giving my family opportunities and a lifestyle that I do not believe they could get back in the UK.

My children go to a world class school, we live in superb accommodation, eat good food, have fantastic holidays, are financially comfortable and have made good friends from a large variety of backgrounds and cultures. The UK offered some of these things but not all.

I intend on teaching overseas for the next ten years. This plan is flexible but my first years’ experience has made me want to have at least another nine more. Life is the UK was good. Life out here is great!”

Richard received help from TIC Recruitment when searching for his job at Harrow International School. (http://harrowschool.ac.th). With over 8,400 English-speaking international schools worldwide, there is extensive choice for qualified, experienced teachers and leaders wishing to work overseas. Teachers International Consultancy provides a free service to teachers and leaders considering a career in international education. For more information, visit www.ticrecruitment.com

Good Teacher Magazine Term 4 2016 21 Back to index>

Richard’s children and a beach in

Thailand

22 Good Teacher Magazine Term 4 2016

Susanna Loeb

Learning to learn

One of the great tragedies of the modern learning scene is that so much of what is done in schools in the name of learning still rests on myths and false belief. That this is true is attested to by the early research work by the late Graham Nuthall and his co-researcher Adrienne Alton-Lee, at Canterbury University, in the mid to late1980s on the nature of learning that is done in classrooms. That this impediment to student progress still operates today can be easily demonstrated by means of a small questionnaire I have developed which is titled Beliefs About Learning Questionnaire (BALQ). Because myth is so strongly embedded in the culture of teaching, the hardest thing reported by all teachers undertaking training in the exciting Bobbie Maths programme is getting their heads around requirements that run contrary to their business-as-usual (bau) beliefs and teaching practices. For example, Bobbie Maths turns the whole practice of ability grouping on its head by demonstrating all students can learn, it depends on the way they are taught. Little wonder, then, Bobbie Maths training takes three years to bed in.

That learning continues to be done under such mythical auspices arguably causes much of the underachievement of concern today. What’s not noticed is that it also causes a general under-functioning of all the other students who are apparently making what’s considered to be adequate or even excellent progress. In fact a theoretical model explaining the reason why this happens has been developed and favourably critiqued by people experienced in such matters. It shows how much under-functioning is actually happening under bau teaching practice for as much as half the capacity to learn of the entire student body is currently not being developed.

Learning to learn then needs to be positioned in the efficacy debate as a useful concept. However, popular usage sees the term languishing in the unhelpful situation of meaning different things to different people. So it has some ground to make up before it can be accepted as an important cornerstone of teaching practice on and into the future. As the new technology/pedagogy Bobbie Maths is proving, strategies that it uses like the rules of talk, friendly arguing, politeness, taking turns with the only writing implement available and so on are in fact learning to learn skills. Such skills are not acquired by osmosis; they need to be taught, so provision has to be made for that to happen. In addition, many such strategies are contextual which means how and when to use them must also be taught/learnt.

Having done pioneering work in this space, it my belief that learning-to-learn skills must be positioned in the community such that the very prevalence of their use eventually sees them become part of child raising culture. Children ought to begin using such skills well before they arrive at school, at least they should know and be able to use the more important and commonly used ones. Getting parents involved in high level usage of such skills might be a lot easier than imagined. For one thing parents worked with often say, ”Why hasn’t something like this been done before?” For another, parents get great personal reward from helping their young children learn.

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Good Teacher Magazine Term 4 2016 23

Learning to learnLaurie Loper Psychologist

Given that parents are not lacking, then, in motivation to take on such learning, all that remains to be done is finding a way of skilling each and every one of them in the use of such learning support skills. The pioneering work alluded to above indicate that doing this would be perfectly feasible, especially these days with the variety of digital platforms available.

The secret of success here lies in the twin discoveries firstly, that parenting skills and learning-to-learn skills are virtually one and the same thing. Moreover, if parents are presented with a bunch of parenting skills, named as such, the chances are that many would impolitely tell you where you could shove them. The second discovery is that if the same skills are called learning-support skills you get a completely different parental response. Categorise them as learning support and parents completely fail to see them as anything else. Once the focus is shifted to being one of supporting their child’s learning, everything changes. All that remains to be done, then, is to find the means by which all parents can learn them.

Here I think a breakaway from traditional parent education practice is called for. Typically, in programmes involving parents working in a teaching role with their own children, approval is usually only given to those approaches that are well researched and can demonstrate proven effectiveness. While this may seem a right and proper way to act, what I have also observed is that most such programmes actually reach a disappointing proportion of the families needing them. There are a myriad of reasons why such well-constructed and well-meaning attempts at skilling parents are reaching so few families but the history of them suggests that approaches of that kind have limited potential to reach the entire parent population.

Aiming to engage any lesser number than the total parent population would be a strategic error so the only approaches worth consideration are those capable of engaging each and every parent in some way or other. It is most unlikely that any one form of

delivery is going to suit all parents, so multiple forms all carrying the same message/content are obviously what are required. As indicated elsewhere, digital means offer modern day options that need to be explored.

The aim should be to develop approaches that:

1. Allow for the possibility that every parent being able to engage in some way or other, not all in the same manner or to the same extent, disposable time being a likely major determiner of participation.

2. Allow for learning by self-teaching or in groups of whatever size. In respect of groups, allow them the decision about how they wish to conduct themselves.

3. Allow for trial beginnings and switches between approaches.

4. Allow time for the whole idea of it to catch on.

5. Allow an agreed curriculum to be offered no matter what the form of approach that any one parent might select. That allows for the possibility, for instance, that a husband and wife, to get something that best matches their disposable time, might engage in entirely different approaches.

6. Allow parents the option of studying for a formal qualification in learning support that could lead to employment and/or further study.

7. Allow every parent the right to determine the conditions under which they participate. Allow parents agency over everything they undertake.

An approach called Chance Is a Fine Thing (CIFT) embodying such ideas was constructed towards the latter end of the 1990s. It was developed to take care of important areas of Special Education work that the model Resource Teachers: Learning and Behaviour (RTLB) operated under then did not cover. Structured around 16 learning support topics/areas that had to do with things like establishing routines, setting

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24 Good Teacher Magazine Term 4 2016

For anyone seeking further information on Developing Mathematical Inquiry Communities, otherwise known as Bobbie Maths, less commonly Pasifika Maths – the 15 video feature with the analysis of ‘evidence in action’ and supporting references provide great background. http://www.educationcounts.govt.nz/topics/BES/developing-mathematical-inquiry/introduction

feed back. Of the 420 families involved only one asked not to be included. That level of acceptance tells its own story.

Fortunately, indications of CIFT’s future worth/potential don’t entirely rest on that particular trial, encouraging as it was in many ways. George Middleton, my RTLB partner at the time decided on a simple way to make use of the CIFT materials. Ever the innovator, he decided to gather together a small group of parent helpers and teacher aides working in a local primary school and had them meet once a fortnight to discuss any of the 16 learning support skill areas covered in the CIFT materials that they wished. Hardly the most earth shattering of innovations ever tried but over the four years he ran this intervention the results proved that this simplest of approaches had something other approaches could well learn from.

Very encouraging outcomes were witnessed, proving this low-key approach was an ideal way for this group of women to learn. The following were some of the outcomes: as the women grew into their teacher-helping role they became better at managing behaviour and more effective in supporting student learning than the teachers they were supporting. They self reported using the skills learnt to better manage behaviours of their own children at home. As the women grew in confidence, some decided to take on formal study for a teacher aide qualification.

One Maori mother who was also the chairperson of a local Maori parent support group Tu Tangata that provided in-school support for Maori children decided to adopt CIFT as the official training for the Waikato branch of Tu Tangata.

I was only able to be present at a couple of the meetings George ran, by which time the group had been going for some time. At the first of these he introduced me as the originator of CIFT whereupon one very large Maori woman took me in her arms and planted a big kiss on my cheek, saying I was a genius. Nothing else I could dredge up by way of example could match that for endorsement so I think I should quit while I’m ahead.

boundaries, creating expectations, developing interests, the use of specific praise and building cooperative behaviour, each topic was presented as a self rating check list against which each user could ascertain their current level of skill use. Frequency of skill use was rated on a five-point scale. There were some 400 or so skills involved, some being metacognitive skills.

Since all the skills are written such that they describe how any given skill is to be performed, the self-rating aspect of the programme appears to occasion no threat to the user, who is after all undertaking the process for their own benefit and no participant is required to show their ratings to anyone else. What the rating process seems to do is to engender the sort of “I could do that” confidence that would lead any parent to have a go. The self-rating aspect was adopted after consulting the research that indicates most people mark themselves harder than do independent raters.

Proof of the acceptability of CIFT was obtained when I approached a local primary school to judge interest. I was overwhelmed by the enthusiastic response given it. A well-attended parent meeting likewise enthusiastically endorsed it too. In short order, it decided a year’s trial would be run, the objective being to get a full copy of the programmes content safely archived as a resource in each of the 420 homes that contributed children to the school. To ensure parents would interact with the materials multiple times, it was decided to drip feed the materials into each home by pupil post, the eldest child in any family ferrying home one section per fortnight throughout the school year.

One teacher anonymously donated $100 dollars towards the cost of the paper needed on condition that a distinctive colour was used (lilac was chosen). Two parent helpers volunteered to do the fortnightly photocopying and the delivery to each class. Each home was provided with a 30 pocket ClearFile for the archiving. Students who were involved as posties were schooled up to help ensure their respective parents completed the archiving.

This trial proved the viability of the means chosen to both get the material into homes and to get the parents interacting with it. Unfortunately, there was no funding to do any follow up to see what use was made of it and/or how helpful parents found it to be. Anecdotally teachers reported getting positive

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Good Teacher Magazine Term 4 2016 25

Desirè Truter was awarded the NEXT Foundation ExpertTeacher Award at The Mind Lab by Unitec’s graduation in Auckland.Ms Truter, a specialist English teacher at Pakuranga’s Edgewater College, recently completed her Postgraduate Certificate in Applied Practice (Digital & Collaborative Learning) and was recognised at yesterday’s ceremony alongside 215 fellow teachers from the July 2015 cohort.

She was awarded a $5,000 cash prize and runners up Simon Woudberg from Opotiki School and Harvey White from Waitakere College were also recognised.The NEXT Foundation Expert Teacher Award celebrates Ms Truter’s commitment to upskilling herself

in order to best equip her students with the skills needed for 21st Century careers. Ms Truter was humbled to win the award and says it is an accolade that she is really proud of.“The Mind Lab’s postgraduate certificate was a gateway into an area that I wasn’t very familiar with. While in principle I was already open to the concept of using digital technology in the classroom, this programme has given me the practical, hands-on tools to successfully bring digital learning to life in my teaching practice,” she says. “Having the opportunity to collaborate with other teachers meant I never wanted to miss a session. When studying through The Mind Lab, you’re never in isolation – you’re amongst other teachers who are all on the same learning journey.“I’m thrilled to have won the NEXT Expert Teacher Award and am looking forward to using the prize to study my Masters in Applied Practice through The Mind Lab by Unitec and continue on this road to becoming a better teacher and more effective leader in my school.”

NEXT top digital learning teacher announced!

The three finalists went through an interview process where they discussed key learnings from the Postgraduate Certificate and implementation of their studies into their teaching. This was led by Frank Janssen of the NEXT Foundation, who was impressed by Ms Truter’s commitment to learning more about digital teaching and learning and how best to integrate it into the classroom.“Desirè is a thinker, problem solver and an extremely reflective teacher. We’re delighted that she has been awarded the NEXT Foundation Expert Teacher Award. She has integrity, a passion for digital and collaborative learning and is a well-deserving winner of this accolade,” he said.Frances Valintine, Founder and Chair of The Mind Lab by Unitec congratulated the recent graduates from Auckland, Gisborne, Wellington and Christchurch. She thanked NEXT Foundation for its on-going commitment to helping shape the teachers and students as the innovators of the next generation.“Our partnership with NEXT Foundation is grounded in a shared long-term strategy to achieve greater education success in New Zealand. Ultimately the digital and collaborative skills our teachers gain through our postgraduate programme will help ensure Kiwi kids are prepared for the jobs of the future, and it’s hugely rewarding and satisfying to see over 1,700 educators to date who have stepped up to meet this challenge,” she says.Launched in 2014, NEXT Foundation plans to invest $100 million over the next ten years to create a legacy of environmental and educational excellence for the benefit of future generations of New Zealanders.As part of this commitment, NEXT Foundation provided 1,350 teacher scholarships in 2016 to allow public primary and secondaryteachers to access and undertake The Mind Lab by Unitec’s postgraduate programme in digital and collaborative learning.Bill Kermode, CEO of NEXT Foundation says, “NEXT is proud to support The Mind Lab by Unitec and its commitment to improving digital literacy skills across the school curriculum.”As well as professional development for teachers, The Mind Lab by Unitec teaches school students from year 1-13 who attend education workshops in its four New Zealand locations in Auckland, Gisborne, Wellington and Christchurch. The Mind Lab also runs school holiday programmes for students across the four locations.The Mind Lab has a goal of teaching 10,000 teachers and more than 180,000 school students.

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26 Good Teacher Magazine Term 4 2016

Ivan and the LighthouseWritten by Grant Sheehan &Illustrated by Rosalind ClarkPublished by Phantom House www.phantomhouse.comRRP: $25.00ISBN 978-0-9941285-1-5

This delightful book, with an interesting story, factually based l and beautifully illustrated suitably to the time-set, will not only appeal to readers aged 5-7 who like history, science, astronomy and who have a sense of adventure... It will also appeal to adults who have a sense of escapism which can never be fulfilled!.

The story follows Ivan who although happy at Devonport School would love to go and visit the Beacon Rock lighthouse where his father is the lighthouse keeper. One day his father indeed takes him with him to the rock and a glorious visit follows where Ivan’s education is added to with a ship being grounded, interesting bird life and marine creatures, Halley’s Comet and of course the lighthouse itself.

We are also shown what life is like at his home in 1910 (the time-set of the book) and discover his mother worries about him as much as current day mothers worry about their children

The book is based loosely on events in the life of Ivan Anderson and his father James who was the lighthouse keeper at the Bean Rock Lighthouse from 1909 to 1911.

The illustrations throughout the book are delightful and most suited to the subject matter and era in which the book is set..they have a lovely mixed media textured effect and make the book worth going back to just to appreciate the skill of the illustrator.

We would thoroughly recommend this book fo any school collection and certainly as a gift for children.

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Good Teacher Magazine Term 4 2016 27

Environmental Champions RewardedCanon New Zealand are excited to announce the winners of their Canon Environmental Grants Program, revealing three inspiring projects set to receive grants-in-kind to help achieve their sustainability goals.

The Motutapu Restoration Trust, Hobsonville School and the Otanewainuku Kiwi Trust have each been awarded $5,000 worth of Canon equipment of their choice for their projects’ positive impact on the environment, the uniqueness of their projects, and for demonstrating how Canon products can make a difference to their cause.

Canon New Zealand Managing Director Kim Conner says the range of community-led projects being championed by people across New Zealand is remarkable and the judging panel was impressed by the high-caliber of applications. “From communities working together to protect kiwi, kōkako, kereru, bats, penguins and bees, to schools and charities raising awareness and educating the importance of looking after our coastlines, rivers and trees, we have been truly inspired by these amazing causes.”

The winning projects include:

· Community Award: The Motutapu Restoration Trust endeavors to reinstate the natural and cultural landscape of Motutapu Island and provide facilities to help teach/train volunteers and the wider Auckland community about the importance of its conservation project.

· Education Award: Hobsonville School’s waste-free school project is dedicated to teaching pupils and the wider community the importance of caring for our environment and how to live sustainably.

· Regional Award: Otanewainuku Kiwi Trust’s, Kōkako Recovery Project, aims to restore and replenish the Kōkako population in the Otanewainuku region.

“These incredible award recipients are a true reflection of Canon’s corporate philosophy of Kyosei,

which translates to ‘working together for the common good’. Canon feel’s extremely honored to be able to support these worthy organisations and further amplify their projects through our range of specialised products,” says Conner.

More information on the award recipients:

Community Award – Motutapu Restoration TrustThe Motutapu Restoration Trust has worked voluntarily to restore the natural and cultural landscape of Motutapu Island since 1994. The Island has remained pest free since 2011, allowing for kiwi, takahe and many other species to return.In order to continue to educate volunteers, the community and local school’s about their conservation projects, the Motutapu Restoration Trust are in need of a seminar room for training and teaching. Canon’s range of projection and printing products will assist in facilitating these important sessions. On-going assessment of their native species and nests is vital for their projects success. Professional Canon camera equipment will be used to film their progress and monitor the health and survival of kiwi and takahe on the island.

Education Award – Hobsonville School

The students and teachers at Hobsonville School have taken on the ambitious goal of making their school and community waste free. This student lead programme encourages pupils to take ownership of their school environment and activate a number of initiatives to make noticeable steps for change.Through organic composting, reduced landfill and recycling initiatives, as well as their long term goals of installing a community garden, Hobsonville School are well on their way to achieving their sustainability goals.The Canon equipment will be vital in recording and monitoring their waste free project and sharing it with the wider community through their blog, website and productions.

Regional Award - Otanewainuku Kiwi Trust

Since 2002 the Otanewainuku Kiwi Trust have been working hard towards their goal of restoring the Otanewainuku region by removing pests and returning it to its former glory to allow the re-introduction of Kōkako into the area.Since 2012, 20 Kōkako have been re-introduced to Otanewainuku and another 30 birds are planned to be trans-located by the end of 2019. Measurement of bird survival and breeding success rates is fundamental to the ongoing advancement of the Kōkako Recovery Project.Kōkako nest in in the tree tops and at Otanewainuku they are 20m above ground level. Specialised equipment is required to assess the birds and Canon’s range of binoculars and cameras are ideal for identification and recording what is observed.

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28 Good Teacher Magazine Term 4 2016 Back to index>

Team Jigsaw

Basic level challenges are mostly fact finding and application but they should also include some analysis to challenge the student’s thinking.

Useful verbs to develop activities: apply, choose, collect, discover, draw, explain, predict,

Compare, name, identify, list, classify.

Eg.

1 Provide a selection (or a single item, depending on ability) of articles/readings/ stories/ website links/ for the students to study. Have a selection of statements based on the facts. Students decide whether statements are true or false based on the article/reading/ story/ website links/ that they have found out about the topic and explain the reasons for their choice. (These are right/wrong responses and the answers are in the text or data)

Statement Response Reason/ explanation

1 True False

2 True False

3 True False

4 True False

2 Provide an article/ reading/ book/ website link/ for the students to study. Have a selection of inferences based on the facts. Students decide whether inferences could be true or false based on the of article/reading/ story/ website links/facts that they have found out about the topic and explain the reasons for their choice. (Students may have a range of responses but they need to be able to justify them based on words/phrases/text/information that supports their response).

Inference Response Explanation

1 Agree Disagree

2 Agree Disagree

3 Students compile a list of words (with definitions) from A-Z that have relevance to the topic and say where they can be found.

Want something different for the new term to encourage and show student learning in your classroom? A team jigsaw approach supports classroom differentiation in action and is simple to set up. It can be used in a wide range of curriculum areas. Divide students into groups of 4 or 5 with each group having one comparatively advanced learner and one learner who needs to work at a basic level. The rest of the group is made up from mid-range ability learners. The goal is for each group member to become an expert on one of the specific tasks that you have set. The tasks need to provide challenge within the ability level of the students, with several activities for each level to choose from. Levels are based on Bloom’s taxonomy.

Good Teacher Magazine Term 4 2016 29 Back to index>

Elaine Le Sueur

4 Students find a reference from the set work for each square of a Noughts and Crosses (9x9) grid. The challenge is to complete three in a row. (vertical, horizontal or diagonal.) The following example is based on grammatical relationships but the activity could be adapted to suit the specific learning objectives

A word that has two

meanings

An opinion A fact

3 adjectives (describing words) from the text.

A synonym for …

4 different examples of punctuation

A list of nouns from the text, arranged in alphabetical order

An example of an interesting question about the text.

An antonym for …

5 Think of some questions that you would like to ask the writer/ author of an article/book relating to the topic. Pretend that he/she gives you the answers and make a television report for the class.

Moderate level challenges are a combination of fact finding, application and creative activities with an emphasis on analysing the facts and coming up with complex and creative ways of showing the learning. Useful verbs for developing activities… show, compare, change, classify, infer, select, survey, analyse, plan, create, consider

E.g.1. What makes a/an … a/an …? (Link to the

topic to show understanding of the concept being studied) Make a list of requirements in the style of a job advertisement.

2. Study four different articles/readings/ sto-ries/ website links to the topic and try to find a pattern that you could use to recommend another of article/reading/ story/ website link that fits the pattern and the topic.

3. Start with the answer and list five questions that might give that answer. This activity can be differentiated for higher level ability by adding the proviso that the answer given can

be the ONLY answer to the question that is asked… then challenge others to find excep-tions.4. Write your own article about the topic using facts that you have found. Be sure to ac-knowledge your sources.5. Create a ‘what do you think’ sheet and survey your classmates, then write up the results.

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HIGH level challenges have an emphasis on more complexity and abstract thinking. Useful verbs for developing activities include recommend, critique, evaluate, compare, subdivide, point out, construct, hypothesise, theorise, design, combine, invent

1. One of the article writers has asked you to rewrite his/her article to make it more user friendly for students of your age. How will you go about it? Present the article in a way that helps your classmates to understand the content.

2. What can we learn about ourselves by under-standing about… ( topic). Relate the topic to an example from your own life.

3. Open your dictionary to a random page. Pick a random word off that page (it needs to be a noun) and the use it to explain …How is a … (topic) like a … (your selected word)?If you can’t think of an answer then ask your teacher for another random word. You can only have two words to choose from… the one in the dictionary or the one from your teacher. Your challenge is to make one of them work!

4. Most articles/ books/ websites support a par-ticular position. Attack that position and find an article/ nook/ website that gives another valid point of view. Use a graphic organiser to contrast viewpoints.

5. Use what you have found out to generate possible innovative solutions to a problem/issue from your topic. Ask yourself…’what would a really good job that reflects my best effort look like?’ Use your answer to deter-mine your success criteria then select your best solution

Group ChallengeDesign a visual organiser of categories such as

‘Good questions about…’

‘Recommended websites about…’

‘Good books about…’

‘(name) knows a lot about…’

This can be added to by each person in the group to show learning progress over time, and/or can be kept by each member of the group to show individual progress, or displayed on the wall to show work from all of the groups.

Take your pick!

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Desperate Man Without Address Draws Map On Envelope Instead, And It Gets Delivered

Rūta Grašytė

An Iceland tourist didn’t have the address of the person he was sending a letter to, but luckily, he had a good memory.So, instead of putting an address on the envelope, he drew a map which leads to a farm in Hvammsveit, West Iceland, with a red dot marked on the destination. The envelope reads: Country: Iceland. City: Búðardalur. Name: A horse farm with an

Icelandic/Danish couple and three kids and a lot of sheep!

It also has a little clue in the corner saying that ‘the Danish woman works in a supermarket in Búðardalur.’ How cute!

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NZSD Graduation Season 201616 – 26 November at New Zealand School of Dance Classical ballet and contemporary dance students from the New Zealand School of Dance perform breathtaking choreography as they step boldly into dance careers. Graduation Season brings together the hard work of accomplished students and distinguished tutors in a beautifully presented production. These exhilarating performances by 2016’s new dance talent will show they have earned their place alongside the many graduates of the School performing with companies world-wide.

“The New Zealand School of Dance (NZSD) continues to impress with the strength and versatility of its students in this season of dance designed to both challenge and display.” – Dance Australia

New Zealand School of Dance students Holly Newsome & Sam Hall. Photographed by Stephen A’Court.

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The New Zealand School of Dance (NZSD) is one of the Southern Hemisphere’s leading dance training institutions, preparing students for careers in professional dance performance.

Established in 1967, and celebrating its 50th anniversary in 2017, the NZSD has an international reputation. It is known for producing versatile and employable dancers, skilled in classical ballet and contemporary dance. The School’s unique training develops qualities that meet the needs of the dance profession while extending the boundaries of the art form.

The architecturally designed, purpose built facilities are located in Wellington, New Zealand. Around eighty gifted young dancers study full-time at the School. In recent years this has included students from around New Zealand, the Asia/Pacific region and further afield. An impressive faculty of teaching staff, choreographers, and international guest tutors assist students to achieve two or three-year qualifications in dance performance.

Most graduates enter careers in dance performance, around 75% of students gaining contracts within six months of graduating. Former students have gone on to make significant contributions to dance, leading outstanding careers and dancing with top companies around the world.

New Zealand School of Dance students Hosanna Ball & Song Teng. Photographed by Stephen A’Court

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WANTED: Science with a female touch

What do radioactive elements, a nuclear shell structure, radium, polonium and anti-Malaria medicine have in common? If you know the answer you’re a rare breed, but the answer is they were all discovered or by female scientists and all awarded with *Nobel prizes to acknowledge their outstanding achievements.

Closer to home, a search of renowned New Zealand scientists credits only four females out of a list of 44 mentioned. This clearly shows a gender disparity in the field and one that still exists today. The world needs science and science needs women. Important contributions to the understanding of molecular structures of DNA, healthcare standard for new-borns (APGAR score) and the world’s first computer programme were all pioneered by female scientists that changed the world. Research shows gender diverse teams solve complex problems better and faster and yet there is a lack of female representation in hard sciences in many universities and workplaces. New Zealand is experiencing a serious skills shortage of females in many science fields, needing to look abroad to fill the gap. Society faces challenges that will only be addressed by the skills of diverse scientific groups, and this shortage could be eased by encouraging more girls to consider a career in science. L’Oréal NZ’s third annual ‘For Girls in Science’ forum held today is aimed at 180 aspiring year 11 and 12 girls from 20 schools around Auckland. Supported by the University of Auckland, the forum provides an opportunity for students to meet and learn more from some of the very best women scientists in the country.

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WANTED: Science with a female touch

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The girls also experience science first-hand during interactive laboratory tours including the Photon Factory, and Distinguished Professor Margaret Brimble’s research laboratory following the forum. L’Oréal NZ Group Corporate Communications Manager Tanya Abbott says there is still a gender representation gap in the status and study choices of people working in science fields. “Although this isn’t a new issue, there are still myths, stereotypes and gender differences preventing girls from pursuing a career in science. Our aim is to inspire and demystify science as a profession for young women to encourage more of them take it up as a career.” This year’s panel was hosted by Dr Michelle Dickinson (aka Nano Girl). It was chaired by Distinguished Professor Margaret Brimble, who was one of the five L’Oréal–UNESCO For Women in Science Laureates in 2007. She is also one of four female scientists mentioned in the renowned New Zealand scientists list. “For science to make a difference to the world we do need more women in science; women who will make a difference in New Zealand and the world,” Distinguished Professor Brimble said.Distinguished Professor Brimble and Dr Dickinson were joined by Dr Zoë Hilton (L’Oréal–UNESCO For Women in Science International Fellow 2012) and Dr Christina Riesselman. (L’Oréal – UNESCO For Women in Science New Zealand Fellow 2015). “I’m a firm believer you can achieve anything you set your mind to, if you work hard enough and find great people to share your journey,” said host Dr Michelle Dickinson.The forum is part of the L’Oréal-UNESCO For Women in Science programme which has been supporting and recognising women researchers around the globe for 18 years with its Laureate and Fellowship initiative.

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Effective Team Leaders Have Good HRM Skills: True or False?In order to be an effective team leader, it’s important to have skills in HR and management. A degree in Human Resources management not only covers the key areas of HR, but helps you to identify different types of workers – and how you can use effective management to get the best from them. Do You Need HR Skills to be a Good Team Leader? In some cases, experience alone is enough to make you a solid team leader; especially if you have naturally good management skills. However, in most instances, it’s beneficial to have a firm understanding of HR, and how to get the best out of your workforce.

Studying an HR management degree gives you skills in:• Recruitment: How to source and identify the right

people to join your team• The law: How to ensure your employees are

treated fairly and in adherence to current law.• Resolution of problems: How to address conflict

and resolve disputes• Motivation: How to get the most from your team.• Personalisation: Understanding that all team

members are different, and that management is more than a ‘one-size-fits-all’ approach.

If you’re interested in a career in HR management, here’s a light-hearted look at the key types of employee – their capabilities, their limitations, and how you can manage them successfully.

Effective Team Leaders Have Good HRM Skills: True or False?

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Good Teacher Magazine Term 4 2016 39

Managing Different Types of Worker 1. The Grafter The grafter is reliable, hard-working, and steadfastly gets on with the task in hand. However, they often prefer to follow orders than take initiative, and find it difficult to deliver more than the expected results. Strengths: Trustworthiness, dedication, perseverance Limitations: Lack of initiative, less ambition HR Management approach: Encourage the Grafter to take the lead from time to time, and actively participate in brainstorming sessions. Recognise that they form the solid backbone of the team, and acknowledge their role publicly, to ensure they feel valued. Encourage them to undertake tasks that take them out of their comfort zone from time to time.

2. The ‘Ideas’ Man / WomanThe ‘Ideas’ man or woman is a fountain of creative thinking – constantly coming up with exciting new suggestions and concepts. They love thinking big and always have their attention focused on the bigger picture. They’re enthusiastic, innovative and their excitement is often infectious. Strengths: Creativity, passion, enthusiasm Limitations: Difficulty staying ‘on track’ with one task, easily bored HR Management Approach: The ‘ideas’ man or woman needs constant fresh stimulation to remain excited by their job – that’s what motivates them! Make sure they’re given plenty of opportunity to share their ideas, but make sure they’re not allowed to dominate – as this may result in instability and bad-feeling within the team.

3. The Mountain-ClimbersThe Mountain Climber has clearly established ambitions, and nothing will stop them from achieving their dreams. They’re forceful, dynamic and driven – but can be intimidating at times. Their focus and natural leadership qualities make them an important part of the team. Strengths: Drive, determination, passion Limitations: Aggressive approach, over-dominant, easily frustrated HR Management Approach: The Mountain Climber is ambitious, and is driven by success – so it’s important to ensure they’re given the right opportunity to realise their dreams. Encourage them to take on leadership roles within the team, but keep a close eye, in case their dominance deters other members of the workforce.

4. The IntrovertThe Introvert likes nothing more than to focus on the task at hand, and be left alone to complete it to a high standard. They’re often perfectionists – and you can rely on them to deliver excellent results; but they find it difficult to communicate with their team, and shy away from speaking in public. Strengths: High standards, complete focus, meticulous approach

Effective Team Leaders Have Good HRM Skills: True or False?

Limitations: Reluctant to share ideas, struggles to integrate in team situations HR Management Approach: Respect the fact that the Introvert may prefer to speak to people on a one-to-one basis, or even via email. Don’t force them to present results to team, but make sure their hard work is publicly acknowledged.

5. The CommunicatorSome members of staff are excellent at all forms of communication – and you’ll often find them in sales or customer-facing roles. They’re friendly, eloquent and adept at convincing others – but their natural love of the limelight means they can hog centre-stage from time to time. Strengths: Communication, conviction, likeability Limitations: Too talkative, unfocused, finds it difficult to concentrate on one task. HR Management Approach: The communicator likes to feel that their opinions have been heard – and it’s important to give them the opportunity to share ideas and converse with fellow team members. However, it’s important to provide training to show them how to use their abilities effectively – and to keep their natural chattiness in check!

Key Questions to Ask in HR Management1. MotivationWhen working with any employee, try to ascertain what motivates them. Are they driven by money? Do they thrive of recognition and reward? Are they excited by new challenges? Discover what their goals are, and use them to your advantage.

2. LimitationsEvery employee has certain limitations – it’s part of being human! Understand what limits your workers. Do they struggle with stress? Are they naturally introverted, and thus hate speaking in front of colleagues? Do they find it difficult to concentrate on one task for extended periods of time? Understand the factors that cause them stress, and seek to reduce them.

3. TalentsEvery worker has a talent or two – and your job is to ensure they’re given the chance to shine. If they’re exceptionally creative, make sure that their job involves as much creative input as possible. If they enjoy compiling data and presenting results, see if this can be incorporated into their role. In short, make the most of what they have to offer!If you’re interested in studying business management, or any other marketing or business-related subjects, visit LSM’s website today. We’ve got a wide range of diplomas, certificates and degrees, designed to take you further in life.

London School of Marketing

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Meet Marsha Blaker and Paul DeSomma – the talented California-based husband and wife that create stunning glass and ceramic artworks. One of our favorites – their series of glass sculptures representing the ocean.Inspired by their love of nature and the ocean environment, the couple perfectly recreates the big blue waves in all their glory.

“Our immersion in the constantly changing and evolving ocean environment inspires us to develop and grow our glasswork. We love this work to capture the vitality and energy of the ocean,”

the artists told Bored Panda. I must say, I’m feeling the energy of the ocean just looking at these pictures! Take a look for yourselves

More info: blakerdesommaglass.comboredpanda.com

Ocean Wave Vases And Sculptures Capture The Majestic Power Of The Sea

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Rūta Grašytė

Ocean Wave Vases And Sculptures Capture The Majestic Power Of The Sea

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School Replaces Detention With Meditation And Results Are Amazing

Robert W. Coleman School in Baltimore sounds like the best school ever. Why? Because there’s no such thing as detention at the Baltimore Elementary.

Yep, you heard that correctly. Instead they have a Mindful Moment Room, a brightly colored “oasis of calm” that looks about as far as you can get from the windowless detention rooms typically used to punish unruly kids.

It’s part of an after-school programme called Holistic Me, an initiative that teaches children to practice mindful meditation and breathing exercises while encouraging them to talk to behavioral professionals.

The programme works in partnership with a local non-profit called the Holistic Life Foundation, and the results so far have been pretty impressive. In fact, since first taking part in the programme two years ago,

Robert W. Coleman hasn’t issued a single suspension.

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School Replaces Detention With Meditation And Results Are Amazing James Gould-Bourn

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The Global Search for Education: WHAT is “Four-Dimensional” Education?

According to Center for Curriculum Redesign (CCR) founder Charles Fadel, education is “falling behind its mission to prepare students for the future: a world that’s increasingly volatile, uncertain, complex and ambiguous.” Curriculum was significantly redesigned in the late 1800’s when societal and human capital needs demanded it. But the 21st century bears little resemblance to the past. WHAT should we teach young people in an age where Dr. Google has an answer for everything? Humans are living longer; the traditional professions disappear while new ones are created; international mobility is drastically increasing population diversity; terrorism, environmental threats and inequality need our collective attention; and robots and gene editing are coming, requiring us to re-examine the very core of what it means to be human. WHAT does all that we know now, and all that we still can only imagine, mean for Curriculum?

If we agree that the technological trends futurists are predicting will mean constant and dramatic changes for all, why aren’t we more focused on rethinking the WHAT of education i.e. WHAT curriculum will make education more relevant in the future?According to Andreas Schleicher, Director for Education and Skills at the OECD, Fadel’s book, Four-Dimensional Education: The Competencies Learners Need to Succeed, provides a “first of its kind organizing framework of competencies needed for this century which defines the spaces in which educators, curriculum planners, policy makers and learners can establish WHAT should be learned.”The Global Search for Education begins a five part series to discuss WHAT should students learn for the 21st century? We welcome Charles Fadel for Part 1: What is Four-Dimensional Education?

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The Global Search for Education: WHAT is “Four-Dimensional” Education?

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C M Rubin

“Because of the vast amount of information that needs to be covered and the pressure of preparing for standardized tests, relatively few educators are able to consistently provide the time needed to effectively integrate new learning goals into the curriculum.” — Charles Fadel

Charles: It is an unpredictable world. What does it mean for Curriculum?

The unpredictable context requires a paradigm switch so that the goal of education is no longer to impart information but to teach students to navigate an ever-changing world. For this they will need versatility i.e.breadth as a hedge against rapidly changing conditions, an increased capability i.e. depth to engage with complex challenges, along with a diverse set of competencies

such as adaptability, increased collaboration between cultures, etc. towards the goal of a sustainable humanity via fulfilled individuals.

What elements of curriculum do we need to change?

Traditional disciplines currently take up most of the available time and leave little space for newer subjects, branches and topics within traditional disciplines for example complex systems in mathematics, modern disciplines (e.g. entrepreneurship), interdisciplinary, cross-cutting themes, and competencies. Because of the vast amount of information that needs to be covered and the pressure of preparing for standardized tests, relatively few educators are able to consistently provide the time needed to effectively integrate new learning goals into the curriculum. We need to redesign curriculum to both broaden and deepen understanding; the current content will need to be re-examined with a fine-toothed comb. That process involves distilling each discipline into its core essential questions, and restructuring the information to highlight these concepts and meta-concepts as well as their processes, methods and tools. We need to examine the rationale behind each item; does it provide practical value for the future? Cognitive value for transfer and extension to other faculties? Emotional or aesthetic value due to its inherent beauty? These facets should be highlighted, and the items found to have no clear justification except inertia should be removed. This does not mean cutting out entire subjects by any means. The question is not whether students need to learn math, but which parts of math are no longer useful? For example, perhaps it is no longer useful to spend core curriculum time learning long division, or some algorithms of trigonometry.

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Are paradigm shifts difficult in large established systems where there may be a lot of inertia?

Correct. The inertia is propelled at two levels: the policy level, and the level of human expertise and authority.

At the policy level, most countries must work with an inherent level of instability, with elections and changes of leadership occurring every few years. The frequent changes of personnel at both the staff level and the ministerial level, and the political pressures to balance the competing interests of voters, parents, unions, businesses, and so on, often preclude the continuity necessary to reflect on large-scale trends, plan for long-term goals, take calculated risks, or embrace change and innovation.

At the level of human expertise and authority, decisions are often reserved for subject-matter experts. These experts’ opinions are partial and biased in certain predictable ways. First, experts feel responsible for upholding earlier standards, as they have sometimes been part of creating them and promoting their benefits. Being loyal to their field of study, they also find it difficult to discard parts of the whole cloth of their field’s knowledge, even after those parts have become outdated.

“We need to redesign curriculum to both broaden and deepen understanding; the current content will need to be re-examined with a fine-toothed comb.” — Charles Fadel

Second, it is also very difficult for experts to add new disciplines to traditional fields of knowledge. For example, algorithmics and game theory are topics that are relevant for current advancements in a variety of fields that use mathematics, but tradition-oriented mathematics experts do not include them in their efforts to reform mathematics curriculum. Additionally, expert academics often operate in relative isolation from the demands of the real world, sometimes unaware of the ways their discipline is currently being applied in professional settings outside academia.

Finally, these subject-matter experts place a large emphasis on the ways others in their field around the world are accomplishing similar curriculum reviews. In trying to adjust to emulate the others, they are subject to groupthink, and together they are rarely able to be highly innovative.

We’re seeing a growing consensus among employers and world leaders that curriculum does not adequately prepare graduates for today’s workforce and world. Thoughts?

In addition to learning content deeply, students will need to apply that knowledge using “21st Century Skills”: Creativity, Critical Thinking, Communication,

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and Collaboration. But skills are only one further dimension. In addition to skills, students will need to learn Character qualities: how students engage and behave in the world. Policymakers are beginning to see their importance as part of a formal education, although educators and employers have known this for a long time. Despite what is traditionally conceived of as progress, for example, economic growth, material productivity, etc, countries are now tracking other indicators of social progress and the level of their responses to local and global challenges, for example, poverty, violence, corruption and sustainability. This highlights the need for students to develop and build positive character qualities in addition to the knowledge and skills most needed for success.

In order to deepen and enhance the learning in these three dimensions — Knowledge, Skills, and Character qualities–there is an important additional fourth dimension needed for a fully comprehensive twenty-first century education: Meta-Learning (often called learning to learn–the internal processes by which we reflect on and adapt our learning). It is not enough to implicitly include this fourth dimension in all the other dimensions–its significance must be highlighted explicitly, so that we are constantly reminded to incorporate meta-learning strategies into the knowledge, skills, and character portions of our learning experiences, learning how to strive to improve no matter what goals we set for ourselves.

Why do you believe your framework is the best approach?

Our framework is a result of the analysis and synthesis of research on learning sciences, views from futurists and economists, standards around the world, and needs of employers and societies — all organized to be maximally comprehensive, compact, appropriate, and globally relevant. By being able to consider all the necessary goals of a 21st Century curriculum at one time, policy makers, curriculum designers, teachers, and parents can more effectively make decisions about the future of education. The framework does not prescribe a particular path forward; rather it lays out the map clearly so that everyone can speak the same language about improvement, even as they create different instantiations of how to get there.

How can successful implementation be realized given the complexity of the issues?

At the policy level, we will need to strive toward a stable consensus among political factions, and clearly articulated vision of the kind of education students now need. At the level of disciplinary experts, there needs to be continuous involvement of real-world users of the disciplines, in addition to reform-minded academics.

We will need to leverage best practices from education systems around the world as well as industry where applicable. We must carefully re-examine the relevance of what we teach, curate the

traditional disciplines, add relevant modern disciplines, and place emphasis on more holistic “whole student” learning–not just knowledge but also skills, character, and meta-learning. Finally, we will need the courage to innovate, letting go of the comfort of an existing system and working under conditions of uncertainty toward a better one.

“We will need the courage to innovate, letting go of the comfort of an existing system and working under conditions of uncertainty toward a better one.” — Charles Fadel

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3D Drawings That I Create To Confuse People

I am a self-taught, 30 year old from Serbia. I have been actively engaged in drawing for less than 3 years. They said that I always had a talent for drawing, but I didn’t have interest for this.I started drawing portraits and it was hard, so I decided to draw something different, something near.

boredpanda.com

3D is something that people like and I want to be the best at this. I use colored pencils, markers and pastel. Inspiration is everywhere, I just need to catch it

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3D Drawings That I Create To Confuse People

Nikola Čuljić

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Five Things Education Technology Could Learn from Pokémon Go

Ok, I have a confession. Last Thursday, I became yet another Pokémon Go-related statistic when I fell into a hole while walking around my neighborhood.I began playing the new GPS-enabled, augmented reality game, Pokémon Go the minute I learned that I could realize my childhood dream of hunting Pokémon IRL (in real life, for those not familiar with the acronym). I was hooked. So hooked, that while glued to my cell phone screen and searching for an elusive Bulbasaur, I fell directly into a not-so-elusive Houston pothole. Don’t worry, I caught the Bulbasaur (and I’m OK).

However, during my weekend search for Pikachu, Snorlax, and the other 248 Pokémon, it dawned on me how right the developers of the game got it when it came to building a technology that motivates and inspires users to get hooked and stay that way, even when the searching process gets more difficult. I think about this — how to motivate people and keep them motivated — often, although typically within the context of subject area that most fourth graders (and, lets be real, most thirty-year-olds) find less exciting than the hunt for mythical, magical beings: education.

Here are five lessons education technology could learn from Pokémon Go:

The popular Charizard character from Pokémon. Source: http://screenrant.com/wp-content/uploads/Charizard-flying.jpg

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Five Things Education Technology Could Learn from Pokémon Go

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Daniel Williamson

1. Pokémon Go’s augmented reality is cool, brings relevance to the experience, and encourages users to explore and engage with their environment in novel ways.

One of the novel features of Pokémon Go is its ability to meld the fantasy world of Pokémon into the user’s every day environment. In order to find Pokémon, users are required to travel around their community to different locations. Once at these locations, the game uses cell phone cameras to project a Pokémon into these real-world environments.

The use of augmented reality makes the game feel more exciting by integrating itself and

making itself relevant to the user’s particular community. Of course, Pokémon fans could simply break out the old Gameboy and catch Pokémon within the privacy of their home, but doing so is nowhere near as fun as going out into their communities to explore. Augmented reality in Pokémon Go connects the game to the real world and encourages users to go out and explore places they might have never gone.

In education, the ideas and topics covered in a textbook or a lecture often fail to make the leap from abstract concept to real-world application. Drawing upon the use of augmented reality in Pokémon Go, education technologies could devise ways to authentically engage users in real-world situations. For example, they could encourage the examination of biological or physical processes as they occur in nature.

2. Pokémon Go engages players at their Optimal Level of Difficulty.

When beginning the game, a novice player encounters challenges that are “just right” for their skill level, while more experienced players receive more difficult challenges. For example, a new player will go out and encounter an easy-to-capture Pokémon, like a Pidgey. After leveling up, however, Pokémon become more difficult to capture. These Pokémon require, for example,

A Magikarp on imposed a frying pan via Pokémon’s Augmented Reality program. Source:https://fdstrps.com/images/231294/441391967.jpg

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that the player “release” or “throw” a Poké Ball (a device used for catching wild Pokémon) at just the right time, with an ever-so-perfect a spin, or you have no chance of catching an elusive Wigglytuff.

The game is quite good at finding the Goldilocks zone of being neither too hard, nor too easy. This ability is important, especially when it’s related to how students approach educational assessments. If a question or challenge is too

hard, students get discouraged and quit; if it is too easy, students get bored and disengage.

3. Gradual exposure to new elements and new ideas keeps Pokémon Go interesting and doesn’t overwhelm the novice.

Just like educational technologies, Pokémon Go is a very complex system. Users can catch Pokémon, explore various real-world landmarks designated as Poké Stops, put spin on Poké Balls to increase the likelihood that they will

Pokémon players at the University of St. Thomas in Houston. Credit: Daniel Williamson

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successfully catch their target, and battle at gyms (physical places where players can virtually engage in sparring matches or battles with other Pokémon enthusiasts). However, unlike much tech used in the classroom, Pokémon Go reveals these features to users gradually. In some cases, such as battling at a gym, a player is barred from entry until they reach a level 5. In Pokémon Go, not only does gradual exposure to more advanced features prevent the need for training, it also keeps the game interesting. Players have something to work towards, capabilities to unlock.

In edtech, faculty members are often thrown into the technological deep end. They are presented with myriad options and toggles — they get all the features of a level 20 Poké Master, despite the fact that they’ve yet to learn how to snag a baby Rattata. I’m not saying that it would be wise to make faculty who are accustomed to choosing edtech products based on their feature richness wait to have access to, say, an advanced analytics dashboard. But I do think the edtech industry needs to abandon the feature arms race in favor of user-friendly technologies and tools that make it easy for teachers, students, and administrators to get what they need, when they need it.

4. Growth mindset is implemented throughout the game, which encourages users to improve their performance by strengthening their Pokémon and increasing their avatar’s experience points.

Growth Mindset is probably one of the hottest buzzwords in education right now. The idea simplified is that individuals fall into two different mindset categories:

1) A growth mindset, where an individual believes that they can improve their performance with strategic practice and hard work, and

2) A fixed mindset, where an individual believes that their skills are based on innate talents and gifts cannot be changed.

Throughout Pokémon Go, developers have encouraged a growth mindset. Players see their experience and skill level increase with each Pokémon they capture or each battle they win and say, “If I just keep trying and practicing, I can get stronger.”

Unfortunately, the same often does not hold true in the world of education. Students typically believe that they fall into a specific, unchangeable camp, such as the “I’m just not good at math” camp. High-stakes testing and assessments, as well as many education technologies can discouraging users and make them less likely to try to increase their understanding in their problem subject areas. Assessments have become synonymous with something that is bad, even though a ton of

research shows that “long-term memory is increased when some of a student’s learning period is devoted to retrieving to-be-remembered information through testing or assessments.”(Wikipedia) Education technologies must figure out how to encourage users to view assessments and quizzes as a good things, then use this technique to encourage students to level up as they would when battling in Pokémon Go.

5. Pokémon Go uses technology to create Community IRL.

Yesterday evening, I was out playing Pokémon Go with friends. We were walking around our neighborhood, searching for rare creatures, when we stumbled upon another group of similarly aged individuals, their heads buried in their iPhones, their fingers making the distinctive flicking motions associated with trying to capture a Pokémon. We inquired about each other’s catch and immediately bonded over our mutual pursuit of prized Pokémon. The other team shared with us that “The really good Pokémon hang out at the Zoo,” and “If you do this, you are more likely to catch that Psyduck.” Since then, my Facebook feed has been filled with invites to Pokémon hunting themed meet-ups. A new community has grown up around this game practically overnight.

In a time when technology is often thought to discourage participation in real life, Pokémon Go has done something unique; it has brought people together and formed communities. With education technologies, more often than not the learner and, in many cases, the educator, are isolated. The technology creates a barrier between them and can prevent communities from spontaneously forming. New models of educational technology must figure out how to break down these barriers, create communities, and use technology to bridge the gap between our virtual worlds and our real lives.

I’m not sure if Pokémon Go is a passing fad or something that is here to stay. However, whether you are a technologist working on the next great learning app or a teacher trying to figure out how to engage your students, Pokémon Go offers a powerful model that has quickly changed the way users behave and engage with digital content.

Just one warning, don’t forget to watch out for the potholes.

Daniel Willaimson.‘I’m passionate about education equity and have dedicated the past ten years of my life to developing and leading education startups from idea to implementation.’

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I Turn Instruments Into Artby Salty Hippie

My name is Salty Hippie I’m an artist and I live in Sydney Australia. I paint musical instruments: ukuleles, tambourines, guitars, drums. I want to paint a banjo one day but I need to save up. I also paint little statues and ornaments, and occasionally I paint on paper as well. I enjoy larger projects, I just finished painting a laughing Buddha statue that took about a month to paint. I love bright colours, the sea and the stars and galaxies, I love music so I turn instruments into canvases. I’m not much of a writer so I don’t want to prolong your pain and keep writing about myself but I really hope you like my artwork, thank you for taking the time to look.

boredpanda.com

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I Turn Instruments Into Art

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This Adulting Stuff Is For the Birds.

When I spit my toothpaste in the sink, some splatters onto the faucet and, for a second, I think to just leave it.

Someone else will clean up.

I close my eyes and hear the sounds of my childhood like they’re right outside my window. Because they are. Except the sounds are coming from my children and swarms of their pals running around in the back yard. Wasn’t it just yesterday I, too, had zero responsibilities except calling a ghost runner on third base?

Ripping off a piece of paper towel, I wipe the faucet, buffing it dry until it shines.

Adulting sucks sometimes.

I learned something about myself long ago: I thrive on praise. Be my cheerleader, and I’ll love you forever. Tell me job well done, and I’ll bust my butt for you. Acknowledging my efforts worked in my favor through elementary school up to my profession as a teacher, but I make dinner from scratch and do you think anyone has the decency to have a parade in my honor? No one in this house has run out of clean underwear in at least a week, so where are those ingrates’ thank-you notes?

One day we wake up with a mortgage or a family or both and BOOM! Welcome to Adulthood, Asshole. There’s no middle ground, no dipping

in a toe before diving headfirst. There are days we are so painfully aware of the heavy fog of obligation that we can’t see through to the other side. The urge to walk away is alarmingly overwhelming.

There are no fist-bumps when my husband and I pay for stuff, don’t accidentally leave a kid somewhere, or cut the grass. There should at least be balloons when we make it somewhere–anywhere–on time. But that’s just it: this adulting thing? There is no praise. No acknowledgement of a job well done. And it’s even worse for parents: it takes, like, 18 years until we’re able to even glean the faintest proof of a job well done. Talk about a shoddy gig. Yet, in theory, we knew that would be the case; couples everywhere fully understand the sacrifice they are making when they willingly (or otherwise) become parents. But then it actually happens and we’re all

What’s more is that lately, I’m personally having a hard time fitting in. As a woman, wife, and mother, I’m not sure where I belong. I’m not the college girl in her LuLaRoe leggings all hopped up on Starbucks; I’m not the wise Mama relaxing on her towel, waving at her kids as they splash in the deep end. I’m the in-between lady who...

• thinks both presidential candidates are the pits

• is a cradle Catholic that says fuck too much

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This Adulting Stuff Is For the Birds.

Hey there, I’m Steph! English teacher by trade, smack-talker by nature, and mother of three who lives by the mantra: Life is too short, laugh! I hope you’ll stick around and check out my stuff. And by stuff I mean my writing.

• can’t decide if low-rise jeans are too risque at her age

• believes Black Lives Matter and so do the ones earning a living by protecting them

• loves her husband but doesn’t show him enough

• tried a pair of those LuLaRoe leggings and thought they sucked

• hates unreasonable advice (5 Ways To Stop Yelling!), but her Pinterest boards speak otherwise

• discovered that elusive balance everyone talks about when she took her vitamins with a beer

• doesn’t think she’s judgmental but can’t stop criticizing herself

• could care less that Brad Pitt and Angelina Jolie are divorcing; homewreckers get what they get and they don’t throw a fit

• continues traversing the rocky terrain that is parenthood considers herself a feminist but appreciates when anyone holds a door open for her

My first-grader and I feel the same push-and-pull as we straddle the two realms of Me vs. Us. As we struggle to find our place and be comfortable there, we feel the unmistakable tug of what has been, what should be, and what will be. He wipes his own butt now, is finally allowed to walk to his friend’s house by himself (stay in the

yards, off the road), but still sleeps with Blue Bear Teddy. Childhood is a beautiful contradiction of independent dependence, though through his confusion and frustration, my 7-year-old probably wouldn’t agree with the beautiful part. My (lacking) fashion sense, progressively traditional ideals, and stupid sense of humor rarely reflect someone staunchly planted in parenthood. Yet here I am.

I’m not sure where I belong in Adulthood.

It’s always about perspective, isn’t it? I watch my son and remember those struggles as minor, but when in I was in my size 1 grass-stained sneakers, those problems were all-consuming. Who cares about fitting in at this point?! I’ve wasted too much time already wondering which box I should check that I didn’t even realize, in the midst of this silly identity crisis, I created my own box. It’s my own version of a beautiful contradiction. It’s a bacon cheddar burger in a lettuce wrap. It’s moderation. It’s basically Panera Bread in a Happy Meal because everyone deserves a prize, dammit.

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Artist Turns Trash Into Animals To Remind Us About Pollution

To spread his message about endless waste production, Portuguese street artist Bordalo II (Artur Bordalo) creates stunning animal sculptures. However, unlike most artists, Bordalo doesn’t buy his material - he scavenges it. He seeks to portray nature (animals) with the materials that threaten it.While he started working in Portugal, now he is going global. His latest journeys feature stops in Estonia and the USA. He’s bold, he’s determined, and he’s consistent - let’s hope that Bordalo will stay this way and continue his fight.

Bored Panda has already written about Bordalo...here’s more!.

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Artist Turns Trash Into Animals To Remind Us About Pollution

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Gasana reading to children at the Kigali Reading Center in Rwanda.

(Photo courtesy of Parfait Gasana)

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Discovering lots of cool thinngs

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74 Good Teacher Magazine Term 4 2016

Trusting the Process: 3 Key Features of High-Quality PM Processes

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According to well-known business executive Don Tapscott, the technological development that will most impact the way we live in the next few decades is not the newest iPhone, or flying drones, or self-driving cars. It’s a technology many of us may not have heard of: blockchain technology. Blockchain is the technology behind

Bitcoin - a way of transferring assets instantly over the Internet, using a complicated encryption system rather than intermediary organizations. Whereas traditionally the transfer of money across long distances has to go through banks, blockchain technology operates as a peer-to-peer network, eliminating the need for a middleman.

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Trusting the Process: 3 Key Features of High-Quality PM ProcessesBy Michelle LaBrosse,CCPM, PMP®, PMI-ACP,

and Founder of Cheetah Learning

About the Author:

Michelle LaBrosse, PMP, is an entrepreneurial powerhouse with a penchant for making success easy, fun, and fast. She is the founder of Cheetah Learning, the author of the Cheetah Success Series, and a prolific blogger whose mission is to bring Project

Management to the masses.Cheetah Learning is a virtual company with 100 employees, contractors, and licensees worldwide. To date, more than 50,000 people have become “Cheetahs” using Cheetah Learning’s innovative Project Management and

accelerated learning techniques. Honored by the Project Management Institute (PMI®), Cheetah Learning was named Professional Development Provider of the Year at the 2008 PMI® Global Congress. A dynamic keynote speaker and industry thought leader, Michelle is recognized by PMI as one of the 25 Most Influential Women in Project Management in the world.Michelle also developed the Cheetah Certified Project Manager (CCPM) program based on Myers-Briggs Type Indicator personality profiling to help students master how to use their unique strengths for learn is recognized by PMI as one of the 25 Most Influential Women in Project Management in the world.

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For Tapscott, what’s really amazing about this technology is its possibility to change the way wealth is created by giving more people easier access to financial capital. What’s really striking to us here at Cheetah Learning, however, is what blockchain technology tells us about how trust works today.

Think back to the example of transferring money - let’s say, between two people living in different countries. Until recently, most of us would only trust an intermediary organization (like Western Union) to do this, even though it would cost a lot and take a long time. As blockchain technology has gotten more advanced, however, more and more people are trusting complex encryption systems to mediate our financial exchanges. And that’s a good thing; blockchain is nearly impossible to hack, and it allows people to exchange assets faster and more cheaply than through an intermediary. In other words, with blockchain we’re trusting a process, not a person. (Listen to Don Tapscott’s TED talk if you’re curious to learn more about how this works.)

So, what does all this have to do with Project Management? Good Project Managers do, of course, need to be good, trustworthy people. But more importantly, they need to be able to implement and maintain a consistent and trustworthy process for doing projects. A trustworthy process for doing projects has three features:

Transparency. When we hear “transparency,” we usually think about companies and organizations being “transparent” to outsiders: customers, shareholders, and the general public. Transparency is also an important principle within an organization. Transparency in Project Management means that the PM process has to be easy for everyone involved in the project to learn and use for launching and executing the project.

Good Project Managers are indispensable, but not because they’re the only people on the team who know all the pieces that make up the project. Rather,

a good PM knows how to put into motion a transparent, consistent process that all team members understand. When different people join and leave the team, stakeholders can still count on consistent, quality results because the backbone of the project is the process, not the people.

Repeatable results. Another key metric of a trustworthy process is its ability to produce repeatable results. Regardless of who is leading the project or assigned to the team, the PM process must create the same high-quality results from project to project and person to person. When customers and other stakeholders see different teams producing the same good results across projects, they grow to trust the organization’s processes.

Growth-driven initiative. Lastly, the PM process must inspire people to keep expanding their innate skills and capabilities rather than installing bureaucratic hurdles that stifle creative efforts. Just because a process is consistent doesn’t mean it has to limit team members’ creativity. For example, here at Cheetah Learning we have a standard process we use for developing new courses. This process has allowed team members to create online courses in many new directions, depending on their interests and unique skillset - ranging from home improvement projects, to mastering negotiation tactics, to starting your own micro-green vertical garden.

Creating a PM process for your organization that is transparent, produces repeatable results, and allows for team members’ growth takes time. Cheetah Learning has years of experience helping Project Managers master the skills of process management through our classroom and online courses. Cheetah Project Management, a 20-hour online course, was developed with these fundamentals at its foundation. This is why once Cheetah students learn the process, it becomes the cornerstone of their personal and career success. Learn more at www.cheetahlearning.com.

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Photographer Uses 160-Year-Old Camera To Take Eerily Beautiful Portraits

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Giles Clement is a contemporary photographer who likes to do things the old-fashioned way, because the Nashville-based creative makes eerily beautiful portraits uses camera equipment made in the 1800s.“My tintype images are created using equipment made more than 160 years ago,” writes the photographer on his website. “from an era when cameras were made by craftsmen in small shops and lenses were designed using slide rules, experience and feel. The inherent flaws of these instruments lend themselves perfectly to my view of a beautifully imperfect world.”Clement uses both tintype (a photograph taken as a positive on a thin tin plate) and ambrotype (an early type of photograph made by placing a glass negative against a dark background), two techniques that were popular in the 1850s and the 1860s, and as you can see from the pictures following, the end result is both haunting and arresting.

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Photographer Uses 160-Year-Old Camera To Take Eerily Beautiful Portraits

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James Gould-Bourn

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84 Good Teacher Magazine Term 4 2016

Just a Wee Rant

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Question 1: You have been asked to provide a quote for a small job. After a cup of coffee and cake with the prospective client, you leave, promising to send an estimate shortly.

What is the best course of action?

a) Do nothing

b) Laugh about the client with your mates over a beer

c) Remind yourself to check caller-display when the phone rings and if it is the client who is calling, ignore it.

d) Tell your wife to inform any caller that you will return the call ASAP and then follow a) above.

e) All of the above

I can remember a furore a few years ago about students receiving NCEA credits for picking up rubbish. Or was it answering the phone? Maybe it was eating fish and chips. I can’t remember but there was a lot of righteous howling and gnashing of dentures, with rhetoric about unit standards vs achievement standards, Finland, Shanghai (that high-achieving ‘country’ lauded by the Minister), and teacher graduates being illiterate. I guess I fell somewhere along the continuum between Schadenfreude (Sigmund’s dodgy uncle) and disbelieving shock and horror.

In hindsight, I have developed a modicum of sympathy, empathy and understanding for the person who designed that unit standard. Having experienced some pretty incredible behaviour on the part of tradesmen in the last few years I would suggest some pretty basic skills and attitudes were missed out on early on in their training.

I’m not talking about skill-skills. I’m sure most tradespersons (got to be gender-neutral here, how about ‘tradies’ for ease of writing?) are capable within their chosen sphere. I guess most would be able to wield a paint brush, weld a gate, or build a Dotcom mansion, according to their chosen career. As someone who thinks a Phillips Screwdriver is a type of cocktail, I think it would be a tad hypocritical to criticise.

What gets my Calvin Kleins in a twist centres on basic courtesy, PR if you will. When a builder, painter, paperhanger or undertaker promises to phone back with an estimate for a job, I expect that to actually happen. Is it naive to think that? On the bright side, one person I phoned, apologised, explained he would be too busy to do any work. That was fine with me. Is that so hard to do?

Apprenticeship Final Exam: Client Relations:

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Just a Wee Rant

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Roger

Question 2: You have provided a product that becomes defective . The customer is not happy and wants you to repair or replace it.

Choose the best of the following options:

a) Blame a sub-contractor and instruct the customer to deal with him.

b) Do nothing and hope that the customer will become tired of complaining.

c) Argue with the customer with the intention of intimidating him into withdrawing his complaint.

d) Pretend to be concerned about the situation and implement b)

e) Blame Trump.

I know I said that most tradies are skilful. Sometimes they mess up, however. Perhaps they built the car, house, computer, airliner after an all-night session on the moonshine. Surely the best course of action is to take a phlegmatic disposition, apologise and just fix the problem? I have encountered several tradies who do just that. Those few who dig their heels in are the exception, I hope. They are the ones who stick in my memory though and I wake at 4am wondering if it’s my personal hygiene, or perhaps my attempts to convert them to Pastafarianism which has made them so objectionable. Then I chat with friends and they report that they have had similar problems.

Of course, there’s one other issue. Totally minor though but worth a little mention.

Question 3:

You are preparing an invoice for a client.

Tick any of the following which should apply:

a) Charge for the hour you spent chatting over lunch, which the client provided.

b) Charge an ‘embarrassment fee’ for having to work in a room with a toilet.

c) Charge for mileage and for the time spent travelling.

d) Charge for the time spent thinking of what to charge for.

e) Charge for the lice and extra for the mice.

Enough said.

Apprenticeship Final Exam: Client Relations:

86 Good Teacher Magazine Term 4 2016

“The best teachers don’t give you the answers...

They just point the way ...

and let you make your own choices.”