Wow, I hadn't realised it had been so long since last posting! This year has seen so many changes in terms of the new A-Levels, new GCSEs and the potential for 'life after levels'. My only hope is that whatever happens politically someone stops and says perhaps teachers (and students and their parents) have had enough upheaval in recent years and leave education alone!
Anyhow, that brings me on to my posting now. I am preparing for our exciting new History course, I think the students will love the options we have gone for. There are some wonderful options being offered by the exam boards including my favourite Crime and Punishment. I've found myself re-visiting sites, books and topics that I used for my undergraduate degree in particular the proceedings at The Old Bailey. The only danger is it is so easy to lose yourself following cases, readings and crime stats! But, a thoroughly fascinating way to lose a few hours nonetheless.
This term has also seen exciting planning with regards to one of my other areas of interest WomenEd we had a fantastic regional training session earlier in the year where the direction and next steps were thoroughly discussed. There have been tea parties to celebrate the first birthday, regional meets, publications and planning has already begun for the next unconference in October. It has been so exciting and rewarding to be part of this. Not only have I had the chance to meet and work with some incredible and inspiring women but it has given me a renewed energy and confidence.
So the next big step will be exam results day, with the sheer hard work and effort that young people have been putting in I just hope that certain newspapers refrain from their usual 'exams the easiest they have ever been' style headlines. It only serves to belittle the achievements of students and to upset those who haven't got the grades they hoped for. So as this academic year prepares to enter its final few weeks I hope everyone is where they want to be!
Saturday 18 June 2016
Monday 1 February 2016
A taxing taxonomy?
Not, perhaps the most original of titles...
However, something that has concerned a large portion of my waking thoughts has been linked to year 11 revision! As I mentioned in an earlier blogpost I think as teachers we may be more stressed about exams than some of the students. Something that then got me thinking was the implicit assumptions I am perhaps guilty of making. The things I take for granted. This led me to looking at Solo Taxonomy and the way I can apply it to my teaching and student learning.
That is not to dismiss Bloom's Taxonomy at all, and I think that the hierarchy of skills does successfully represent different levels of thinking. What I think is that often we can take for granted that while students may be able to meet some of the higher order thinking skills this does not mean they do not need support in linking some of the elements of the earlier thinking levels. This is one of the things I quite like about the Solo Taxonomy is that students are focusing on seeing and developing connections between elements. The 'levels' or 'steps' of the model, this is not to limit it to being a step-by-step unit.
I can see how this model can be applied to support student progress and development in that it encourages students to focus on connections and the impact of events/actions/people upon the wider world. One way of demonstrating is through the use of hexagonal models, the interlinked models that get produced show how events cause other events and the way in which the consequences and relationships spiral beyond the opening concept or piece of detail. If you are using Solo Taxonomy or hexagonal models and have thoughts or ideas please do share!
However, something that has concerned a large portion of my waking thoughts has been linked to year 11 revision! As I mentioned in an earlier blogpost I think as teachers we may be more stressed about exams than some of the students. Something that then got me thinking was the implicit assumptions I am perhaps guilty of making. The things I take for granted. This led me to looking at Solo Taxonomy and the way I can apply it to my teaching and student learning.
That is not to dismiss Bloom's Taxonomy at all, and I think that the hierarchy of skills does successfully represent different levels of thinking. What I think is that often we can take for granted that while students may be able to meet some of the higher order thinking skills this does not mean they do not need support in linking some of the elements of the earlier thinking levels. This is one of the things I quite like about the Solo Taxonomy is that students are focusing on seeing and developing connections between elements. The 'levels' or 'steps' of the model, this is not to limit it to being a step-by-step unit.
- The first stage is seen as the pre-structural stage, where a student may not understand a task or be able to identify any relevant knowledge.
- The uni-lateral stage is where the student is focusing on one area of detail, they may feel that they can only identify one area of information.
- The next step sees students beginning to include more detail but they see the details as being distinct or separate, this is the multi-structural stage.
- The penultimate stage, the relational stage sees the student making connections between the identified detail or knowledge.
- The final stage, extended abstract sees the student conceptualising the content/detail/knowledge at a higher level. The student is now beginning to see where this connected (relational) model fits into wider topics. For example: a student being able to see how the Scientific Revolution impacted upon wider society, media/art, religion or politics.
I can see how this model can be applied to support student progress and development in that it encourages students to focus on connections and the impact of events/actions/people upon the wider world. One way of demonstrating is through the use of hexagonal models, the interlinked models that get produced show how events cause other events and the way in which the consequences and relationships spiral beyond the opening concept or piece of detail. If you are using Solo Taxonomy or hexagonal models and have thoughts or ideas please do share!
Sunday 3 January 2016
Getting women involved
Just a quick place holder. This evening saw an incredible discussion about 'How could WomenEd be promoted with women coming into the teaching profession?'
The reason why this is such an important question is that WomenEd is rapidly becoming an important movement. Last October saw the first unconference, with more events planned for this year. This is a growing movement, growing in number, growing in skill and hopefully growing in influence. This is a powerful collective of educators with a range of stories, experiences and backgrounds.
This alone, makes it something vital to share with new teachers. With frightening news reports suggesting that '53%' considering leaving the profession in the next two years. We read reports about low morale, stress and mental health concerns, the article also talks about workload and stress. Talking to teachers this is a growing fear and problem. WomenEd offers the ability to connect teachers, to support them not only in career progression but in their career. I blogged previously about delivering a session looking at managing your mental health. This is an area where making connections and links with a network like WomenEd will help, it provides support and lived experiences. New teachers can see that not only are they not alone, but that others have felt this way before.
One of the key factors that was raised time and time again during the discussion was the importance of publicity and Initial Teacher Training. Making those links with ITT providers to ensure that WomenEd material is shared and the message is given to students. This not only builds the network but again provides that support net. The challenge will be in building and maintaining that network, making the initial contact and then reinforcing it. One potential would be for ITT providers and schools to identify a lead teacher who would support female staff and make/maintain the links to WomenEd.
This led onto a discussion about how you would promote WomenEd to ensure that schools knew that it existed and what it was. Part of this was about staff identifying their aims and goals, and acknowledging that this might vary regionally. Did teachers want takeaway items like pens and mugs to use within school that promoted WomenEd as a concept, encouraging staff to research it. Working in the way that an ad campaign might. Or creating a shareable network of videos or articles, tangible items that could be shared within the profession and added to, to build the collective community story.
Anyway, that is all I have time for this evening. But, the proper write-up will follow shortly. In the meantime if you have suggestions about promoting WomenEd and how to share and build the network please do comment, and share!
The reason why this is such an important question is that WomenEd is rapidly becoming an important movement. Last October saw the first unconference, with more events planned for this year. This is a growing movement, growing in number, growing in skill and hopefully growing in influence. This is a powerful collective of educators with a range of stories, experiences and backgrounds.
This alone, makes it something vital to share with new teachers. With frightening news reports suggesting that '53%' considering leaving the profession in the next two years. We read reports about low morale, stress and mental health concerns, the article also talks about workload and stress. Talking to teachers this is a growing fear and problem. WomenEd offers the ability to connect teachers, to support them not only in career progression but in their career. I blogged previously about delivering a session looking at managing your mental health. This is an area where making connections and links with a network like WomenEd will help, it provides support and lived experiences. New teachers can see that not only are they not alone, but that others have felt this way before.
One of the key factors that was raised time and time again during the discussion was the importance of publicity and Initial Teacher Training. Making those links with ITT providers to ensure that WomenEd material is shared and the message is given to students. This not only builds the network but again provides that support net. The challenge will be in building and maintaining that network, making the initial contact and then reinforcing it. One potential would be for ITT providers and schools to identify a lead teacher who would support female staff and make/maintain the links to WomenEd.
This led onto a discussion about how you would promote WomenEd to ensure that schools knew that it existed and what it was. Part of this was about staff identifying their aims and goals, and acknowledging that this might vary regionally. Did teachers want takeaway items like pens and mugs to use within school that promoted WomenEd as a concept, encouraging staff to research it. Working in the way that an ad campaign might. Or creating a shareable network of videos or articles, tangible items that could be shared within the profession and added to, to build the collective community story.
Anyway, that is all I have time for this evening. But, the proper write-up will follow shortly. In the meantime if you have suggestions about promoting WomenEd and how to share and build the network please do comment, and share!
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