Saturday, February 16, 2013

IEPs and engagement

Students cannot sit and do nothing in my classes.  It's a fundamental of my classes, something introduced to me by an EA when I first started in the school.  She has now gone on to be a teacher, and I'm sure a fine one.  It was an interesting lesson to me at the start of my career.  Listen to those experienced around me and that a good EA is worth gold for what they are paid.

That's not to say all EAs are great.  Some are decidedly ordinary - the issue being how to identify when an EA is being effective or ineffective...  We need to be fair - is it the fault of the EA giving a student individual assistance, the fault of the teacher giving a poor instruction, not adequately meeting the needs of the student or are the expectations of the student/teacher/EA unachievable given a certain circumstance (medical, emotional, developmental, prior learning, attitudinal).

Given a circumstance when a student is not learning - and as HoD I am responsible for learning (where the care team are ultimately responsible for monitoring and improving behaviour/attendance through IBPs), I face a difficult task as often the circumstance of a particular student is "confidential" and the lines of communication are muddied by "who needs to know".  With "at risk" students it is common to assign an EA to assist the student remain in class and learn.  I'm not a believer in withdrawal for extended periods (students in life will rarely have personal tutors), and teachers are overpaid to be babysitters and not have students learning.

What I really need to know as HoD are the strategies that are expected to work (developed in conjunction with the care team), that the teacher involved knows what is necessary to enact the strategy, that they are equipped to do it, they have the required resources (such as an EA) and that the student is on the same page - then I need to monitor that it is in effect and check it's effectiveness. To my mind the performance contract is the IEP.  I don't need to know the condition of the student, just the main effects of it, the strategies in place to ensure learning is happening and whether it is working.

The model I describe is teacher centric and unapologetically so.  If the teacher has responsibility for learning in the classroom, then they are responsible for ensuring learning is adequately occurring - ensuring there is an effective learning programme.  If a student is refusing to work, then it is the responsibility of the EA to make the teacher aware and then the teacher to enact change.  If the assessment is that the EA is not enacting the strategy as designed - then and only then, can the EA be assessed as ineffective.

The EA/teacher role needs to be in synergy, realising that we don't live in a perfect world (things won't always work with difficult students) and with some amount of lookahead as materials will need to be modified by the EA to ensure that they are suitable for the student.  The IEP has it's place here too as it documents the role of the EA and the tasks they need to do in preparing a lesson.

The bottom line is, it costs a lot to assign an EA to a student.  If the cost/benefit analysis is not there - we need to recognise that it is an expensive intervention and that it needs to be given priority to design a new solution.  After all, in a high or mid performing class, with a skilled EA, that person could be helping ten students rather than effectively helping none.

Thursday, February 14, 2013

Documentation

Coming from a world of litigation prior to teaching, I understand the reticence some have in writing down what you have said.  For many, not writing something down leads to deniability and the ability to change position without having evidence of doing so.

I have never thought of written evidence that way.  I was once told, don't write something down that you wouldn't want to appear in a court of law.  Secondly I was told never to write an email in anger.  I think these are both wise but are only part of the story.  

Only today I was told that communications I sent last year were likely to come back and bite me, but they are opinions at best, that people can take or leave - I'm not precious about my opinions, nor do I have a monopoly on being right.  I aim to help, and hopefully that is what I do most of the time.

The problem with not writing things down is that memory is fallible, and a lack of documentation (or inadequate documentation) means that definite positions are lost to the mists of time or worse still, history is re-written by those that have no evidence at all because no evidence to the contrary is available.

At our school I am seen as a supporter of IPS, but those reading this blog will realise that I criticised it before our implementation and that I continue to be wary of it.  My support for it was based in the people that needed it to staff the school, not in what I thought it would achieve in other areas.    

I have criticised OBE widely, but have supported ideas within OBE, and question its implementation more than the underlying concept.  I've seen it work, and have seen the consequences of diabolical assessment policies, hoping that we have learned from the issues and won't repeat them with Australian Curriculum.  The fact that we lack clear guidance for assessment and that an ambitious implementation plan set to political timeframes is occurring, means that we have some difficult years ahead.

I have watched the effects of delaying year 7 transition to high school and the effect of the half cohort on small schools.  Schools continue to struggle with planning over the next few years,  and the effort ensuring the ATAR courses in some guise will be practical under national curriculum requirements will be considerable.  2015 will be a watershed year for public school education.

By writing things down I can see how my opinions have formed and changed based on circumstance and perspective, I can reflect on my decisions (good and bad) and attempt to make better informed decisions in future.  Though this may be a brave position, I think documentation of this sort is important for future planning and that a fear of documentation where honesty and positive intent is present is ill founded.

Wednesday, January 30, 2013

Head of Department.

Today was my first day as Head of Department of our high school.  Six years and a fair bit of work has resulted in a position where I can monitor progress and instigate change to improve the learning programmes of students.  It's a role gained through attrition to some degree with some people better than I passing through it on the way to other roles, but I'll take it and make it into how I see it.  It's a two edged sword as I have to give up some class time, but it will free time to develop the courses further - which can only be a good thing.

Recently two bits of research crossed my desk.  The first stated that self discipline was more important than IQ, something that I have believed for a long time (albeit I attribute it to work ethic rather than self discipline - but I see them as two sides of the same coin).  The second indicated that social networks were detrimental to student learning, particularly for students of low self esteem (in hindsight, this is obvious like most insights into human behaviour).

We ran our summer school again this year and it was our most successful thus far, involving students from three year groups, graduating students, past students, practicum teachers, university students and teachers from the school.  Student responses on day five were overwhelmingly positive, indicating that the format is working and students can see how it is helping them.  It was interesting to note that the presenters believed we could have been more prepared, yet the students believed we were well prepared indicating that either we can do far better, or that the kids liked the responsiveness created by the flexibility required by being ill prepared.  I'm not sure, but this year, with a plethora of presenters, I wasn't as pressured as in past years (and to all the presenters a big thank you!).

I played a game of LNOE tonight, and it was by far the best zombie game I have played so far.  It plays in under an hour, so I look forward to playing it with the kids.  Should be a bit of fun.

I had a quick look again at the National Curriculum progress, particularly for senior school today, and it was interesting to see how close the descriptions were to WACE outlines, making the transition a little easier.  Having only looked at the essential (Voc type course like MwM or MiPs) and the general course descriptions,  my anxiety levels are dropping as long as we can get the national curriculum courses working in 8, 9, 10.  

I like the new found emphasis on delivering courses to pathways whether office, vocational or university.  It gives guidance to the materials required in a way general courses did not.  It will be interesting to see if course planners can continue to predict the needs of the pathways and stay ahead such that the right students are always available.  Protecting the element of learning for learning's sake is important as it is how we future proof our courses - I would hate to see them only teaching what is required for today's industry.

We're a good team in 2013 and I look forward to some good results.

Saturday, December 22, 2012

Speed, Ratios, Unit Conversion and a Scalextric track

I was chosen ("volunteered") to work with students transitioning from year 7 to year 8 this year and needed a hands on lesson to position kids into seeing math as interactive and engaging.  With 30 students of varying levels of engagement that I didn't know well, it can be a little daunting.  In previous years I have chosen algebra or working mathematically, but for a change I chose a measurement topic this year.

My daughter Kensie has a Scalextric track (a common 1/32 slotcar racing system) and I've wondered how fast the cars actually go around the track.  I also had 10m of string, a 1.6m lump of wood and some stopwatches.

First we discussed speed itself and how it is encountered in the real world.  We used the example of travelling on the freeway.  Travelling at 120km/hr, they knew was too fast.  They knew that the value and units (speed) described how fast I was travelling.  We then discussed distance and time.  Students stated that we moved 120km if we travelled for one hour.

We then thought about how it related to our Scalextric track.  I suggested that we build a track long enough that the cars could travel for an hour.  The students then said we could go round the same track for an hour if we knew how long a lap was and then multiply the distance by the number of laps.

I gave a 1.6m ruler to the yr 10 helpers and they tried to measure the track.  The yr 7's laughed and said use the string to determine the exact length of the track.  They lined up around the track and held it in place until the string was in the slot all the way round.  They then removed the string and measured it against the 1.6m ruler.  They tended to take the ruler to the string rather than the string to the ruler which made it a bit awkward (the 1.6m ruler is quite a heavy bit of wood with measurements manually marked on).

We started the cars around the track and discovered that we didn't have enough time for the cars to travel for an hour (it was a 40min lesson) and that it was hard to keep the cars on the track for the whole time.  At the board we then looked at the speed measurement again

Firstly we converted hours to seconds

120 km per hour = 120 km per 1 hr
                           = 120 km per 60 minutes
                           = 2 km per minute (divide the distance by 60 for the distance travelled in 1 min)
                           = 2 km per 60 seconds
                           = 1 km per 30 seconds

Then we converted km to m

                           = 1000 m per 30 seconds (multiply the distance by 1000 to convert km to metres)
                           = ~33 m/s (divide the distance by 30 for the no. of metres travelled in 1 second)

By doing the reverse process we could work out the speed of the cars.

We timed the cars around the track and had a range of answers from the stopwatches timing a lap around the track.  Students suggested averaging the results.  We also discussed doing more than one lap and finding the average lap time.

This left us with a speed of 6m per 4.3s

This became 1.39m /sec and about 5km /hr (repeating the process above in reverse).

.. and no mention of 3.6 anywhere (to all you Physics heads!).  There's another lesson here for another day.

Viola.



I'd like to continue this in our after school classes with my 11's and 12's for those that find related rates or kinematics difficult.

(This is the worst post for the year, drawing a lousy 3 visitors.. not sure if it is a poor idea or just the time of the year.  It's a shame as it is a good lesson.)