Art space divided into wet and dry areas
Specialist technology spaces - linked by commons area
Love the seats
Friday, August 8, 2014
School tour #1
Learnt from the master blogger Claire Amos, blog as you go..,,,
'Reach for the sky' - whaia te iti kahurangi
The learning communities are named after culturally significant places or people.
Social spaces are named after the aircraft .
At night red lights are visible on the fields to represent the runways that existed on the base.
So - things I saw ....(what I thought will come later).
Board Room - open and visible - primary and secondary have the share the same board.
Amazing Food Tech space -
Student support - no individual offices - but meeting spaces for confidential conversations.
Staff lounge - open and visible - first name terms with students - hierarchical structure dispersed
A learning commons - only 130 kids at the mo
Small break out space
Music - sound space
Social spaces - lockers - relax - but also used for learning
Different levels of student seating.
3x more visitors than kids today.
This is closer to what they have been used to at Primary - only 4 yr 8s at HP Primary School last year. 3 contributing schools
Science - differentiated groupings for work and content
4 specialist spaces inside commons - 2 of these back to back
Teacher space in the hub
Common area attached to the specialist lab spaces
Single lab - 6 double gas taps, 6 sinks, leaders in middle.
Semi closed off space in the commons
Kids invite parents in 30 mins every term to reflect on goals.
Really big commons space - scale hard to show
Special needs satellite school on site - connected and visible
Amazing library space - no walls no edges - 360 open
Big project room other side of library
'What a school thinks about it's library is a measure of what it feels about education' Harold Howe ( from HPSS website)
Mark Osborne
Thoughts from Keynote1
As a species we tell stories to get the important messages across and we have been doing this for 1000s of years - decoding the messages.
Myths about the origins if things; stories on paper and on screen - we are addicted to the story. We are the storytelling species.
Storytelling affects the brain - endorphins released - like sex and chocolate effect (true Mr Gilbert?)
The ability to empathise is tied up in storytelling. Stories can create change.
Use the power of stories to make a change. Bring in others - tell simple stories. Overcome the shortcomings of 140 characters.
A great leader creates more leaders (Tom Peters)
#edchatNZ Opening Keynote
Thoughts from the opening address -:
Twitter - the electronic paperclips - the hashtags keep all of those educational thoughts connected.
We're not being welcomed to a 2 day conference - learning never ends.
Build respect in our the educational community - a voice beyond the union and the government - empower teachers to stick together and to grow others.
Don't be a spectator - be a participant!
HPSS - we do things differently here!
dispositional curriculum.
Maurie Abraham (Principal) - we all have a vision for education - how do we lead a that revolution?
There is no longer a good fit between the education we are currently providing the education we need.
How does the failure rate fit with the moral purpose we bring to education.
The paradigm of one ( one class, one teacher, one room, one pace) is holding us back. At HPSS there is a paradigm of many.
NZC pg16 and pg44 - link the curriculum.
Open visible flexible and connected building - the challenge is to get the teaching to reflect that a the teachers and leaders must meet that challenge.
We have to meet that challenge.
#edchatNZ
Early start -at Auck airport by 7am picking up Jim and Clinton - off to Hobsonville Point SS - for #edchatNZ - really looking forward to MLE and MLP
Monday, August 4, 2014
Character Investigation and Writing an Argument
This year my teaching inquiry is around higher level thinking in my Yr 12 class. The class are very able and I am hoping that a good number of them will opt in to a Scholarship English programme for 2015.
I have been focussing on writing arguments around texts - as opposed to the 'bog standard' lit essays and responses. I have packaged this as 'character investigation' - where the class have to read around a range of sources (accessed via Moodle links using tablets, student owned devices, text...) and then write their own argument on the two topics I have given them. They have to persuade me, that their point of view is the right one!
The topics for Shakespeare character investigation are:
I'm definitely seeing engagement with the text and use of evidence to support argument, and therefore analysis.
I'm especially looking forward to the Lady M ones!
I have been focussing on writing arguments around texts - as opposed to the 'bog standard' lit essays and responses. I have packaged this as 'character investigation' - where the class have to read around a range of sources (accessed via Moodle links using tablets, student owned devices, text...) and then write their own argument on the two topics I have given them. They have to persuade me, that their point of view is the right one!
The topics for Shakespeare character investigation are:
- Macbeth, what makes him tick?
- Lady Macbeth - driven, demonic or deranged?
They can of course argue any point that they like!
I've included a couple of extracts from one of the first one that has been handed in -
I've included a couple of extracts from one of the first one that has been handed in -
Macbeth with his vaulting ambition lets his desire to become King override his deep feelings of guilt, remorse and morality. Macbeth was simply a tragic hero who in his role as a great soldier, married to a manipulative wife had the capability to kill for advancement and fulfil both their desires.
Macbeth is seen not to be able to adapt to life off the battlefield without killing, despite knowing it is wrong. He is praised in battle as a warrior but out of his depth as a King.
As the text progressed then so Macbeth’s character changed. His sense of right and wrong were blurred. He simply did what he felt would advance him as King and not be exposed. With Lady Macbeth beginning to become haunted by feelings of remorse, he kept killing as it was easier to go on than go back. ‘I am in blood, stepped in so far, that should I wade no more, returning were as tedious as go o’er’ He cannot enjoy securing the crown as he is too consumed in keeping it. Because there is no joy in his deed his plan is to dictate. He believes although his allies have deserted him and he is alone, he is immortal. Macbeth goes down fighting almost relieved to die and in doing so clear his conscience; a victim of his own success.
Macbeth has many reasons for becoming what he is. His naïve nature to be easily-led, acting on ambition, ignoring right and wrong shows us his weak character. Self-doubt, looking for guidance and reassurance, unable to cope with his own conscience he is consumed by guilt and fear of failure.
This tragic hero who was morally good but actively evil was doomed to die for his sins, as good will always overcome evil.
I'm definitely seeing engagement with the text and use of evidence to support argument, and therefore analysis.
I'm especially looking forward to the Lady M ones!
Saturday, July 26, 2014
Anchoring the Abstract - what great school leadership looks like - Luke Fenwick
Just had a quick read of this recent research article - which adds a new 'lens' to leadership theories - that of trust:
"Our last section provides a different lens through which we can look at effective leadership—trust.
A climate of trust is essential for organisational success. A school’s leadership is pivotal in developing a culture based on trusting relationships.
Following one expert, we frame the relationship between leadership practices and trust like this: practices are the “what” of leadership, while trust plays a major part in the “how” of leadership.
Trusting relationships are often characterised by reliability, honesty, benevolence, openness and competence.
These are clearly evident within Highfields’ two learning communities:
1. The staffroom, where leadership has an direct influence
2. The classroom, where leadership often has an indirect influence
And also in those learning communities beyond school doors:
3. The home (in the context of home-school relationships)
4. The school cluster"
Lots of thoughts around this statement - "According to Megan Tschannen-Moran, trust within the staffroom correlates with trust in the classroom and even trust between teachers and parents."
This is of particular interest to me, as at a recent staff PD day, a staff member stated in a group forum that they had never worked in such a low trust model, as the NZ education system. Some mismatch between accountability and trust perhaps?
"Our last section provides a different lens through which we can look at effective leadership—trust.
A climate of trust is essential for organisational success. A school’s leadership is pivotal in developing a culture based on trusting relationships.
Following one expert, we frame the relationship between leadership practices and trust like this: practices are the “what” of leadership, while trust plays a major part in the “how” of leadership.
Trusting relationships are often characterised by reliability, honesty, benevolence, openness and competence.
These are clearly evident within Highfields’ two learning communities:
1. The staffroom, where leadership has an direct influence
2. The classroom, where leadership often has an indirect influence
And also in those learning communities beyond school doors:
3. The home (in the context of home-school relationships)
4. The school cluster"
Lots of thoughts around this statement - "According to Megan Tschannen-Moran, trust within the staffroom correlates with trust in the classroom and even trust between teachers and parents."
This is of particular interest to me, as at a recent staff PD day, a staff member stated in a group forum that they had never worked in such a low trust model, as the NZ education system. Some mismatch between accountability and trust perhaps?
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