Friday, 17 March 2017
Wednesday, 30 November 2016
Misconceptions and children's investigations in Science
This poster shows two misconceptions which children may have about light. Rather than simply tell children why their idea is a misconception, it is much better for children to go through the scientific process of investigating their ideas themselves. They are then developing scientific skills as well as developing a more accurate understanding of the world.
Addressing children's misconceptions is an opportunity to develop investigating and observation skills, not just an opportunity to correct their understanding!
I feel it's important for young children to freely make their own investigations, and not be overly constrained by rigid procedure of keeping things the same to ensure a fair test and accurately recording results. Whilst these aspects are very important to an accurate investigation, and should be introduced early, they can also be barriers to children freely testing out many possibilities. I hope children have the freedom and opportunity to test out lots of ideas in their own way. Watertight application of fair test procedures can come later!
Friday, 25 November 2016
Assessment Part 2: The Building Blocks of Great Assessment
Please read my Assessment Part 1 blog post first.
The best way to think of assessment is not as part of a cycle which we churn through from lesson to lesson to the end of a topic. Assessment does fit in to a cycle, a conceptual framework, but we should be going through all the stages all the time as a continuous process.
Perhaps I need a metaphor here. For a simple car engine, the air and fuel mix is manually adjusted by the mechanic every few journeys to tweak performance, based on how well the car ran. That's like the teacher tweaking the teaching every few lessons. A modern car engine senses the combustion itself multiple times a second, and then automatically adjusts the air and fuel mix as a continuous process to ensure the engine is always running optimally, all of the time. That's like the student assessing themselves, continuously, and changing their thinking on a task to ensure they work the most optimally. This is what we're aiming for!
So we know that teaching and assessment should form part of a dynamic system where the teaching is continually re-calibrated to the children's needs; and even better, the children are directing themselves through learning opportunities which they've chosen and are in control of, and they've made those decisions based on skilled self-assessment and reflection. I've synthesized some mainstream educator's work on assessment in to the following model:
Whilst I've included 'Assessment by the Teacher' as well as 'Assessment by children', the key focus should be on children accurately assessing themselves, for the following reasons:
1. Less work for the teacher. Why should the teacher do something which is a great learning experience for the child in it's own right?
2. Self-assessment can potentially be more accurate than a teacher's assessment.
3. After self-assessment, the child can get straight on with fixing their weaknesses and targeted improvement of their work. With Teacher assessment, there then needs to be feedback to the child, with all the problems of miscommunication. And will the child really be motivated to fix problems the teacher has diagnosed, as opposed to something they themselves have found out about their own abilities?
4. A children improve in self-assessment, they become more self-aware, more independent learners, in control of their learning journey. Children are learning how to learn in the deepest sense.
The diagram above shows some prerequisites, which should really be quite obvious:
1. The teacher needs to be fully committed and engaged with the important of assessment. It sounds obvious, but this has been stressed as an important factor in success in the literature.
2. Create a learning ethos and a grown mindset in the classroom. Children will only be interested in finding out exactly what their abilities (and weaknesses) are, if they know they can improve on it through targeted action.
3. Children need the language of meta-cognition and the language of learning. We need to teach children to talk like teachers!
4. Everyone must be clear about the learning goal. Whilst sharing the learning objective and success criteria are mainstream, sharing exemplar work is not yet being used to it's fullest potential. Children's books from the year before can be kept as exemplars, and this can be given a special significance by the teacher - they can be called 'Books of Wonder', along with a fun magical routine every time they are brought out.
Ultimately we are aiming for children to be engaged in a process of dynamic self-calibration as they continually reflect on themselves and their learning, and change their tasks to re-focus on fully meeting the unit aims.
I'm now much more interested in the potential for open-ended project work to provide a continuous challenge to children and help engage children continually with the self-reflection process. This may be a focus for a later topic (perhaps after I've seen and taken part in some more real life examples of this).
The best way to think of assessment is not as part of a cycle which we churn through from lesson to lesson to the end of a topic. Assessment does fit in to a cycle, a conceptual framework, but we should be going through all the stages all the time as a continuous process.
Perhaps I need a metaphor here. For a simple car engine, the air and fuel mix is manually adjusted by the mechanic every few journeys to tweak performance, based on how well the car ran. That's like the teacher tweaking the teaching every few lessons. A modern car engine senses the combustion itself multiple times a second, and then automatically adjusts the air and fuel mix as a continuous process to ensure the engine is always running optimally, all of the time. That's like the student assessing themselves, continuously, and changing their thinking on a task to ensure they work the most optimally. This is what we're aiming for!
So we know that teaching and assessment should form part of a dynamic system where the teaching is continually re-calibrated to the children's needs; and even better, the children are directing themselves through learning opportunities which they've chosen and are in control of, and they've made those decisions based on skilled self-assessment and reflection. I've synthesized some mainstream educator's work on assessment in to the following model:
Whilst I've included 'Assessment by the Teacher' as well as 'Assessment by children', the key focus should be on children accurately assessing themselves, for the following reasons:
1. Less work for the teacher. Why should the teacher do something which is a great learning experience for the child in it's own right?
2. Self-assessment can potentially be more accurate than a teacher's assessment.
3. After self-assessment, the child can get straight on with fixing their weaknesses and targeted improvement of their work. With Teacher assessment, there then needs to be feedback to the child, with all the problems of miscommunication. And will the child really be motivated to fix problems the teacher has diagnosed, as opposed to something they themselves have found out about their own abilities?
4. A children improve in self-assessment, they become more self-aware, more independent learners, in control of their learning journey. Children are learning how to learn in the deepest sense.
What do we need to do to ensure self-assessment is a success?
The diagram above shows some prerequisites, which should really be quite obvious:
1. The teacher needs to be fully committed and engaged with the important of assessment. It sounds obvious, but this has been stressed as an important factor in success in the literature.
2. Create a learning ethos and a grown mindset in the classroom. Children will only be interested in finding out exactly what their abilities (and weaknesses) are, if they know they can improve on it through targeted action.
3. Children need the language of meta-cognition and the language of learning. We need to teach children to talk like teachers!
4. Everyone must be clear about the learning goal. Whilst sharing the learning objective and success criteria are mainstream, sharing exemplar work is not yet being used to it's fullest potential. Children's books from the year before can be kept as exemplars, and this can be given a special significance by the teacher - they can be called 'Books of Wonder', along with a fun magical routine every time they are brought out.
Ultimately we are aiming for children to be engaged in a process of dynamic self-calibration as they continually reflect on themselves and their learning, and change their tasks to re-focus on fully meeting the unit aims.
I'm now much more interested in the potential for open-ended project work to provide a continuous challenge to children and help engage children continually with the self-reflection process. This may be a focus for a later topic (perhaps after I've seen and taken part in some more real life examples of this).
Assessment - Problems with the accepted model
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| Who comes first? That's what it's about, right? |
A renewed focus on assessment means it has to be the right kind of assessment, different and better than what's gone before. I don't mean doing more of the same thing (more detailed marking, more careful moderating of written work, even more detailed level descriptors).
We need to stop focusing on every-more granular detail in assessment and instead re-configure our big picture of how assessment fits conceptually in to the process of teaching.
There's a problem with the traditional model of assessment. By 'traditional model', I mean: we teach a lesson, mark the work that's been produced, and then modify the planning for the next lesson based on the children's next steps. Here are the main problems, along with some solutions:
1. The modifications to the teaching are always one lesson behind when the children need it. If we wait until the next lesson to act on our assessment of the children's needs, we've already wasted most of the lesson teaching stuff pitched at the wrong level!
Solution: We need to be dynamically re-calibrating our teaching during the lesson to meet the children's needs. This means assessment is a continuous process, or perhaps more realistically, done a few times during the lesson, and then the teaching changes course to meet the needs of the children.
2. Our assessment of the children will always be imperfect. We'll never know with pinpoint accuracy exactly what the children have learnt: all communication is imperfect and we'll always be plagued by misunderstandings of the children's actual thinking processes. This is a huge problem: if our assessment is inaccurate, the planning and the teaching will be even less accurate: this really limits the effectiveness of our traditional model.
Solution: Think about your own learning: could we really expect someone else to understand what the limits to our own knowledge are? Even if we make a conscious effort to communicate this to someone, would they really understand? Now think of the student: wouldn't it not be better to use the student's own assessment of themselves as a guide to their next learning steps? We can't expect students to immediately be as self-reflective and self-aware as most adults have learnt to be: we need to support them in learning these skills and put some building blocks in place to allow this to happen. I'll come to this later. I'll add here that self-assessment will also involve peer-assessment for what should be obvious reasons: we are supporting children in the process of learning how to self-assess: they are going to need to talk about this with their peers, contrast their experiences, and bounce ideas off of peers.
3. The teacher is attempting to modify the teaching for all the children. Even with perfect assessment information, the children's learning is often compromised when we attempt to provide a one-size fits all learning opportunity. We must teach to the highest ability in the class, and then ensure there are opportunities for all other levels to access some learning. However, there are times when children would be better working on different problems, or at least in different ways:
Solution: Some of the time, we would be better providing a choice of activities for children to do. The best way to do this for the children to act on their own self-assessment: this means children choosing what activities they do based on their own assessment of their needs.
It's easy to see how this could all be achieved in a creative writing class:
The context: Children have had a number of lessons on writing a story: firstly, a big idea to capture interest; then being immersed in a exemplary story book; analysis of what made it a good story; followed by structured discussion and playing with ideas on how to write a story based on the same theme. They have produced a first draft. The next lesson could be as follows:
1. The teacher reminds children of elements of good peer-assessment, and of good story writing.
2. Children self-asses and then peer-assess (or peer-moderate) their work. This produces lots of paired discussion on elements of good writing: examples are: the best use of story-writing devices such as suspense; the best use of speech to develop a character; an enticing opening that slowly reveals information, etc.
3. In the second half of the lesson, 4 groups are set up, each with activities to develop different elements of good writing. Children choose which group to go to, depending on their view of their own weaknesses in their work. Children spend time collaborating on structured practice, followed by discussion, followed by independent editing their work. During this group time, the teacher is providing some teaching input by re-framing conversations back to the objectives.
4. In the plenary, all groups come together as a whole class, and a selection of children present how they've improved their work by showing the 'before' and 'after' on the visualiser. The teacher should have some input here to clarify and re-frame discussion on what specifically is good and why. All children get a taste of how to improve their work by improving all the elements which the groups were focusing on, not just the group which they chose to attend. This helps the class stay together on the same learning journey, and helps children develop additional skills in being self-reflective on the strengths and weaknesses in their writing.
Final thoughts
For this kind of learning process to work, in most contexts there's one key barrier: Are children really able to self-assess and be reflective in the same way as we are? As teachers, it goes without saying that we approach our own learning with a growth mindset, we have the language of how to talk about learning, and we are clear about the objectives of what we are doing. For children, we need to put these building blocks in place. This is the most difficult and most important task for great assessment to take place and I'll write about this next.
Further reading:
https://www.shirleyclarke-education.org/
https://www.amazon.co.uk/Outstanding-Formative-Assessment-Culture-Practice/dp/1471829472
Sunday, 23 October 2016
Nuffield Problem Solving Resources
I've just come across some great problem solving resources from the Nuffield Applying Mathematical Processes site. Whilst my primary go-to for problem solving is the NCETM site, the Nuffield resources are particularly strong in supporting high quality assessment.
I particularly like this activity: What is the best way through the maze to collect as much money as possible? The link is here.
The quality of the resources is superb: in the ZIP file is a flash program that can be loaded with a web browser. Then children can play with the puzzle like a game. This will be very motivating: the activity then leads children in to recording their mathematical ideas, developing a systematic approach, and explaining their understanding.
There are excellent progression criteria which are written for children, so they can self-assess. There are examples of children's work to show the different levels. Look at all these great teacher notes and support you can download:
This pupil (A) is completing the task at a basic level. We can assess him according to these categories:
For Representing, he is using a diagram to investigate the problem. For Analaysing, he is showing he can add up the number of coins to find one solution. H'es gone on to find two solutions. Only through discussion with the child might we find out to what extent he can interpret and evaluate the findings, and this will directly provide evidence for 'communicating and reflecting'.
Let's look at some high achievement on this task:
I won't fully analyse this child's work, but you can see they have represented the problem in calculations (but not in algebra), they have analaysed using a systematic approach, and have extended the problem to different sized mazes: they have a much higher level of understanding being able to follow a systematic approach for this much more complex problem. They have skills in interpreting and evaluating, by writing down generalizations, explaining them, and testing them. They've communicated and reflected on their learning.
In both examples, it's clear that written work provides some assessment information, but it's of limited use in assessing how well the children can interpret and evaluate the solutions, and how skilled they are at communicating and reflecting on their work. There are two obvious solutions, both with merits:
1. Verbal feedback through discussion with the teacher. Whilst this is extremely useful as a learning strategy in itself, there's clearly practical limitations.
2. Self-assessment and peer-assessment by the students: The main challenge here is to ensure the children have the skills to do this effectively. Not only do they need to be practiced in the language and structure of a constructive conversation, they need to be very clear about what they are assessing. The Nuffield student-friendly progression tables are a great start here, but it's really up to the teacher to ensure the children clearly understand the broad aims of the task and the parts of assessment. There's great potential here for students to be reflective and empowered learners. If as educators we spent our whole careers improving teaching in this area alone, it wouldn't be time wasted!
I particularly like this activity: What is the best way through the maze to collect as much money as possible? The link is here.
The quality of the resources is superb: in the ZIP file is a flash program that can be loaded with a web browser. Then children can play with the puzzle like a game. This will be very motivating: the activity then leads children in to recording their mathematical ideas, developing a systematic approach, and explaining their understanding.
There are excellent progression criteria which are written for children, so they can self-assess. There are examples of children's work to show the different levels. Look at all these great teacher notes and support you can download:
Let's look at some high achievement on this task:
In both examples, it's clear that written work provides some assessment information, but it's of limited use in assessing how well the children can interpret and evaluate the solutions, and how skilled they are at communicating and reflecting on their work. There are two obvious solutions, both with merits:
1. Verbal feedback through discussion with the teacher. Whilst this is extremely useful as a learning strategy in itself, there's clearly practical limitations.
2. Self-assessment and peer-assessment by the students: The main challenge here is to ensure the children have the skills to do this effectively. Not only do they need to be practiced in the language and structure of a constructive conversation, they need to be very clear about what they are assessing. The Nuffield student-friendly progression tables are a great start here, but it's really up to the teacher to ensure the children clearly understand the broad aims of the task and the parts of assessment. There's great potential here for students to be reflective and empowered learners. If as educators we spent our whole careers improving teaching in this area alone, it wouldn't be time wasted!
Sunday, 16 October 2016
Design and Technology - What makes a good project?
Design and Technology is NOT building a tudor house!
The problem with this kind of activity is that there is only one correct way to build a tudor house: it has to look just like the model or picture from the teacher.
So what does a good D&T project look like?
1. There must be innovation. Children must have a problem that needs to be solved, and be given the freedom to plan and try any way they can think of to solve it. Why not build a house like this?
2. Ideally the end result will be something which is functional. It should actually do something. So let's build a shelter big enough to climb in. Why not test to see if it's waterproof?
3. There must be design decisions for the children to make. What material should we use? What are it's properties?
4. The children should consider the user and their own particular requirements. Can we build a house for an elderly person? What are the additional design considerations?
5. The project should have authenticity (not just a model)
6. And of course it should have a clear purpose. Combined with the user's particular requirements, this drives the design and innovation.
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| D&T projects can be evaluated using these criteria (data.org) |
Design with a user and purpose in mind!
The design of a simple pocket torch can be wildly different depending on whether it's for a city worker or a small child. Here I worked with a fellow student teacher (David) to design a torch for city workers, and then adapt it for a child's use, finally adding a hands-free option. It's very illuminating to adapt designs for different uses, and also to modify and draw all over someone else's plans!
Training Teachers in Malaysia Government Schools
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| Year 1 children (6 years old) beginning to learn phonics for English |
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