Reading Writing Responding

There are so many ideas and arguments that seem to get bandied around online and at conferences that sometimes feel as if they lack any evidence and elaboration to explain them. These are the things that are thrown around during keynotes and chats as support for whatever is being argued. The two most common for me seem to be John Hattie's effect size and the phenomenal success of the Finnish education system. Some of the things commonly attributed to Finland are that teachers are allocated a lot of timhe to prepare and that they do not do a lot of explicit testing. The problem with these ideas is that they lack perspective and speak of Finland as if it were some sort of ahistorical commodity, rather than an organic system continuing to grow and evolve. Continuing with my recent love of audio books , I therefore decided to listen to Pasi Salsberg's Finnish Lesson . For I knew that there had to be more to Finnish edu cation than a few titbits. As I have worked my way through the

creative commons licensed (BY) flickr photo by mrkrndvs: http://flickr.com/photos/aaron_davis/15426475257 We got talking the other day at school about our NAPLAN reading results. Again, the reading results were below the state average. It was therefore raised that maybe this needed to be a focus and that maybe we should investigate bringing in a coach from outside of the school. So even though we have several great coaches already working within in the area of literacy and we had a focus on reading a couple of years ago, it was believed that the answer was to get a new perspective on the problem. As long as you are seen doing something then that's alright. Having been a part of the push across the region a few years ago in regards to literacy I posed the question as to whether anyone had carried out any sort of audit of the current practises to identify any areas of improvement. For I was told that to bring about deep and meaningful change takes between three to five y

creative commons licensed (BY) flickr photo by ell brown: http://flickr.com/photos/ell-r-brown/4421119738 Obviously I am just too nice, because  Derrick rang back on Friday. I brushed him off last week, telling him I was too busy, but clearly he wasn't going to accept the same excuse twice. So today I decided to listen. Basically, he was trying to sell me an audio visual set-up where two cameras and a microphone would be installed in a classroom. The premise behind this was that it would take out the requirement for another teacher to sit in and interrupt the learning experience by physically recording the lesson. This would also transfer the ownership of the experience to the teacher, rather than the responsibility of a coach, to support the improvement of teaching and instruction. We all have ideals , but in my opinion they are always something different in reality. My first concern is with the notion that installing cameras gives some sort of objectivity. Here I am r

creative commons licensed (BY-NC-ND) flickr photo by Let Ideas Compete: http://flickr.com/photos/question_everything/4447757532 The big announcement that came out of the recent review into the Australian Curriculum was that it was crowded. There is nothing new about this perspective. People have been making noise for a long time, particularly in regards to the primary curriculum, since the introduction of subjects such as science and history in the Early Years. However, is this really the case or is there something else at play? One of the areas that people often get caught up with is the interdisciplinary learning. These strands span the areas of:  Communication Design, Creativity and Technology Information and Communication Technology  Thinking Processes I have been in many different settings and I have yet to see these strands implemented effectively. I remember sitting in a session nearly ten years ago where the presenter explained that the purpose of the str

creative commons licensed (BY) flickr photo by mrkrndvs: http://flickr.com/photos/aaron_davis/15312099607 This is my belated response to the Connected Courses question : Why do you teach? What gets you up in the morning? What’s your core reason for doing what you do? It may not necessarily be a direct answer, but it at least addresses one thing, I don't teach to the technology. ... Yesterday in the midst of my battle with Compass and reports, I received a call from the office that someone wanted to speak to me. I took the call only to discover that it was from a technology company making a cold call. The guy on the other end, lets call him Derrick,  was ringing to spruik a product that his company was developing around feedback. Sadly, he got the wrong guy. After telling him that I didn't have time, I then explained to him that  +Steve Brophy  and I had actually presented at the recent DLTV Conference on dearth of options available surrounding listening to voic

creative commons licensed (BY-SA) flickr photo by Orin Zebest: http://flickr.com/photos/orinrobertjohn/116972344 This year, I have taken to audiobooks. Unsatisfied by my consumption of podcasts and frustrated with all the books that I just don't have time to read, I have taken to listening while I'm walking, driving, working, gardening - basically, whenever allows. During this time I have gone through quite a few books: David and Goliath: Underdogs, Misfits and the Art of Battling Giants by Malcolm Gladwell At the heart of Gladwell's book is the myth of power and strength. What he sets out to uncover is that so often strengths are at same time weakness and with that supposed weaknesses can often be our greatest strengths. His archetypal example is David and Goliath. So often it is a story told of an underdog getting lucky, but really when you break the story down David was meant to win. For so often success comes through subverting the expectations of o