Making your classroom an incubator for global citizens.

Be it a classroom, a chat room or a war room, when do people choose to contribute to a situation? When you think about it for a moment, it’s not hard to work this out from experience. My first thoughts are:

  • Trusting relationships with the other stakeholders
  • A sense that:
    • you have something to offer
    • your contribution might succeed
    • one learns from any failures
  • Confidence to:
    • present your ideas to others
    • communicate and relate to new people

student teams01Developing these attributes and skills takes time. If you want to empower your students to feel they can use their school time to develop as contributing global citizens, your class lessons and projects need to have the above list as a foundation. You must also allow time for this development and not expect to be able to ‘teach’ it in a week or so. The confidence to contribute is not some thing one learns but something one develops through experience and feedback. To achieve these attributes, your class activities need to regularly be student driven, where the learners work together under expectations that they, not the teacher, need to formulate the best approach. They also need to develop habits in seeking and making productive connections with the right people, wherever they are in the world. Here’s my previous post on “What is Student-centred learning?

A networked world

What Teacher am IAnother understanding (that can be taught) is how young individuals are currently connecting globally to instigate projects and create products that are making a real difference. The examples below will showcase how becoming an active global change-maker, or a member of a change-network, can become a real possibility for anyone willing to purposely connect with others. It’s your classroom’s job to develop that will in your learners.

YOUNG PEOPLE HAVE NEW EXPECTATIONS OF THEMSELVES:

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Highlight to students that being a global citizen is an awareness that one exists as a node on a network. How important one is as a node is up to the individual but every node has an important role to play.
I have found that showcasing how young people are connecting to online ‘tribes’, centred on a particular issue or topic, and how they learn from that tribe through feedback on their contributions, inspires my students. This is how much of today’s global citizens operate and how much of the significant positive change takes place.

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What difference can I make?

The more you teach your class as one unit, the less your students feel like individual learners and more importantly, individuals who might impact on global issues and change. To truly become an incubator for global citizens, the teachers job in the 21st century is to cultivate an empowering learning environment where students expect to take charge of both prescribed content and global impact, through their own development of networks, projects and feedback loops. This, like anything, takes practice and from as early as possible, this is the primary role of a 21st century classroom.

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Richard Wells Author pic SMLAuthor: Richard Wells
Teaches grade 6 to 12
Deputy Principal in a New Zealand High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters)
and an International Speaker.
Twitter :  @EduWells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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Grow your career like a rockstar

There is ongoing development in New Zealand of our “Teaching as inquiry” model. It was added to our new national curriculum in 2007 as an expectation that teachers formally record inquiries into aspects of their practice which they felt required challenge, research and improvement. This was quite a new mindset for the any profession to realise. Self-development is often an alien concept to generations brought up on formal education where learning is delivered at you. I’ve lost count of how many teachers have uttered the words “When will we get PD on this?” The information age is also new and so the world now expects people to rely less on face-to-face contact with experts. The self-driven learning mindset also matches New Zealand’s preferred inquiry-based learning model for students. But the understanding that one drives one’s own learning is crucial for another reason.

Employment Gigs

Employment “Gigs”

Gig: noun; plural noun: gigs
a live performance by a musician or group playing popular or jazz music.
a task or assignment.
“working on the sea and spotting whales seemed like a great gig”

I was listening to the excellent Curious Minds podcast by Galye Allen and she was interviewing Karie Willyerd on how to future proof your career. Karie used the term “gig” when referring to a job to emphasise how people were now viewing employment roles. This struck me as an excellent term to use with my students.

“It’s important to picture your future career as a set of music gigs. The current average means that each Gig (job) will last less than 4 years and will require a particular set of songs (skills). Like a musician, it is critical to write and learn new songs and instruments to ensure you stay fresh for future gigs. Like a rock star, you need to learn how to work with others and adapt / improvise during each gig. 
Develop this mindset and you’ll shine a rock star!” – @EDUWELLS

Job satisfaction & technology

I’ve blogged before on discussing careers with students in the plural and not singular tense. It is well documented that the job market now is increasingly fluid. This is for two reasons:

  1. People of all ages (Karie was quick to discourage the myth that it’s only millennials) now expect more satisfaction from work and often move on when it’s not forthcoming,
  2. Technology now significantly changes the employment landscape every year, predominantly with a lessening of available posts.

It is time for teachers to realise why both “teaching as inquiry” and growth mindset are so important but also why it is critical we pass on this approach to our students, who arguably need it more than we do!

Factory education fails everyone

Reminding teachers of what it’s really like to be a student in school is one of my favourite professional pass times. I was presenting at a conference recently and at 3pm, many teachers were talking about being overloaded with information and how tired they were. I highlighted that this was exactly what it’s like to be at school except they had not even been asked for any outcomes or work and would not have to do this for the following 200 days! They all agreed this was good news for them. But what about our students?

Thanks to my friend Danielle Myburgh for telling me to get on with producing a Factory Education poster!

Factory Education-EduWells

 

IS School is still a burden?

My presentation (Slides below) was on Learner agency: the purpose, control and ownership students do or don’t feel they have over their learning. I started with a 1957 Chuck Berry line: ““Soon as three o’clock rolls around, you finally lay your burden down” I highlighted how 40 years of almost zero development had led Bart Simpson in the 1990s to share the common joy of : “woo hoo! Snow Day!” I asked the audience of about 50 teachers to fill out 2 Google form questions to confirm if they thought the school day was still a “burden.” Even with a massive majority of elementary school teachers, there was still a 50% agreement that it was. I’m sure this figure would have been higher with high school teachers.

Top students hide their grievances

3 examples I gave of academically successful students not rating the school expericene as positive, regardless of being able to comply with it, were:

  1. A top grade 7 student regularly achieving a top 3 in class tests and projects, excelling at two sports and working as a library assistant, expressing most mornings how she did not want to go to school due to it being “really boring!” This was the last student her teachers would expect to have this attitude towards school. What must the less engaged be saying?
  2. The head girl and head boy in a high school both starting the respective ‘high achievers’ speeches with implications that their success was in spite of school not because of it. The top female student highlighted that she had been a well supported high achiever from day one and school had been a great opportunity to show how her already positive approach to challenges could yield great results. The male top student semi-joked that making his bed every morning had started his day with a sense of pride and achievement meaning his self-worth would approach the required compliance in school more positively.

Employers and Universities share their GRIEVANCES

  1. “teenagers are leaving school lacking basic skills” – UK (Source)
  2. “School leavers are not meeting the needs of the New Zealand workplace, according to an employer survey.” – NZ (Source)
  3. “… despite being fully eligible to attend college, they are not ready for postsecondary studies” – US (Source)

My presentation also included 3 examples of the 100s of articles and reports you can find to show employers, universities and even parents are commonly under impressed or disappointed by the motivation and skill set held by school leavers. I highlighted that Malcolm Gladwell’s Ten thousand hour rule, would expect that after 12 or 13 years of 5 hours a day experience, students would be extremely motivated and skilled to make significant impact on the world. The fact that they are commonly unmotivated and lacking confident to tackle situations without significant guidance and scaffolding, means we have them practicing the wrong things.

Tackle Deja Vu with “VuJa de!”

I came across “Vuja De” when a friend of mine, Steve Mouldey introduced me to the Curious Minds Podcast interview with Adam grant.

‘Vuja De’ definition: “The vuja de mentality is the ability to keep shifting opinion and perception. It can mean reversing assumptions about cause and effect, or what matters most versus least. It means not traveling through life on automatic pilot.” – Bob Sutton – ‘Scaling Up for Excellence’

It is time for all school leaders to question every aspect of deja vu within their professional life. This is best explained in the way that comedians take a seemingly fresh look at everyday occurrences and by highlighting them, make us laugh out loud. This type of perspective is required if school leaders are to ever see that what they think is being successful within their factory school model is not serving either the children or their future.

Here are my slides:

Does your classroom put the cart before the horse?

Most people assume formal education is a process of individual development from being heavily assisted at the age of 5, moving on to only requiring guidance and eventually achieving full independence and confidence to tackle one’s own learning and growth. The sad truth is that most teachers of 18-year-olds will tell you that their students remain heavily dependent on constant guidance and support. I produced the following graphic to sum up the three aforementioned stages and I wonder which one best depicts the average teenager in your education system.

Horse & Cart-EduWells

Whether, as a teacher, you are tackling a prescribed set of content, have the luxury of devising your own, or even better, are negotiating the tasks and content with your students, it is worth considering who is doing most of the work. You can’t develop a top footballer without allowing them to practice, try, fail, and try again. The same goes for what we want from our students. Most classrooms are so busy avoiding wrong answers they maintain and develop dependent learners who check with teacher before making any step forward.

Where do ‘good’ students come from?

The top students in any school, through family, sporting or performance experiences, are normally high achievers in spite of school and not because of it. They have arrived at the school having regularly experienced situations where their decision-making mattered, they were or remain responsible for for the success of activities, and the possibility of failure was common. This is exactly the conditions that the average school classroom avoids and thus does not develop the average student into a genuinely motivated, confident citizen. At school, I was very much an average student and can confirm that any motivation and responsible decision making was left until after university. I was kept safe from such matters by the education system I went through and spent my twenties working out how to perform effectively in teams and get projects completed on time. 

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“…But they get the grades”

Please don’t confuse success in exams and grade acquisition for genuine achievement. Many, if not most top grades around the world are achieved through targeted teacher coaching. Coaching only tuned for the specific prescribed challenges of the assessment at hand. This only results in what universities and employers report as school leavers lacking initiative, motivation and professional skills. This is not educational success by any stretch of the imagination. You will still get your grades if you devote time in early years to letting learners experience managing their own learning as a norm and not spoon feeding content to them. This will develop people who have their own coping mechanisms when it comes to exams later.

The Classroom is for developing people

The habits of many schools hand the responsibility of growing the person to extra-curricular activities and not the classroom where the students spend most of their time. The number of times I’ve heard the words ‘all-round education’ in discussion of sports or cultural events and at the same time the classroom is reduced to only a place in which information is passed from teacher to student. Many adults make the mistake of thinking “I went to school and turned out alright.” But when challenged they will conclude that any confidence or initiative they have has been developed post-school not during. This I feel is a massive missed opportunity that many non-high achievers miss out on.

It’s time to make the classroom as challenging as the sports field or theatre stage. Make the students more accountable for what takes place and whether or not it succeeds. Shift the responsibility from teacher to student for organising how the current challenges get tackled.  It may go wrong initially by like football players, they’ll get better and better until they are ready to face their final school challenges independently.

Play safe and start early

This does not happen overnight. What I propose here is a vision for your school in 5 years time, not tomorrow. Don’t dismiss this because you can’t picture your more senior students handling the responsibility of devising their own plans for learning. If they haven’t had the prior practice they’re not going to take charge tomorrow. You have to build the expectations and competencies over a 5 year process. Rethink the learning environments that your school’s youngest learners experience and let the current students live out the teacher-directed education they were introduced to as much as they need to. Focus on what your school will offer the next intake and how it will develop them to tackle the content without it being spoon fed from day 1.

10 tips for administrators to help new teachers avoid burnout

I remember what it was like to be a new teacher. Not knowing what to focus on, not being sure how to balance being formal and friendly, wondering if you’d ever get through the curriculum, mastering the school’s computer systems, and on top of all this, you can’t even find your way around the school!

admin helps new teachers-eduwells

Here’s 10 things I would suggest all administrators do to make it easy for new teachers. After all, we need to keep everyone teacher we get, the attrition rate is frightening.

  1. Time. No matter what administrators do or offer, they must invest in time for new teachers to prepare for the workload and also reflect on the experiences of each week. If there’s no formal time offered for reflection, teachers will not grow from the initial experiences and/or difficulties.
  2. Support. Administrators should encourage a supportive work culture. This should include themselves team-teaching with new teachers. This relieves pressure, whilst also allowing for example to be shown, in-turn providing great professional development.
  3. ‘Chill’. Administrators as mentors should remind new teachers that they are not a one-stop delivery machine. Ensure they have high expectations of young people to work together in learning. Being a sage on the stage is far more tiring as a teaching approach.
  4. Simplify. Don’t add to the burden by giving new teachers a wide scope of courses or topics to get to grips with. keep the initial focus on a narrower curriculum demand. Let them build confidence in a small amount before taking on the full job.
  5. Flip it! This does not apply to all teaching but particularly does in high school courses. In 2011, I literally halved my stress level in one month by starting a process of videoing my key content delivery into 5 minute edited videos, throughout the year, organised by topic playlist on Youtube. More info here and here.
  6. Timely. Make sure that school administrative information is issued to new teachers in a timely fashion and not all at once in the first week. It is still common for induction books to amount to 50 packed pages of information that is often never read or certainly not needed in the coming months. Focusing on what’s needed now will reduce stress levels in new staff.
  7. Connect. Make sure you have a programme in the school to get new teachers connected to the relevant online networks. There’s a Twitter #hashtag for every conceivable teaching specialism and age group. Ensure new teachers are making friends for both support and resources.
  8. Team-time. A weekly morning meeting for all new teachers to discuss matters arising also builds relationships. The sharing of ideas and experiences will help grow confidence, which in-turn relieves stress. Do not organise such meetings at the end of a tiring day.
  9. Record Dialogue. Organise a shared space online for new teachers to express their concerns to experienced teachers or administrators. This means they don’t feel like they are interrupting a busy schedule but offers an extra place for help and guidance. It also becomes a record of issues to help administrators improve future inductions.
  10. Be thankful. Administrators must recognise the hard work and extra pressure new teachers are experiencing. A weekly visit and a email to express positive observations can make the difference between keeping and losing another educator.

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EduWells2015Author: Richard Wells
Teaches grade 6 to 12 – Head of Technology at NZ High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters)
and an International Speaker.
Twitter :  @EduWells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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Schools need to say #YouMatter as much as Teachers

I was lucky last November to be in Miami for the fantastic Miami Device event. There I saw the inspirational Angela Maiers, the author and presenter of the now worldwide #YouMatter campaign. This is a vehicle she uses in a number of ways. The primary aim is to have everyone realise that they do matter and that they have significant knowledge and talents to offer the world. This understanding is something Angela encourages teachers to develop in both themselves and their students. She asks both teachers and students to share their learning and experiences in an attempt to help others and in doing so, realise the impact an individual can have on the world.

STAR WARS _ EDUWELLS.024

Happy 🙂

This all makes me very happy and I think it’s a fantastic initiative to push within education. I personally boil school purpose down to: Making every student realise how important they can be in the world. I too have presented and run workshops on how being a connected educator empowers one’s professional life. It gives more meaning to any classroom moment one is willing to share. Teachers use blogs and social media to develop confidence to such a point they even begin to share the not-so-good moments. This acts as a way to encourage feedback and ideas from their followers so as to grow one’s practice.

#YouMatter is so important in a world where anyone can showcase their talents to the world and make connections to help build success around them. As a personal example, I failed English at school but have built a considerable following from my writing in just 4 years. I’ve used sharing and networks to realise my writing matters.

Sad 😦

Here’s my question: Why do teachers and students need #YouMatter? Surely, schools are exciting places where empowered students get to spend everyday working on their passions and expressing their own talents in preparation for a rapidly changing world that demands they showcase what they can offer. Errr… ok, not every school. Um, … ok not most schools. And here lies my problem.

It is such a shame to watch teachers building relationships and working hard to let every student know they matter, when the school systems and structures are dedicated to doing the opposite. How can #YouMatter, if:

  • everyone has to read the same book?
  • everyone must stand when the bell goes?
  • you have to stop what you are doing and start something unrelated?
  • you’re never given enough time to immerse yourself in anything properly?
  • your government has pre-decided what you need to look at?

Cheer up 🙂

It is so encouraging to see an increasing number of school leaders challenge all the aspects of education’s status-quo. In simple terms, most elements of factory schooling need to be removed from education and leaders must start thinking far outside the (factory) box, if we are to ever have universal success when saying to any young person: “#YouMatter.”

 

10 [more] #StarWars Posters for Educators

It’s official, the world loves Star Wars. Thanks for all the 100s of messages of support after my first Star Wars Edu Poster set. I was asked to do some more specific topics, so here’s some more. Hope you enjoy them. I feel they cover important educational issues but in a humorous way to get teachers talking. Ask yourself, what is your school or district doing about some of these challenges. May the Force be with you.

STAR_WARS2 _ EDUWELLS.014 STAR_WARS2 _ EDUWELLS.015 STAR_WARS2 _ EDUWELLS.016 STAR_WARS2 _ EDUWELLS.017 STAR_WARS2 _ EDUWELLS.018 STAR_WARS2 _ EDUWELLS.019
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Can social media help manage a successful classroom?

Humans are all about relationships. This is why learning is all about relationships but that’s also why social media has both taken over the world and will have a huge impact on education and learning.

Social Media wallsNotice there, where I split the education and learning into two distinct topics. I do this because the term education implies the familiar formalisation of learning that we are all accustomed to. “Education” makes people think of buildings and classrooms, testing and grades and not necessarily learning. Just as social media has challenged and transformed the business world over the last decade, it will increasingly challenge the education institutions built on the 20th century’s model of one-size fits all and their view of what successful learning is.

Whether schools like it or not…

The tools and features within social media that allow individuals to make connections, build networks, share learning, receive feedback from peers and grow one’s own learning are already challenging the purpose and even need for a classroom, as we’ve known it in the past. Social media, be it school based, such as Edmodo, or public like Youtube, is itself teaching young people that networks that share a common goal often prove more powerful than the sum of their parts.

Connected generation

“I’m currently working with a group in Iran” – Grade 7 New Zealand student.

Clash-of-ClansYou might think that the quote above that came from one of my students this year is unusual but what was more unusual was that he didn’t think anything of the statement! It was me, his teacher, who had to point out how special his circumstance was. The context was that we were doing a project on world connections and he was an avid player of “Clash of clans” on his iPad.

Only when I ran through some comparisons and highlighted how the world had changed so quickly did he become inspired by his collaborations and how those very real experiences might impact on his perceptions and future interactions with people from other parts of the world. He went on to include in his project his meeting with an Iranian employee of his father who he’d made a special request to meet.

Authentic and relevant audience

I hear many frustrated teachers bemoan the lack of writing quality amongst even their senior students even after they’ve experienced over a decade of education. I like to highlight that developing an intrinsic desire to takes one’s writing seriously when your audience is one teacher and the reward is an abstract grade has always been hard for most students. This is where, I’ve always liked the concept of Quad-blogging founded by David Mitchell. A class of student bloggers, team up with 3 other classrooms elsewhere in the world (arranged by the website) . One format is that each week or month, one class’ blogs become the focus for the other 3 classes to feedback on. This system then rotates. For me, the ‘unknown’ audience of peers makes students take much more care over what and how they present their writing and projects. They now see their work as much more an extension of themselves exposed to the world outside the classroom.

The world is now layered with thousands of online networks and it’s time for classrooms to allow these networks to make learning a relational and authentic experience. It’s online networks that can stretch learning beyond the four walls that until now have only isolated young people from the world they might become a key players in.

David Mitchell explains his Quad-blogging story:

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EduWells Pofile Pic 2015Author: Richard Wells
Teaches grade 6 to 12 – Head of Technology at NZ High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters above)
Presenter and also a father to 2 beautiful girls. Twitter :  @EduWells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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Five Things that Transform a School

5 things that change a school-EduWellsSo, maybe you’re on Twitter, your colleagues are on Twitter, you’re excited about ideas around new learning and your Principal might mention these themes in staff meetings. So why, to often, is no real change happening in your school?

All this 21st century learning talk is happening but you’re still performing standardised tests, teachers are still teaching from the front of class and most are still predominantly isolated in their own classrooms. There’s probably a small group of “new learning” types who you know are trying the “Project-based-design-thinking-SAMR” type stuff but the school as a whole isn’t following their lead.

I recently came across a talk by Michael Fullan on making change. I thought this would be useful to share but it also reminded me of a TED talk by Linda Hill, which then led me to dig up 3 more TED talks which when combined might give schools and their leadership teams some real incentive and instruction for change. They also combine to indicate that progress will not be made with either top-down or bottom-up approaches but from a developing a new school culture towards shared, networked collaboration at all levels.

Here are the 5 videos:

  1. Michael Fullan: Leading quality change
  2. Linda Hill: How to manage for collective creativity
  3. Eddie Obeng: Smart failure for a fast-changing world
  4. Manuel Lima: A Visual History of Human Knowledge
  5. Barry Schwartz: The way we think about work is broken

Inspired by these talks, here are my …

Five THINGS THAT TRANSFORM A SCHOOL

  1. Your Principal is seen by the teachers as an equal participant in learning.
    This I got from Fullan in his talk he gave in New Zealand about transforming the Canadian school system. He highlights that a principal behaving as an active learner was a surprise key indicator in his research into schools making significant and positive change.
    .
  2. The teachers are aware of the impact of 21C opportunities and challenges
    Eddie Obeng’s talk is both fun and powerful in explaining how so many people didn’t notice when all the rules changed regarding how success happens, how organisations are run, how work gets done and what skills & knowledge are required to survive in a world where the new scale people of all ages operate under is global. If we want to say we are preparing young people for the world, we need to wake up and take note that many of them are already making use of this new interconnected world that many schools are yet to accept exists.
    .
  3. The school now operates as a network not hierarchy 
    Manuel Lima indicates how one of the changes that’s taken place without most schools noticing is that, after 2000 years, we’ve moved from seeing everything as a hierarchy and now view and operate everything in networks. This is also backed up in the Fullan talk. Lima’s talk will make your school consider if it operates as a 20th century hierarchy or a 21st century network. This is key to preparing both staff and students for the next 50 years. It also connects with Fullan’s theme about “social capital” or the quality of the group work and connections used by the teachers and with Obeng’s thought on everything now operating at a global scale, due to new online networks.
    .
  4. Schools are doing more than just handing out grades
    Complementing Obeng’s need for a new look at learning, Barry Schwartz introduces his concept of Idea Technology. He explains that one simple assumption introduced by Industrial Revolution removed all non-material incentives to work on a premise all people were inherently lazy and you wouldn’t get them to work without incentivising with pay. It made me think that schools adopted the factory model and it seemed only natural that you would need grades as payment for work without considering what work environment might be created to have people genuinely satisfied at school. A wonderful quote is : “The very shape of the institution within which people work, creates people who are fitted to the demands of that institution and denies people from the kind of satisfactions from their work that we take for granted.” If students work for tests and grades they are only prepared for exactly that environment. An environment that doesn’t exist outside academia.
    .
  5. School leaders have stopped ‘building visions’ and inspire people to follow it
    Linda Hill says “Innovation is not about solo genius but collective genius.” She goes on to outline how the most successful organisations build organisational structures and cultures that are “iterative, inter-related and quite frankly messy.” She also highlights that investing in all the people to give them time to develop and collaborate around new challenges and ideas. It is also critical to build a culture where everyone, and I mean EVERYONE, feels they might have something to offer in improving the operation of or output from the the organisation.
    .
    This is a huge issue for schools, where many teachers never bring problems to the leadership team because they don’t think it’s there place to suggest change. Schools are often not flexible or iterative enough to adapt to changes as they arise. A fixed-time vision for learning in a school issued from top-down can kill excellent ideas that surface during the period of time in question. What I took from Linda’s talk was that schools need to develop a staff culture for collaborative problem solving, discovery driven learning (and that’s the teachers we’re talking about) but run integrated decision making where everyone is confident to express ideas.

Adapt or lose your students

Schools lag further and further behind the pace of world change year-on-year and we need bold, aware, flexible leaders who know how to work with their community to collectively build a new culture of adapting to change to remain relevant. More children every year are finding alternative paths to early success and careers because their school was unable to adapt to their needs. Let’s stop wasting the potential of what might take place during a person’s school years and start operating the way the world does already.

P.S. This whole post and graphic were spun towards a positive rather than negative angle thanks to Lisa Donohue in Canada (@Lisa_Donohue). Thanks Lisa for your #Growth Mindset approach.

Here’s a rework of Michael Fullan’s model:

The Principals New Role-EduWells

There are more transformative ideas in my book A learner’s Paradise: How New Zealand is reimagining education.

Teaching a Room of Nerds and Noobs

What was my most challenging classroom and how did I turn it around?

This story wont be new to everyone but it’s an important one all the same. A common discussion amongst teachers is differentiation and how to allow for faster and slower learners and/or catering for different styles of learning. This was a key problem for me in 2012 when I had to introduce an advanced Computer Science course to a class of students with very differing levels of experience.

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iPadwells Pofile Pic 2015Author: Richard Wells
Teaches grade 6 to 12 – Head of Technology at NZ High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters above)
Presenter and also a father to 2 beautiful girls. Twitter :  @iPadwells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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Some students had no experience of the terms or concepts, where as some were keen computer nerds chomping at the bit to discuss the most advanced computing technical aspects they could get their hands on. There were visible tensions in the room regarding advanced students being held up by the inexperienced. So how do you plan lessons for a class you know will be at vastly different levels of understanding after just 5 minutes? Answer: Flip it !

DifferentiationI started the year by announcing I would not be teaching the class once that year. That is, there would be no teaching of any concept to the class as a whole. Students then set about personal, subject-related project work, whilst I recorded 5 minute videos of the usual content I’d normally be covering in the following week. I found that before we got half way through the year, I’d already recorded all content, diagrams, animations and videos and arranged them into playlists. Some students had watched the videos as I made them and arrived at class with specific questions, some were confident enough to leave many of the videos unwatched until the exams drew closer. The personal projects I mentored in the classroom were also significantly more in-depth then we’d managed in previous years.

Important fact: When I did this for 6 senior high school courses, the total video delivery for any individual course never exceeded 4 hours! That’s right folks, no high school course’s entire year’s content takes more than 4 hours to deliver. If it’s condensed with clean, edited, uninterrupted delivery of all information all students need to know.

Grades that year were over 20% high than previous years and 2013 became a year of tweaking videos I’d already made allowing me to dedicate my time to full project based learning in class. I was able to focus on developing team skills and project management because the content delivery worked for all. Some students reported watching each video more than 10 times, some said they hadn’t bothered watching some topics. In  over 80% of cases, Computer Science was the top grade for any particular student in the class.

If you haven’t considered it, try flipping your content into videos, but NOT as fixed, timetabled homework.