Barry Smith - Learning about Learning

I found out about VIG only today in discussion with a colleague and we have decided to look at look at possibly using it with the ALPs programme.  What is the VIG you ask?

Video Interaction Guidance “is a technique which aims to improve communications and relationships for participants.  Participants are involved in discussing very short recordings of their interactions of their successful interactions with a Video Interaction Guider.”   The important word for me in this blurb is “successful”, focussing on where things have gone right and re-inforcing and exploring that strategy/choice/behaviour.

We already use digital video with the group, but this is much more focussed and will be delivered by a trained Video Interaction Guider.   This person will initially be another professional not directly involved with the ALPs programme, but it may be something we look to having as an integral part of the programme in future.

I’ve blogged quite a bit about thinking skills and creativity, it’s something I have a real interest in.  I am keenly aware my own personal development has been positively affected by becoming more emotionally literate and thinking about my thinking, perceptions, mental models whatever you want to call it, and subsequently accessing my own creative thinking in ways I probably didn’t realise I could.  Over the course of my posts about thinking skills I’ve had a number of people respond favourably to my raising the topic and also being interested in finding out more.

It has occurred to me tonight that perhaps this is something that we, as an authority, should be looking at in more detail and perhaps in a more structured way.  It is probably happening already, but if not is there scope for a group of interested individuals coming together to look at current research and educational practice in this area and perhaps recommend a way forward in terms of developing our practice? 

There seems to be no doubt that the development of thinking skills and creativity is high on the agenda in A Curriculum for Excellence.  I’m also keenly aware that I have little or no knowledge of what is happening in primary schools and I’m pretty sure I’m not the only secondary teacher in this position. 

Enterprise education  focusses extremely well on creativity from a mainly, but not exclusively, economic perspective and the link provides an overview of much of the excellent work currently taking place in East Lothian.  I have not however heard or seen much in the way of teaching the skills in a more holistic way, purely from a personal development and understanding perspective.  I’m prepared to be shot down on that one because I’m obviously only talking from my own experience in schools and I may well be wrong.

There is also the idea of development and progression of thinking skills, linked in some way, I would venture, to emotional intelligence.  I’m sure there are many ‘emotionally intelligent classrooms’ around the region and the country who are also employing thinking skills techniques both by chance and by design.  However, I’m not sure if there is much in the way of a real exploration of what works and is appropriate at what stage for youngsters(and adults). 

I think there may be a real opportunity for East Lothian to be a leader in this field, because from what I saw at the ‘Thinking about Thinking’ conference, everyone is pretty much at the same stage of development; ie using techniques such as brainstorming, mindmapping etc but there did not seem to be a huge amount beyond that, especially in the area of emotional intelligence.  Scottish Borders has dabbled with Feuerstein’s methodology but again there has not been an enormous amount of data generated as to its efficacy or usefulness in schools, although it does look very interesting.  Maybe I’m just looking at something which does already exist from a different perspective, I’m not sure.

Anyway, this has really been a bit of and idea in my head without too much basis in fact for it!  I’d be interested in hearing others views on this one. 

Professor Brian Boyd’s keynote speech focused on the place of thinking skills within a Curriculum for Excellence.  The main themes from the speech as I understood them were as follows :

Making the connections

Are we on the edge of a ‘New Enlightenment’ with the freedom being given to educators through a Curriculum for Excellence?

Thinking skills are equally important for the highest achieveing students as for those finding difficulty.  He suggested that youngsters are so well ‘trained’ for Highers that it ends up being more about reproduction than creativity and inquiry, the skills increasingly necessary to succeed in today’s society.  

Looking at the continuity of learning and transfer of skills eg p6/7 to S1

Learning to Learn - Metacognition

Thinking skills theories and programmes.

Understanding is key.  “Demonstrated understanding in new situations is the cognitive challenge that underpins thinking skills”

Co-operative learning.

Curriculum Architecture

ACfE as a focus for learning and an enabling curriculum.

No longer an accountability(as consequence) culture.

Fundamental principles that link thinking, creativity, enterprise, not just the delivery of discrete initiatives.

A love of learning.

What happens next?

Collegiality and collaboration will help both teachers and students.

Can we put the curriculum architecture in place?

Can we focus on achievement and ‘close the gap’ between highest and lower achievers?

Can we help teachers and learners co-create the curriculum?

I’m a fan of Brian Boyd and again, for me, he didn’t disappoint with this speech.  There was agreat deal more to it than my short summary, but I think I’ve covered the main thrust.  It was very interesting to hear someone who had a great stake in developing ACfE speak so passionately about his vision for it.   He also spoke of the practical implications of shifting the focus of what we do towards the skills of inquiry and creation and away from the constraints of exam results.  We are nowhere near that kindof curriculum at the moment and there will be much debate and discussion amongst us all as we move forward wth ACfE, but I for one am really excited about the prospects.  I heard a number of people who had been teaching for more than twenty years saying the same thing; they are more excited by ACfE than they have been about anything in their whole teaching career, surely that is proof, were it needed, of how significant the next few years could be. 

It has been a hectic few weeks as I think I’ve mentioned ad infinitum recently with the launch of ALPs, SQH Unit 3 and other ‘enjoyable’ pressures.   However, I think I was beginning to feel a bit empty in the fuel tank, the red light was certainly on.  I knew that the brain was threatening to become full of broken biscuits because I hadn’t done any reading for three or four days, a sure fire sign.  I also hadn’t done any drumming for two weeks prior to tonight so it was great to go bash them to bits and switch fully on to another ‘mode’ of brain activity. I’m feeling re-invigorated now and ready for the next few hectic days.  It really is amazing what a completely different challenge and focus does to help order the rest of the brain!

I’m going to the ’Thinking about Thinking’ inter-authority conference at Murrayfield tomorrow.  I’m excited about attending because I believe that teaching thinking skills explicitly is an idea that will be developed further in the coming years in Scotland.  I’m convinced it has huge potential for the development of self awareness and emotional literacy in young people and adults.  There is a keynote speech from Brian Boyd who was one of my tutors at teaching college and someone for whom I have great respect.

I’ll no doubt report back on that tomorrow.

The purpose of what we do and how it relates to our motivation on a daily basis came up in conversation with a colleague today.  I was describing how I felt I had gained a very clear sense of purpose, for a number of reasons, in the past 18 months or so, and how this translated into my day-to-day practice and enthusiasm for the job. My colleague, who is a tremendous teacher and a truly outstanding ‘people person’ described a real change for the worse in intrinsic motivation and sense of purpose in the same period.  Notwithstanding the possibility that I was responsible for stealing this person’s motivation and purpose(definitely wisnae me, honest!!), I was intrigued as to why that might be. 

The main reasons seem to be a perceived lack of challenge and support in the job.  This was a real eye opener for me because I would never have guessed that this was an issue.  This again says a great deal for their ability to do a great job despite feeling really quite negative about it. 

Trying to make sense of it from my own point of view and also bearing in mind Don’s post today, I think what my colleague is experiencing could be a kind of burnout, along the lines of switching off and kind of helplessness.  I have felt this way before and I think I can honestly say the thing that has helped me most is learning about what I can do to take control of my own situation.  Understanding what my circle of influence is and what that means for the way I conduct myself with others has helped enormously in my personal management of relationships.  Using feedback(a good online resource here) with others and acknowledging our emotions and reflecting upon whether they are valid or not is another tool to prevent the onset of a feeling of helplessness and frustration. 

There is also the interesting idea we are part of a wider system and as such we have an influence upon it.  Therefore in some way are the makers of our own reality.  This is a very empowering idea becauses it shifts the responsibility for our current happiness in our job or life back onto ourselves.

I have gotten into the habit of reflecting upon these ideas because I was given the chance and encouraged to develop myself professionally.  We can’t underestimate the power of ongoing professional development or learning for life in ensuring that people are able to work in what can be a highly stressful environment without burning out. 

It’s possibly a strange notion that avoiding burnout means doing more work but I think there is something in it!

We had our first major challenge with technology today on the ALPs programme.  The internet was too slow to gain access to the Exc-el site and get the boys blogging.  Thinking caps well and truly on about how to get round this one!

Ice-breaker fun!

We finally got ALPs off the ground today with our induction day at the Pennypit Community Centre at Prestonpans, a really top class facility.  It was a great day and it was tremendous to see all the ‘thinking’ becoming ‘doing’. 

I was also delighted that the input from all the different people connected together to present a discernable ‘whole’.   It re-affirmed again to me that we are ‘on to something’ in delivering a model of this type. The blend of personal development, active learning through outdoor education, thinking skills, mentoring and employability skills has great breadth and depth of skills development coupled with reflection.  By the reaction of some of the parents who attended our induction there is a positive feeling about the potential benefits of the programme too.  

We were very pleased to welcome Kay Affleck, who is responsible for ELC pre-vocational opportunities, along for an hour this morning and we had a good chat about the possibilities for the ‘careers’ focus of this group in S4.

I’l be writing more in the coming week, but I think most of my ALPs blogging will migrate to our new site with short updates and pointers here from time to time. 

….is tomorrow!  We have our induction tomorrow and it looks like everything is in place for the start of the programme.  We’ve had a couple of last minute issues with students, but that is the nature of things, so we will be starting with a slightly reduced group size, but hopefully will be back up to full strength in the next week or so. 

I’m actually ridiculously excited. I’ve been thinking tonight about the number of hours that a great number of people have given to the project before it has started, it is fantastic.  All those 7.30am meetings since back in October, and only a fruit scone, croissant and a coffee induced headache to show for it! 

The work will continue as the programme progresses, we are already considering how we can further integrate or ‘mainstream’ this kind of provision to give opportunities to a larger cohort.  I’m particularly excited about teaching our thinking skills course, I believe the potential benefits are enormous and will be keeping my blog updated with the progress.

I’ve produced a short ‘welcome’ powerpoint presentation for students, parents, staff, mentors and guests who will be coming tomorrow.  It can be accessed below, but I stress it’s short!

active-learning-partnerships-induction-day-powerpoint.ppt

We had what I’d call a ‘feel good’ and ‘develoment plan’ sandwich today at our in-service day.  The development plan business was the bread and the feel good was the meat in the middle.  A nice idea, and hopefully one that we can build on.  Some of the sessions on offer were ‘an introduction to body conditioning’, ‘relaxation’, archery and learning how to make the perfect kebab(!) to name but a few. 

On the business side we were trying to establish how our develoment plan priorities had faired in the first half of the school year.  Development planning has never filled me with tremendous enthusiasm, and I don’t think I’d be alone in that feeling, although it is a vital part of what we do.  I think it is vital for all staff to be able to make a clear connection to the overriding ‘vision’ of the school to prevent it becoming just another paper exercise.   I think the ‘Tracker’ that we now use is a step in the right direction as it seems to streamline the process and gives a greater focus and clarity to tasks and responsibilities than there was previously.

However, I digress, the main reason for this post is that I’m looking for some Extreme Learning templates to use with our ALPs group if anyone has put one together yet.  I know there was talk some weeks ago of people doing it but I can’t remember who it was.   We will no doubt develop some as part of the programme but any work that people are willing to share that has already been done would be most welcome.  If you know of any please get in touch.

We had a full staff meeting on Friday afternoon.  The agenda was filled with what looked like some of the usual issues, litter, graffiti, the behaviour of certain groups of students etc. However, far from turning into the possible greetin’ meetin’ it could have been, it became a very positive discussion of classroom practice and the strategies that we can use to work with some of our most needy youngsters.  There were significant differences of opinion aired, but all were done so within a framework of professionalism and respect. I came away feeling really encouraged, it was a lesson in not assuming that you know the way things are going to pan out just because it may have happened in the past.   

Earlier in the day we’d had our early morning ALPs planning meeting to discuss the students who were being selected for the programme and to discuss the induction and the programme itself.  I was again amazed by the turnout.  We had representation from the local police, the integration team, POPs, Mobex, Active Steps andschool staff!  All at 7.30am on a Friday morning.  It brought home very clearly to me the strength of feeling and commitment there is to support young people in the community who need guidance in a positive direction.

Looking back at my previous post vision and values, I’m pleased I did post it because I’ve had not only a response from others formally through the blog comments but also informally from colleagues who read it.  It was definitely a worthwhile exercise and one I will no doubt repeat in the future.  Declaring and discussing values as professionals I’m coming to believe is a way to shape ‘where we go’ with A Curriculum for Excellence on a local, regional and national level, but I find that there are less opportunities to do so than you would imagine for such an important matter.  Such things take not insignificant consideration and reflection.  It is seems clear to me that blogging/learning logging, whatever you want to call it, is filling an important role in that sense for many people.

We are embarking upon a cross curricular project called the Rhythm of Life to follow up last year’s hugely successful Japan project.

With my love for djembe drumming and African Music and Culture I decided that my contribution would be to try and get some drums and create a piece with some of our youngsters for performance.

I applied to Awards for All a couple of months ago and found out today that the bid has been successful. We will now be able to purchase djembe and dundun(base) drums and have a master drummer come and teach two sessions. I’m really excited at what we’ll be able to put together, so watch this space! Preston Lodge HS African Drumming group is on its way!

The ALPs programme now seems to be in a solid position as far as funding is concerned so I am very excited about that too. This was the main stumbling block in my own mind but I have had some encouraging discussions in and out of school this week which seem to have confirmed that it’s full steam ahead! We’ve had great interest from the local community police regarding the mentoring aspect of the programme as well as some interesting ideas about their possible input. It feels like we are beginning to create real partnerships with many different community organisations which has always been one of our main targets.

I also attended our Pre-vocational strategy group meeting today, things are moving along really positively for the coming year’s pre-vocational college opportunities. It is a credit to the work of Kay Affleck.

All in all a fantastic end to the week.