The Marking Conundrum

In my first few years of teaching, I embarked on a journey to consider what life would look like after the levelling system was abolished. I was fortunate to be working closely with a school that was trialling one of the ways in which we could measure progress and my reflections were published with Sec:Ed:

Assessment: Life after levels at key stage 3 (sec-ed.co.uk)

During a discussion around book-marking, I found myself once again in that age old conundrum of reflection. Each and every year, I like to think of myself as not alone in my quest for the ‘better way’ of marking. Recent tweets and blogs I’ve read suggest I may have fellow explorers!

The quantity and expectations have once again hit the boiling point at which many a purple pen has disintegrated. Our backs are feeling the strain and the plastic trolleys are overloaded with books that are begging to be checked.

Fortunately, the past few years have seen a positive shift towards development of the curriculum and the acquisition of knowledge as opposed to simply this assessment driven focus that consumed the learning objectives.

The heralding of content appreciation over the tunnel-vision of exams has to be recognised as a step in the right direction, but have our marking strategies evolved too? Have all schools now recovered from the disruption of life-after levels and secured an effective and consistent way of measuring success? Have we now found that perfect balance between accountability to assess student knowledge and the ability to do so without over-burdening our workload?

The high hopes scream yes, but the realistic expectations whisper the thought that some schools are caught in same conundrum; having an established system but still questioning ‘there must be a better way?’

This is where I need input, I want to explore and consider without anyone’s fear of judgement or reprisal. I want to hear strategies that have worked and most importantly what HASN’T worked. Evolution needs to come from recognising that the right idea is often the one that came from reflection and refinement of something imperfect.

I want to hear about established strategies to levelling and marking as well as the new techniques that are being trialled.

The biggest questions I’m asking myself on this journey are of course:

• Is it sustainable?
• How was the approached received by staff and students?
• How do students know that they are making progress and how to improve?
• How is this evidence recorded for an understanding of the whole cohort?

This is where I need you! To support this journey, please complete the following form. It will only take 5 minutes but your input will be invaluable. For now, the focus will be on Key Stage 3, but I’d definitely like to explore all settings and ages.

https://forms.office.com/Pages/ResponsePage.aspx?id=DQSIkWdsW0yxEjajBLZtrQAAAAAAAAAAAAZAAL8bRnJUMzlROEtWSTBERko5TkxYNEVCNVhVNTROSy4u

Bringing current affairs into an English Classroom

I’m not afraid to admit my love for Shakespeare. It fascinates me how his prose and poetry can still resonate in society centuries after its intended audience were first exposed to his work. I also appreciate the stylistic sophistication of the 19^th Century fiction; with the vivid descriptions and intricacies all finely laid out like a fine-dining suite; a feast of refinery, debauchery and social injustice for all to see. By exposing our students to these pieces, we are opening their minds to the possibility of understanding and interpreting an era with a greater level of depth an understanding.

However, this glimpse into the past can’t be the only exposure that our students have to society. What we need to do is nurture and develop the past, by presenting them with the present and the possibilities of the future.

We often mention that a true and realistic curriculum cannot be fixed. It can never be labelled as complete, as the curriculum needs to be reviewed in order to reflect the demographic. Over time, society, cohorts and current affairs change and we need to ensure that these changes are reflected in our classroom teaching.

Throughout my book Talking about Oracy, I refer to the need for students to be provided with the skills and knowledge that they will have to exhibit when they leave the protective embrace of education, and venture into the uncensored world of the many. They will no longer be in an environment where mistakes will be highlighted and rectified by others. Instead they will have to reflect and consider the persona that they exhibit to audiences and the communication skills they demonstrate.

Because of this, there is something that we need to remind ourselves of:

Domain-specific conversation may be had with the few, but the ability to discuss and reference current affairs opens communication with the many.

Students should be able to write a speech or a presentation for work because they have been provided with the words of the greats (and the not-so-greats for a diverse reference). They should be encouraged to participate in debates about subjects that actually matter to them. Subjects that result in an emotional response being charged up and developed into a refined articulation of emotions.

Students should be able to communicate effectively with colleagues or their employers, because they have been given the skills and knowledge to do so through the exposure to current affairs. By providing them with knowledge, we therefore provide them with the confidence that can be sustained long after education has left their rear-view mirror.

In order to do this, there are a few simple supportive approaches that can begin to open this dialogue:

• Start off small- current affairs can’t necessarily be embedded into the curriculum, because they haven’t necessarily all happened yet! Larger topics or tasks may need to result in more of a reactive response as opposed to an intricately laid plan of objectives and outcomes. This is why verbalisation and the encouragement of oracy skills are so effective in these circumstances. You could consider strategies such as:
  • Having a weekly allocated time where you watch the news and discuss or share a newspaper article discussion.
  • Encourage independent research and opportunities so that students can begin to lead the discussions. This approach is definitely more of a facilitative strategy.
  • Introduce ‘devil’s advocate’ statements that you know will encourage an emotional response and allow them time to plan their arguments/viewpoints before a discussion.
• Be sensitive, not redacted- We would be doing a disservice to our students if we ignore or redact the truth. Obviously, there may need to be some censorship and understanding when considering contextualisation. It’s important to recognise that the most talked about current affairs are often the most controversial topics. Whether this is racial equality with the ‘Black lives matter’ movement, or gender equality with the ‘He for She’ campaign (as just two of the many examples), it’s important that students are constantly provided with the opportunity to discuss these matters, by being provided with the most suitable facts and resources for that particular demographic. What we should then be able to see is that these open and honest discussions pave the way for a more open and reflective society.
• Set the bar of excellence with evidence- We need to champion the individuals that do the right thing. Sometimes students become cocooned in this shelter of school life, and they consequently have difficulties with relating skills with real life scenarios. By changing the dialogue, we can therefore change the way that students see a task, and how it can relate to post-academia. For instance, instead of ‘write about an individual’, it’s ‘write your personal statement’.

At the end of the day, our students have a right to a broad and balanced curriculum. Part of this curriculum has to be their ability to function in everyday life, but that doesn’t mean that we have to change to game and add another piece. We can just change and position them so that everything can begin to piece together.

After all, only by looking at the present with a critical eye, can students begin the truly evaluate the impact of our great literary heritage.

Can we break the burnout?

For many, this half-term has been somewhat deflating. The long-awaited sense of relief and relaxation that we endeavour to feel each time we commence a school holiday appears to have passed over us. It almost seems like the time has darted past us in a ‘blink-and-you’ll-miss-it manner’ that has left us dazed, confused and unfortunately considering switching on the laptop.

As human beings, we’ve crammed the ‘free-time’ with as many fun activities as possible, donning our roles as partners, parents, carers or pet owners, in an almost misplaced guilt that maybe we’ve spent too much time on work this half-term and thus have a drastic need to over-compensate.

Although this strategy may have worked in the past, it is slowly becoming clear of the detrimental effects that lockdown has had on our ability to maintain our wellbeing in a long-term sense.

We’ve blurred the already distorted lines between work and home by erecting make-shift offices, or planning everything within a milli-second to prevent chaos. Although the time was short-lived, there were signs of a ‘reset’ and a refresh in post-pandemic breaks. Now, we appear to have encased that big red button in bullet proof-glass that ensures that our work mind is constantly switched on. Unfortunately for most of us, it needs to be. Across the country leaders at all levels are having to constantly consider and adapt based on staffing and COVID restrictions. We are constantly trapped in a never-ending came of ‘Falling Monkeys’, whilst slowly murmuring the Tetris theme tune to ourselves as we attempt to rise to the challenge.

Cartoon by Michelle Phillips

So how can we prevent a burnout?

The holidays used to support the prevention of burnout, if only because it was a reprieve from the actual classroom for the allocated period of time. No matter how this time was spent, what was important was that the batteries were being recharged.

Whether through passing the time exploring on the couch in a blanket, or donned in outdoor gear endeavouring to consume as much fresh air and sunlight as possible, it didn’t matter. That time was yours and there was no second-guessing or running narrative that was taking place at the same time (a board meeting of your subconscious that is endeavouring to solve the problems whilst you act normal- the pinnacle of multitasking).

There aren’t necessarily any new tactics that I can advise in order to help in these situations, but I think that now is an important time to remind others (and ourselves) about some key points to remember:

• No man is an island

It’s an oldie but a goodie. We’re all aware of it, and yet it’s one that we seem to constantly need reminding about! Burnout occurs when we juggle too many plates. The emotions attack like a tidal wave that can’t be defeated. No one is immune. In the majority of cases prevention is the cure. It’s about knowing yourself and your team. It’s about being able to ask for help without you seeing it as a sign of weakness. Just remember, asking for help is not a sign of weakness, but a sign that you know your own strengths and weaknesses.

• Take the time to assess

In a time where we are constantly basing decisions on situational analysis. Sometimes issues or factors can’t be resolved in an instant. The more that we become consumed with making quick decisions, the more likely that we begin to see signs of communication breaking down, or issues arising due to the time not being invested at the start. This is another one of them moments where knowing your team (both at work and at home) really helps.

• Communication is key

In all circumstances, communication is vital for all of us to conduct our roles to the best of our abilities. A breakdown in communication adds more issues and further stress that can easily be avoided through ensuring clarity for all. Sometimes we may become trapped in situations where maybe even we are unsure of the way out, but just remember that one torch can only shine so bright; a strong team can illuminate a path.

• Remember your box of control

It’s easy to believe that we have to have the answers to all of the questions and that we must be able to SOLVE all of life’s problems. Situations like being put into isolation can often have us arguing with an inanimate object about the travesties of government guidelines; pleading like Ebenezer Scrooge for a reprieve that would allow you to go for a walk. These situations fall outside of our box (unless of course you happen to have a laboratory in your house that can be used to find a cure). What is in our box of control is our reactions. Sometimes evaluation of a situation can play the biggest role in preventing negative reactions or irrational thoughts.

• Don’t compare!

We all need to be reminded of this. One person’s stress relief can quite often be another’s stress-inducing situation. There is (and never should be) a prescriptive method of dealing with time-allocation or how to manage your wellbeing. It’s all about knowing yourself and how best for you to ‘be you’. Use other’s stories as inspiration, but remember you are your own narrator and sometimes the loudest voice needs to be your own.

Cartoon by Michelle Phillips for The Sun Southwestern College: http://www.theswcsun.com/students-struggle-to-balance-school-and-work/

Embracing the Little Wins

It’s often hard to detach your work life with your personal life. Whether the aknowledgment of having close friends who straddle this fine line, or the emotional triggers that seem to merge the two together, we often find ourselves blurring any barriers between the two. No matter how tirelessly we endeavor to control it all, we often fall foul of having a good work/balance.

We spend over three quarters of our lives working, so finding the right job in the right location is crucial to ensuring that you’re giving yourself every opportunity to be the best version of yourself.

No matter the stage that you’re at in you professional career, it’s important to establish that there’s no formula that can be adopted to ensure a fine-tuned balancing act. There’s no secret technique to juggling everything without being prepared to look less ‘Cirque de Soleil’ and more ‘octopus mid-breakdown’.

I often attempt to write about leadership strategies and techniques, but as we drawn on the end of what’s been a very eventful academic year for teachers, I’ve been inspired to shed the fascade of knowledge and embrace my recognition of the more personal facts.

I hope that by sharing my own experience, we can begin to build a more realistic picture of our experiences.

Tip 1- Don’t be fooled by other people’s ‘best-self‘

The pictures of perfection that are cascaded all across the social media platforms can easily be the most detrimental form of self devaluation.
Whilst ‘Betty’ is out living the socially distant highlife with her perfect garden and upper class picnic, whilst penning her next best-selling novel, it’s important to recognise that this isn’t going to be Betty 24/7.

Betty ‘un-cut’ is likely to have sworn profusely as she scanned through her pictures and assessed the best lighting for her ham and cheese sandwich, alongside her glass of Pimms and her big toe. The novel would have been a labour of love that probably would have included tears and tantrums at every chapter. Betty won’t share this element of her life, it’s too uncouth!

It’s time to be realistic. Remember that a picture tells a thousand words, not all of them can or indeed should be positive. The best way to deal with this is to be realistic. It’s time to #belessbetty and embrace our faults alongside our attributes.

Top tip- Take a picture every day of something ‘real’. No filters, no posing, no second guessing.

Tip 2- Accept that sometimes the plates WILL drop

Don’t be afraid to ask for help.

This common misconception that help is a sign of weakness needs to be eradicated at all levels. Asking for help needs to be recognised as the ability of an individual to review and reflect and realise that their capabilities may require assistance. It needs to be seen as a strength as opposed to a weakness; the confidence to recognise that it’s in your best interest to recieve support. Whether you’re just looking for someone to help you do the washing up, or you have a mound of data analysis to complete at work, the advice still stays the same!

As I’ve previously mentionned, nobody is perfect. Nobody can continue at 100mph without risk of burning out. Our misconceptions that there are those superhuman beings that can do everything needs to be abolished. We can TRY to do everything, but at what risk?

I’m guilty of this. I seem to just keep ploughing through until I know that everything is done, but that comes at a price. My patience with my children can often suffer, my career development can often hit crossroads that I don’t know how to handle. I’m fortunate to have a strong support network in my friends and colleagues that I know I can depend on in these ‘flappy times’, but it’s about remembering to talk to these people ln a regular basis.

Tip 3- Celebrate the successes

I was able to write half of this blog in one sitting whilst the youngest was in a deep slumber in my arms. That’s a win.

The other day, I was able to write the department handbook for my school whilst juggling home-schooling with the eldest. That’s a win.

An hour ago, I was able to make a brew and drink it whilst it was warm. WINNER!

We’re fortunate that in the past decades, this shroud of perfection that we were always exposed to appears to have been lifted slightly.

No matter what your personal circumstances, it’s time for us all to celebrate our little wins.

Sure, I want to write a book and become a published order, but right now both of my children are wearing matching socks, and I’m wearing jeans as opposed to sweatpants. I think this is all cause for celebration!

At the end of the day, no matter what your position at work or at home, there has never been a more apt time where our knowledge of ourselves has been so vital to supporting our work-life balance.

Good Luck!

Breaking the Mould: Engaging staff in CPD

I’ve been inspired over the past few months with the vast amount of CPD opportunities that have been made available by practioners across the world. The opportunities to engage and develop your own craft are incredible, and for those of us out there who are lapping up these opportunities, our minds are bursting with strategies and reflections that we’re keen to demonstrate and embrace when we return back to an on-site learning environment.

As a mother of two young children, engaging with these CPD opportunities has enabled me to take some time to focus on myself. What was previously a cheeky trip to a beauticians, or a Groupon massage that had beckoned me to buy it, has now been replaced by a tiny screen, a four-colour pen (a MUST for ALL learners), a few specially chosen highlighter colours and my trusty research journal. I call it a research journal to make it sound all fancy and sophisticated, it’s a £4 notepad from Asda- it just represents so much more!

With my own development in mind, and after discussions with colleagues from other schools and colleges, I’ve put together a few key ideas that I believe should be considered by all leaders when encouraging a more research driven approach to teaching and learning in schools.

Picture of perfection?

‘The Little Human and the red book of learning!’

The image I’ve chosen for this blog is that of my youngest son during a recent CPD conference that I virtually attended. This picture, though it is badly shot and the lighting/angle is ALL wrong, is my realistic experience of ‘lockdown CPD’. The hand covered in highlighters, the pens- stolen and strewn across the carpet, and my notes reflecting that of a small child; the real struggles of conducting CPD at home.

At work I have an office that I share with fabulous colleagues, we have the understanding that if headphones are in, do not disturb. At home, this is an indication for my eldest to question me about Google Classroom assignments whilst flapping his hands round incessantly. It’s a neon sign to my youngest that shouts ‘EAT ME’ as he demonstrates a fascination with the headphones and whether he can shove them in his mouth without me looking.

The truth is, that working from home isn’t pretty, let alone instilling a new found love of personal development and reading amongst other colleagues in your department or school. Embrace and celebrate the wins wherever they come from and however they look! Whether it’s a conference they’ve virtually attended; a Youtube video they’ve watched; a blog that they’ve read- they’re all steps in the right direction!

Don’t be afraid to hear the truth

In our school, we have recently conducted career development meetings which have been an invaluable opportunity for myself (and the team) to really get to know our colleagues. Not just knowing the information we pick up through informal conversations like ‘what food they like to eat’, or ‘what their favourite film is’, but to know how they want to develop. Where they see themselves in a year’s time or even their longer term aspirations.  

The thing with these discussions that have I loved the most is that no two were the same. If you think about it, no two should ever be the same for anyone! In my opinion, departments need to be made up of a diverse range of interests, specialisms and personalities in order to be successful. Yes we need consistency, but we’re teachers not robots.

You’re going to have individuals who maybe aren’t as excited at the prospect, or who maybe lack the confidence to develop their specialism, and that’s OK! Every seed grows in its own way in its own time, you’ve just got to nourish and nurture what’s there.

Keep it focussed

When embarking on my CPD journey, I first needed to reflect on where I am in my career and where I want to go. Not necessarily a destination, but more ‘which road do I take?’.

I didn’t start my career in teaching (to be fair, it wasn’t necessarily any career before teaching, more ‘what can I do to pay the bills?’) I am a self-certified ‘Jack of all trades’. I have the attention span of a toddler and the memory of a goldfish.  I started learning the same way that I would approach a starring role in Supermarket Sweep – GRAB! GRAB! GRAB!

I needed focus. I needed direction.

With this self-reflection in mind, we approached encouraging CPD with others. It’s all very well and good providing an endless list of opportunity for them to engage with, but that list needs a bespoke purpose in order to support and develop each individual.

Through our career meetings, we were able to form a discussion about each colleague’s key focus area. From then on, all CPD opportunities that have been sent to them by me are either based on their specific curriculum focus, or their specific chosen focus area. I’ve even created a ‘welcome back’ bag for September that includes a book around their chosen specialism (as well as shiny new pens, highlighters and other goodies that every teacher loves).

The aim is to eradicate this idea that research and additional CPD is a chore or even a necessity – it’s a privilege that can help to support you in being the best version of your professional self.

Reflecting on Remote Learning

What can we take with us?

As we embark on the next phase in our epic attempts to create some form of learning in the current environment, we are beginning to widen our doors further in order to begin the slow steady stream of the shuffling feet edging towards the entrance.
We were never closed. We were never on holiday. We just adapted and evolved to suit the needs and safety of our students.

Whereas most schools were teetering on the technological possibilities that the 21st century was beginning to offer. I think it’s safe to say that we’ve now been launched into torrid waters and raging storm with a wooden canoe and a paddle. In a similar way to Tom Hanks’ Castaway, we’ve somehow managed to claw ourselves out of any imminent danger.

It’s worth pointing out that we have managed to do all of this donned in elasticated pants sporting immense haircuts, deep-rooted eye bags and a low stress tolerance.

Although some are ready to wave their whiteboard markers and purple pens into the air-  donning their suits and preparing their ‘these are my expectations’ speech-  now is the time to reflect and evaluate on these new strategies that we have adopted. We need to consider what lessons we can learn, as well as which tools we can now permanently add into our pedagogical toolkit. Our life raft needn’t be cast aside when we return to more familiar environments.

CPD

In my humble opinion, CPD is almost certainly the spark that has ignited over the course of lockdown. The necessity to work completely online has created an intrinsic network of like-minded professionals who are keen to share and develop their craft. Whatever your pedagogical fancy, there’s no doubt that it has been made readily available on one of the many virtual platforms. From blogs, to specifically ran CPD sessions there truly has been a feast of opportunities and research to consume.
This structure needs to remain afloat, so that we can continue to develop our own professional knowledge, with the pros including;
• Online CPD eradicates the nightmare of travel! Whereas before the prospect of exciting conferences was often shrouded by transportation logistics and receipts, the same opportunities can be gained within the comfort of your own home!
• Timing doesn’t need to be an issue. The giant Tetris game that is your academic calendar on a day-to-day basis often prevents us from gaining access to some of the best CPD. The prospect of being able to access pre-recorded (or ‘catch up’) sessions means that we can tailor these to suit our own lives.

Learning workbooks

Designing and creating learning booklets on a week-by-week basis was our strategy of choice. The ease of requirement on the rest of the department meant that staff could spend more time developing and supporting the open channels of communication with students.

By assigning weekly booklets, we were able to provide a range of tasks that followed a specific focus- whilst providing a realistic expectation and requirement of our students. Like the consideration required when assigning tasks to colleagues, it was integral to recognise that there would be constraints and limitations to students in regards to their ability to access learning.

In regarding to the content of these booklets, I took the decision of revisiting knowledge and skills as opposed to continuing with our original curriculum. The fear of misconceptions and ill-conceived interpretations of new texts filled me with a concern that outweighed any benefits of continuing with the original plan.
Although not everyone’s ‘cup of tea’, the benefits of these suited my department, my cohort and the requirements set out by my MAT. This approach allowed me to provide a generic template that can be adapted and differentiated by class teachers, whilst providing catch up support for those who had difficulty accessing the previous lessons. I’ve attached one of our Year 10 work booklets for references. Moving forward, these booklets can serve as home learning resources for the next cohort. They will also be provided to students who are being provided alternative provisions as they promote step by step, strategic approaches to the Key Stage 4 requirements.

year-10-week-1aDownload

Virtual Recordings

Whilst some graced their students with their virtual presence by presenting live or recorded teaching sessions, I’m afraid my lack of confidence in my own appearance served as a strong deterrence to me attempting to teach the students. No matter how many positive mantras I mutter to myself, the idea of my listening to myself always deterred me from using platforms such as IRIS connect.  That being said, I admire those colleagues and fellow professionals who utilised this strategy. I’m also slowly coming to terms with the idea of this being more likely given the fact that I am now used to seeing myself in the right hand corner of my screen every day! One of my biggest takeaways from this idea will now definitely be to consider recording key sessions so that they can be revisited by students revising.
I also have a strong inkling that there will be a longer list of those staff willing to be recorded on platforms such as IRIS Connect. The opportunity to create a file of key lessons that students can return to will be critical to support their revision.

Retrieval Quizzes

At the start of our platform adventures, these were slightly more of a burden than a useful tool. The prospect of creating a quiz; defying the common law of teaching in order to come up with at least two incorrect answers; navigating the options of what template to use and then realising that you accidently created it in ‘forms’ as opposed to ‘quiz’ has left many of us shaking our fists in anger at the computer screen.
Once we were over the initial frustrations, the use and potential of this platform became clear. The opportunity for a class teacher to use this tool to gauge knowledge and understanding, whilst eliminating issues such as workload through the self-marking option, reiterates the vast amount of research evaluating that there are a substantial amount of ways that we can use these to our advantage.

Adam Boxer wrote a piece for the Chartered College that explained how retrieval quizzes are already embedded into his practise. In his explanation he states ‘As well as encouraging retrieval practice, the combination of current and previous topics means that areas of study are spaced and interleaved.’ It’s not necessarily that teachers are new to this idea of retrieval quizzes, but I believe it is more to do with the ability to generate quizzes that can be used within the department that prevent unnecessary marking.’ Although retrieval quizzes are not new; they’re uses aren’t a surprise; they’re not a masked avenger come to save the day; what they have done is provide us with a new possibility to approach an integral learning tool.  

Independent learning

We’ll have to wait until we can really get to grips with the data and investigations that surrounds the impact that remote working has had on independent learning. I’m afraid that the majority of my musing on this will be predominantly assumptions and speculation. Despite the fact that there WILL be students in our cohorts who have somehow managed to go the entire lockdown without engaging in school work, there will also be some students who have actually flourished in this environment. One thing I noticed when reflecting on my own classes, was the amount of students who were contacting me that one might traditionally refer to as the ‘shy or quiet type’. These students, when not surrounded by their peers or placed under any type of spotlight, felt free to work through tasks whilst confidently communicating, questioning and developing their own skills.

Needless to say, the whirlwind of the past few months has left us constructing our own life raft in order to escape a remote island of stagnant learning and lost lesson time. We’ve strapped together whatever we can grasp and worked as teams to find a way forward. We’ll all have reflections and strategies to take away from remote learning. What’s important is that we consider how we can best utilise our new skills to seize the opportunity to develop our own practise. Whether you’re a technophobe who has mastered the art of Microsoft TEAMs, or an IT specialist who has shared their knowledge with others, we’ve all taken strides forward; seeing potential and possibility wherever possible.

References:
https://impact.chartered.college/article/firth-assessment-as-learning-role-of-retrieval-practice-in-classroom/

Watch your language! A hopeful guide to navigating correspondence

Mehabrian is often commonly misquoted for his research into body language. Amongst those who consider styles of communication important, it’s implied that 93% of all communication is non-verbal. If this was simply the case, I would predict a lot more of us daring to include an emoji into our professional correspondence.

The realistic conclusion is that, when considering communication, although 7% of comprehension comes from the words used; 38% of inference is derived from the tone of voice, volume, rate of speech, and pitch. 55% is from from facial expressions, hand gestures, postures and other forms of body language. The overarching statement when acknowledging these nugget of knowledge would be that we rely on a combination of factors to get our desired message across as accurately as possible.

So what do we do when some key points of communication are taken away?
All of a sudden, we’ve found ourselves replacing a department of adult conversation and social-interaction for tiny, perplexed humans that want constant attention, and a mug that you’ve so aptly named ‘Wilson’ because you never want it to leave your side.

How do we survive AND manage a team in the confinement of your own home whilst maintaining a sense of your own wellbeing and not falling victim to any of the dreaded ‘keyboard warriors’?

I’m not a professional in these matters, but hopefully I can share a couple of my own musings and personal experiences in the hopes that we can begin to appreciate the importance of communication strategies whilst wading through these unchartered waters.

Start Off Small

The tone of emails can always be judged by their signature. Trawl through your emails and you will soon discover that, no matter how diligent you are, you appear to have a specific ‘tell’ based on your audience and the subject matter. Upon doing this little reflection myself, I began to recognise certain key traits:

1) Thanks– General email to a member of the department. Non-judgemental and straight to the point.
2) Thanks in advance– One of those situation where the task you’ve set is almost expected (whether the recipient likes it or not)
3) Kind regards– Usually to a parent or alternatively senior professional who your aware probably doesn’t know your name and to whom you’d be inclined to curtsey to if you were to ever meet.
4) Regards– A less attached signature that could quite easily be saved for those letters or emails that you’re writing against your will
5) Nothing– Straight to the point, almost an air of ‘no time for chit chat, get the job done’. This is the easiest to be misconstrued depending on the audience and the topic.

But what if these traits became a bit disjointed during isolation?
What if you went to complete the email, and then realised that the baby was on a one-person mission to attack the dog? Or that the eldest had taken what he’d learnt about volcanoes and was attempting to create his experiment in the kitchen sink?

All of a sudden, we lose focus. We become distracted and perplexed to the point where our professional tone goes out of the window.
All of a sudden, we’re less of the suit-wearing professional and more like a sweatpants-wearing circus act with so many plates in the air that you’re recreating a Greek restaurant dance act!

The point is, that one of the main areas that people need to consider during this unprecedented time, is the way that emails are being constructed. The very consideration of this fact will already (hopefully) lead you down the righteous path of effective communication.

What’s the solution?

It’s quite simple really, but can easily be misunderstood. Nobody should be over analysing their correspondence. The last thing that should happen is that you begin to expand your CPD through the psychoanalysis of every single lexical choice you’ve made.
Your request for a new password doesn’t have to sound like an extract of Dickensian gratuity. There are, however, simple trick that can at least begin to support your approach.

• Proof read your email! How many times is this yelled on a daily basis in schools up and down the country? Why do we think that we are any better? If anything, could our age, experiences and knowledge actually make us more complacent?
• Think about clarity. Are you getting your point across? If you’re asking a question, it shouldn’t be a two page essay. At the same time, if you’re discussing a sensitive matter then two simple sentences aren’t really going to cut it.
• Consider your audience. When all else fails; keep it formal, keep it simple. If you’re testing the waters to check Fred’s ‘toilet humour level’ then doing it at a time where you can’t gauge his facial response or reaction might not be advisable.
• Think about whether a video call would be the more beneficial option

Obviously there will always be moments where our attempts to be in-tune with our communication skills will land flat on their face. It is how we take these moments and move forward, instead of creating a domino effect of misinterpretation and miscommunication.

Good Luck!

Ultimate Tetris: Using research to incorporate learning strategies in the curriculum (Part 1)

I’ve always been deeply fascinated by the intricacies that are involved with planning the curriculum. The never-ending Tetris theme tune that seems to be stuck on repeat in your head every time you attempt to tackle a topic or subject- let alone a primary curriculum or a whole school strategy! When we consider that the same degree of consideration has to be provided to HOW this curriculum is then taught, we’re exposed to the most strategic game of Tetris you could ever play. The composites have to fit effectively (creating the curriculum). In order to do this, the shapes need to be controlled and manipulated to a certain degree (the learning strategies).

The careful planning and strategic consideration of approaches also reminds me of the game ‘Operation’. These types of decisions take a careful and steady hand, a hand that then becomes languished in the fear of a giant fog-horn of failure if the task is not completed correctly.

The fact is, in order to succeed; we need to carefully plot the learning trajectory of our students. I don’t know about anyone else, but I can’t help but picture a 1970s hippy colony whenever anyone starts talking about a ‘learning journey’, but I suppose the principle is still sound.
There is still a destination. It is just what we perceive that destination to be.

As Adam Boxer recently reiterated in one of his online sessions, a teacher’s main goal is to encode learning; for information to be moved from the working to the long-term memory stores. It is then the goal of education for students to be able to retrieve this information in the form of either standardised testing, or the more holistic goal for students to be able to adapt this long-term memory in order to become functioning members of society.

When researching the most efficient ways to approaching quality first teaching strategies, I’m finding it’s beneficial to identify and reinforce fundamental strategies, and then consider the research and support for each one. Almost like focussing on the braches before admiring the leaves.

Where is the game being played?

Once these core principles are established, it’s then a case of metaphorically welcoming these interpretations with open arms and an inviting smile, whilst ensuring that the chosen approaches are the most suitable for the students in our care. When we consider our audience, we need to aknowledge that no child should be shielded from potential critical thinking because their demographic would suggest that they may not be able to comprehend a certain degree of cultural capital. If anything, I believe that it is in these circumstances where we should be endorsing the crystallised knowledge that David Didau introduces in his work on ‘Making Kids Cleverer’.

It’s important to recognise that we can not run the risk of diluting knowledge and expectations based on social circumstances. If we begin to condense our menu to suit the needs of a less flamboyant appetite, we run the risk of creating a beige and bland meal.
Should we not instead consider how we can introduce these flavours and elements of critical thinking in a way that they can digest the informatiom within their long term memory? Didau reinforces this suggestion in his research. He has challenged us to consider how we can effectively define culture capital and how we can truly embed deep-rooted thinking.

What type of shape will I choose?

When I first became engaged with the theory and learning of cognitive science, I found it incredibly easy to become consumed by a range of strategies and approaches. There are those critical thinkers that we gaze in awe upon for their research and knowledge in their particular field. They are firmly rooted in their own beliefs and theories and are consequently seen as beacons as a result.

There are those that appear strict and regimental in their appreciation for specific types of research. These thinkers have identified what they deem the best approaches and they have more of a negative perception of those strategies that may have become less valid or popular as time has gone on.

Finally there is the majority. Pedagogical sponges that resemble Pokémon trainers; attempting to capture as many strategies as possible that we can then use when in the battleground of the classroom. By appreciating the wealth of strategies out there, and not becoming weighed down by one specific strategy we become the ambassadors of adaptation- a title we aspire to model with our learners.

Choosing the rotation.

Based on the 2013 publication by John Dunlosky that focusses on ‘Strengthening the Student toolbox’ the identification of ten learning strategies has provided the foundations on which to develop a research-based appreciation of different approaches. These strategies are:

1.       Practice Testing

2.       Distributed Practice

3.       Interleaved Practice

4.       Elaborative interrogation

5.       Self-Explanation

6.       Rereading

7.       Highlighting

8.       Summarising

9.       Keyword Mnemonic

10.   Imagery

These approaches will be considered in more detail during my next blog in the hopes that I can utilise the provisional research of Dunlosky in order to consider the expansion of certain aspects in the past 7 years since the article was first published.

Hopefully by the end of these series of blogs, I should have evidence-based appreciation of the variety of shapes that I can utilise to create my epic Tetris quest!

Citations:

Didau, David (2019).  Making Kids Cleverer. Crown House Publishing

Dunlosky, John (Fall 2013)  ‘Strengthening the student toolbox’ American Educator < “>https://www.aft.org/sites/default/files/periodicals/dunlosky.pdf>&nbsp;;

The Trials and Tribulations of Remote Learning

I’ve previously spoken in my blog ‘Parenting from the front. Leading from behind?’ about the initial wave of complications that have sprouted from this change in climate. Primarily, the focus of the blog was on maintaining a positive climate and wellbeing, whilst considering the roles of teachers and parents.

I am not saying that I have managed to find the right balance and harmony in these two roles, but I doubt I ever will. Instead, these past couple of weeks have been more about striking a manageable balance. Adapting to the needs of all, whilst still maintain my own sanity (just).

This blog focusses more on the professional issues regarding our shift (catapult) towards remote learning. The progressive battle that has been bubbling for years between the core role of a teacher and technological evolution was given an unintentional jolt towards the latter as we see the majority of our students working from home.

As a teacher and a middle leader, I’ve chosen to look at the following issues with the intention of providing possible options to support based on my own experience.

Gauging Comprehension

We’re all different. It’s what makes us all unique. We don’t go into teaching to BECOME someone else, although we may always aspire to be LIKE an individual or individuals that have proven to inspire us. With that in mind, it’s important to recognise that people will react to this situation and also any rapid developments in numerous ways. There will be those to whom this adaptation will be approached with ease, there will be others that require more guidance. In either case, it’s important to consider and provide support for all. The goal is to remain a strong a cohesive unit despite your location.

Key reflections
When tasked with disseminating information, it is important to know your audience. When introducing new information, think about key issues such as;
• WHEN you launch any new information;
• HOW you introduce information;
• GUIDANCE that you will provide to support any questions that may come to light.

Remember nobody ever get things right all of the time!
It’s often the case that, even with the best will in the world, this isn’t always going to be done properly. In these circumstances, it’s all about how to support and collaborate to diffuse any issues.

Constantly reacting to the next big thing.

The internet is awash with strategies and platforms on which to support home-learning, with each one coming with mixed reviews based on individual preferences as to how we are best to proceed in these circumstances. I personally thank all those who have been supporting with resources or strategies that I can consider using with my own students. It’s not easy putting things out there for the possibility of it being scrutinised.
Regarding approaches, there are those that are desperately attempting to maintain a ‘business as usual’ response, whilst there are others that are promoting more of a fluid and adaptable approach. No one can truly say which technique is right (no matter how hard these people may try) and there will be minimal research to support the efficiency of either for years.
We can only go with addressing the needs of our students; our classes; our schools whilst ensuring access, engagement and learning.
In order to sustain an obtainable approach, we need to see the above as three separate entities. Before learning can even begin to take place, we need to ensure that all students have access to the tools in which to do so. Whether this access is technological or in hard copy would be completely dependent on your approach. This is, without question, the initial step that first needs to be taken on this journey.
The release of the Department of Education’s new promise to support with technology should be welcomed with open arms; however this initiative appears to have been sceptically questioned by many given organisational issues which have marred the Free School Meals vouchers.
Once access has been established, the war between engagement and learning can take place. As the battleground has now shifted from the classroom, the question that we should be asking ourselves is actually whether the order of these two components has changed again?
When I started my teacher training, my lessons were about 5 minutes shy of Jazz hands and a mariachi band. Learning almost appeared to take a back seat to the intrinsic resources and random hats(?!?!) that would often appear in my sixty minute lessons. Over time, I know that we as a teaching community has started to reflect on the necessity of this; stripping back our cabaret acts in favour of focussing on the learning.
Don’t get me wrong, I’ll always add a bit of Jazz hands into my lessons. I know that retention is embedded through testing and revisiting, but that doesn’t mean that I haven’t retained Macbeth’s Act 2 scene 2 soliloquy from that time when fourteen year old me accidently touched a cute boy’s bottom…
Either way, without the teacher there to support and guide, I would dare to be controversial saying that we need to consider our level of engaging tasks in more detail, developing strategies to do so.

Reflections
• Consider your reward strategies. It’s a goal of practitioners to support children in developing their aspirations and long term goals, but that doesn’t mean that we can’t throw in the odd competition or challenge every now and again. Even I will admit that I’m a fan of immediate gratification in my own life!
• Try not to introduce new learning. We’re all worried about the repercussions that this stint will have on the curriculum and assessments, but that doesn’t mean that we should carry on like normal. If we attempt to introduce new learning, we risk the chance of misconceptions becoming embedded. Instead, it would be beneficial to focus on skills and topics, but in a way that they could develop more of an ownership. Surely it would be more beneficial to embed and evolve as opposed to introduce and attempt?

Love it or hate it, remote learning is the current way and it’s one that we have to adapt to in any way that we can. For teachers and leaders alike, it’s important not to become consumed by the barrage of strategies that is being thrown our way on a daily basis. Instead, it’s all about considering how and whether these can work for our students. In the mean time, crank up the computer, prepare your participants and buckle up for the most unique learning journey in a long time!

When we meet again.

For those who have been in a school recently, the sombre atmosphere and desolate corridors appear to be fixed in a moment of time that we won’t forget. The eerie silence and lack of commotion that builds the foundation of a school appear distant and fragmented.

With exercise books three quarters full, and the most recent revision packs printed and ready, there’s a lack of a definitive end to the spring term, and possibly even the school year.

It’s at times like these that we need to remember that a school is not just building.

A school is a collection of professionals all coming together to support, nurture and develop young minds. A school is the comradeship of both its staff and students; a hub of collaboration and constant evolution for all.

We as a community, a team and a unit, are the school.

Although the platform may have changed, and the corridors may remain empty for now, it’s important to remember that this is one moment in the grand scheme of time. We will return to these buildings and hear those piercing bells ring in our ears again.

We constantly find ourselves repeating the phrase “when this is all over…” time and time again. Whether it be the longing of human interaction, or even the longing for some time on your own, everyone will have thier own goals and reflections of their time in lockdown. We have ALL been affected by our current situation in some way or another, whether we accept it or not.

So how can we, as a school community embrace and navigate our way through the lengthy challenges that are still to come?

From my own reflections, I’ve deduced some integral points that we need to consider if we hope to move forward:

We will not be ‘getting back to normal’. We’ll need to create a new normality.

When we meet again, we will not ‘get back to normal’. The goal posts have moved. Normal has changed no matter how much we attempt to oppress it. We need to aknowledge the significant impact that this time will have had, on our colleagues, on our students, on our parents and on our community. We need to cherish the positive reflections, celebrate the good transgressions that have taken place. We also need to not shy away from the difficulties including the detrimental impact this may have had on the health and wellbeing of all.

Students need aspirations and long term goals now more than ever.

The matter of just how detrimental the focus of just exam-based learning can be should now be glaringly obvious to everyone. Curriculum and experiences throughout a student’s education, MUST prepare them for all aspects of life after education. Schools can’t remain shrouded in the veil of one set of results, we need to look more at the qualitative as opposed to the quantitative. Having a clear goal; the drive to succeed; the resilience in times of struggle will all be the fundamental principles we should be focussing on.

We can’t forget the fundemental principles of learning.

When John Sweller worked on the scientific explanation behind Cognitive Load theory, it was fundamentally based on the suggestion that only a certain amount of information can be stored in a person’s working-memory at any one time.
A failure to aknowledge this fact, and to plan accordingly, can lead to cognitive overload- a situation where too much information or too many tasks are given to learners simultaneously. In this event, the processing demands of an activity go beyond the processing limits of the learner. Not only does this strategy prove to be inaffective and unrealistic, but it also produces stress and anxiety in learners.
We cannot begin cramming our curriculum in order to account for lost learning time. We cannot extend timetables or reduce holidays. We cannot play an elaborate game of cat and mouse with missed topics.

Instead we need to think about efficiency, about providing a wealth of knowledge in a manner that isn’t overwhelming to our learners. There isn’t going to be a ‘right answer’ to this, but that is what collaboration is there for!

Take it one step at a time.

This situation progressed for us quite quickly. Like debris caught in a wave, we were swept up and almost powerless to stop it. The development may have been quick, but we must begin to accept that moving forward MUST be a slow process.
No one should scrutinise, criticise or chastise. No one should enforce, condemn or dictate. We will be standing in an aftershock, to a story that has never been written before. There isn’t (and I hope there won’t be) a book out there entitled ‘How to teach in a post-pandemic classroom’.

Whatever happens next, decisions will have to be made that will need to be strategic and with the best interests of the students at their epicenter. To those at the heart of those decisions, I salute you.

In the meantime, I find solace in the knowledge that when this is all over…I will teach in a classroom full of students. I will drink tea and debate with like-minded colleagues. I will once again cherish the hustle and bustle of the corridors.