#FlipConAdl Day Two Part Four

What does professional development look like? Is sitting here professional development?”
-Ken Bauer

After hearing the dates for FlipConNZ in June 2017 and FlipConAus in Sydney during October 2017, Professor Ken Bauer (@Ken_Bauer) took the stage to deliver his keynote.

Ken began by asking what professional development (PD) normally looks like and why it looks the way it does, questioning whether sitting in the theatre listening to him talk was really PD. Ken spoke about Personalised PD as written about by Jason Bretzmann (@jbretzmann) and Dave Burgess (@burgessdave), the basic premise of which is that teachers, like their students, are learners and therefore are all at different places with different needs. Jason and Dave began Patio PD, which was described to us as being teachers who get together on a patio to share practice. This sounded very similar to something that I heard about from Craig Kemp (@MrKempNZ), which is Pub PD.

The above question was posted by Ken, which is a challenging question. PD is a requirement in education. We need to ensure that we remain up to date with emerging pedagogies and technologies, however, we need to revisit the way in which PD is run. There are some good examples of useful, relevant and practical PD, however, anecdotally, I know that there are also still a large number of schools delivering PD via lecture or PD that is fun and engaging, but that will not actually change practice. As Greg Ashman (@Greg_Ashman) often comments, engagement is a poor proxy for learning

I have of course attended a large number of PD sessions at schools and there have been very few occasions where I have actively thought to myself that it was a waste of time. or completely irrelevant There have been a significant number of occasions where I have thought to myself that the PD was fun/interesting/engaging. There have, however, been few instances of PD that I can point to and say that that PD changed my practice. Ken Bauer asks whose fault is it if we (teachers) do not like PD the way that it currently is. I believe that it has to be, at least, partially our own fault.

We are required to engage with PD, especially with the implementation of the NSW Department of Education (DoE) Performance and Development Framework which requires that all teachers (amongst other staff) are required to have in place a Professional Development Plan (PDP); and with the accreditation processes required under the Australian Institute of Teaching and School Leadership (AITSL).

Ken contends that school leaders, which is not just the designated Principal and other Executive staff, need to create a bold culture that encourages personalised PD as standardised PD often results on the disengagement of everyone they were trying to engage. This process should include a continual questioning of where you are now, where you want to be next year and how we are going to get [you] there. Anecdotally, this does not happen. It seems to be that teachers are expected to drive their own PD from within a specified set of options, whether it be set programs a school is running in literacy or numeracy or from a range of set options available through the NSW DoE (or the local equivalent).

As a temporary teacher, I feel that I have an advantage in this area. I can pick and choose what PD opportunities I wish to engage with. Last year and again this year, when we were told that the Executive were beginning the process of looking at staffing numbers for the following year, I have advised my supervisor of some specific PD opportunities and dates that I am committed to in various ways. I do so as I feel that it is only fair to let them know in advance what days I will be taking off to attend these opportunities and that if they choose to offer me another temporary contract, they do so with eyes wide open vis-a-vis my plans.

Ken continued by commenting that we need to give credit to and support those who share and that we should create more than we consume. Not only that, it is also important that we model saying thank you to others for resources and ideas so that we create a culture of positive shared and creative commons in our classroom. This is one of the things I love about the EduTweetOz twitter account (@EduTweetOz) and the associated blog, that each week an Australian educator takes the reins to share ideas, experiences & questions about education across Australia. Hosts come from all areas of education and it is a thoroughly worthwhile week. The underlying concept behind EduTweetOz, however, is to share ideas and experiences. Through interacting with various hosts of the account and hosting it myself for a week, I have been able to connect with a number of educators via EduTweetOz and have been exposed to ideas and viewpoints that I otherwise may not have been without that account.

This also goes to another point that Ken made, which is that what we do has value, even we do not see it ourselves, that we need to share and put ourselves out there with what we have to offer. There are a number of ways of doing that, through sharing resources (check my website for mine), through writing blog articles containing reflections, ideas, outlining puzzles of practice you are struggling with and through engaging with online professional learning networks such as Twitter and other social media platforms. Ken reiterated the point that PD is about relationships and active learning, which by extrapolation, is also what education is about.

In 2001, Marc Prensky (@MarcPrensky) published an article titled Digital Natives, Digital Immigrants in which he wrote the following:

Today’s students are no longer the people our educational system was designed to teach…Today’s students – K through college – represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives. Some refer to them as the N-[for Net]-gen or D-[for digital]-gen. But the most useful designation I have found for them is Digital Natives. Our students today are all “native speakers” of the digital language of computers, video games, and the Internet. 

-Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5). Emphasis mine.

I remember the first time I came across the notion of digital natives and digital immigrants that I was nodding my head and agreeing that yes, my generation and onwards have grown up with technology around us, but now, a bit older and perhaps a bit less naive, I think that while that may be true from a certain perspective, that in many ways, the concept of digital natives does not hold true. While my generation and those after may have grown up with technology all around, that does not equate to an ability to use the technology. I know a great number of people my age and younger who are not comfortable with technology in some contexts, who profess to not being able to use a computer beyond the basics, who do not understand how to use a search engine properly, who do not understand what Twitter/Facebook/Instagram etc is or why people use them.

Ken spoke about the work that David White (@daveowhite) has done around reframing the discussions of digital natives and immigrants that have occurred since Marc Prensky’s seminal article. David contends that individuals engage with the internet and other technologies across a continuum of modes of engagement, visitor or resident, rather than two distinct categories. For a more complete explanation, please watch the short video below.

I think that this conception of digital use is a more appropriate fit for the way in which people engage with digital technologies than the native/immigrants language or even the more recent language around the technology adoption life-cycle and the associated Rogers’ Bell Curve and removes the potential stigma of being a digital immigrant or laggard. I think that this is particularly important in the education space given that anecdotally there appears to be a negative attitude and some sense of disdain for educators not utilising technology in the same way that some teachers do. As previously noted, we should be sharing and helping, not using and showing contempt for non-users.

Ken reminded us of the quote by Will Daggett; “school is a place where students often come to watch their teachers work,” and reminded us that learning should be an active process. We need to make sure that our students are not watching us work, and that they are in fact active participants in their learning. In our current society, this does involve teaching technology skills as part of the Technologies curriculum. Ken contends that it is ok to fail but that we need to persevere and learn from our mistakes. There are a vast array of options and Ken contends that we should choose an option to manage our tools and resources appropriate for our context within the requirements of our school.

Ken’s next point was one I had heard before, but he added an interesting twist to it. He posited that student-riven blogging creates a community of learning and sharing, especially when combined with openly published assignments. I was intrigued by this and fortunately, Ken expanded the thought. He encourages students to publish their answers to questions as part of creating an open sharing culture where students then learn from each other’s answers and can expand on them. The concept is interesting and sounds akin to what I observed whilst at Glenunga International High School that morning in the French lesson, where students were required to add to or correct a translation in a GDoc.

Part of Ken’s process is having students, at the end of the year, create a video for his students in the next year with their tips for being in Ken’s class. This includes understanding Ken himself, but also working in the classroom with the pedagogies that Ken utilises, which is a great idea. It gives students a chance to give feedback about Ken and the way he teaches and gives them the mantle of an expert for a while. Ken also spoke about how he has removed grading and deadlines from his class, which some students struggled with due to the difference to what they are used to in the game of school. Ken said that he encouraged students to learn the content rather than memorise for the test. This would necessitate a change in pedagogy and increased support as students adjust how they are able to demonstrate their understanding (one potential way may be using this form of non-questioning).

Ken was a passionate speaker and strong on the belief that knowledge should be shared, but also credited where borrowed, reminding the audience that learning is often messy, particularly in flipped learning. I was fortunate enough to have a chance to speak with Ken in more depth over dinner that evening, however, given the length of this article already, I will hold off on that. There is one more article to come, covering the final session which was led by Stephanie Kriewaldt (@stephkrie).

As always, thank you for reading. If you have missed any articles in this series from FlipCon Adelaide, please click here to view the full list.

Education Nation | Considering the Program

Disclosure: My attendance at Education Nation (#EduNationAu) in June is through a media pass provided by the conference organisers.

Times listed in this article are correct at the time of publishing, but are subject to change.

It is interesting timing, sitting here composing this article, with Education Nation only a week away, considering that the topic for #satchatoz this past weekend was how [do] conferences help us grow professionally. I have been amazed at the response to both my interview with Professor Geoff Masters and the interview with Dr. David Zyngier. I am excited to announce that I have just received the interview with Dr. Kevin Donnelly, who is arguing the side of private education in The Great Debate against Dr. Zyngier. You can get involved with The Great Debate by submitting a question for the moderated questions from the floor component of the Debate by clicking here.

Today, however, I want to have a look at the programs for the various conference streams. There is a lot to be excited about on the program for Education Nation, making it difficult to choose a particular stream to be involved in. Of course, each stream has a particular focus and which you will choose will vary according to your context and your needs. I am in the position of being able to move between the event streams thanks to the media pass, and it made for some very difficult choices, as I wanted to engage with at least one session in each stream across the two days.

I have included a copy of the EduNationAu Timetable, which I have put together from the separate programs on the Education Nation website to allow for seeing what was happening at any time and it showed that the events do not necessarily line up in regards to timings for each session. I have chosen the sessions I will be attending according to a few criteria:

  1. Benefit for my own practice
  2. Interest in the topic or speaker
  3. Engaging with a session from each event stream

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The first session I plan to attend is in the Rethinking Reform stream, and will be my first opportunity to hear Brett Salakas (@Mrsalakas) speak. He will be exploring the subject of PISA and the growing fascination with the results and our place in relation to the other OECD member nations. It promises to provide an open and frank exploration of our current relationship with PISA pipe dreams and the cultural contexts involved. Following Brett’s session  was my first dilemma. Do I stay and listen to Professor Geoff Masters (@GMastersACER) identify and discuss the five most important challenges facing schools, or alternatively, head across to the Digital Dimensions stream to hear Simon McKenzie (@connectedtchr) identify if we have just made everything worse with the rollout of technology in schools, from both positive and negative perspectives. Simon’s session promises to be very intriguing and potentially controversial given the explosion of one-to-one and BYOD programs in recent years.

Both options are incredibly appealing, however, in the end, I decided to remain in my seat for Professor Masters’ session. Primarily due to time; both sessions are scheduled to commence at 0940, and though there is typically some fluidity in the actual timings at conferences, I wanted to avoid being that person who enters a room late and then proceeds to become the show as they attempt to find a seat, get there and then set up for the session. I look forward to reading the tweets stemming from Simon’s session, and please, if you write a blog article from that session (or any other), send me the link so that we can re-share it with the wider Education Nation PLN.

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After the morning break, I plan to spend the entire second session engaging with one of the deep-dive workshops, The Leader. Specifically, I will be attending the session which examines strategies for bridging the gap when policy and practice diverge, presented by Peter Mader (@Mader_Peter). It is an interesting area to explore, and also a common problem. Educational policy is typically slow to respond to new information and requirements, particularly when it is required to run the gamut of a bureaucracy.

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Michael’s session finished and provides me with a ten-minute window to move across to my next session, hearing from Ed Cutherbertson and Prue Gill (@Ed_Cuthbertson and @Prue_G) of Lanyon High School share strategies that teachers are able to utilise in their classroom to provide their students with voice and agency, allowing them to feel valued, and encouraging students to become active participants in their own learning. This session is a lengthy one, which gives me that it will provide a wide range of strategies to assist teachers in building those relationships, in providing the voice and agency to their students. Student voice and agency has been a topic of discussion more and more on social media and there is a body of research building around this issue.

TheGreatDebate

Following the afternoon break, my first choice, actually, it was the first thing I marked down as wanting to attend, is The Great Debate between Dr. David Zyngier (@DZyngier) and Dr. Kevin Donnelly (@ESIAustralia). The debate surrounding public versus private education is a hot one, and both sides have some excellent arguments. I have not heard the two sides facing off in a debate before, and this is sure to be interesting and fiery. I have already published my interview with Dr. Zyngier and tomorrow I aim to publish the interview with Dr. Donnelly. Dr. Donnelly is well known in the media for his provocative statements, and I look forward to engaging with his responses, and to hearing the feedback on the article.

Do not forget to submit your questions about public education versus private education. There is still time!

Though my choices for the final session of day one of Education Nation were guided by The Great Debate, I am genuinely interested in hearing what Teresa Deshon has to say about the role of the pastoral curriculum in her case study; People of Character – Your Best Self. The academic curriculum takes the majority of our teaching time and Teresa’s question, “…[b]ut what of the pastoral curriculum?” is an excellent one. I am looking forward to hearing the strategies that Teresa and her colleagues have employed to change the focus  to the pastoral curriculum, and still maintained the academic curriculum learning outcomes for their students.

Capture

At the end of day one of Education Nation, I will be attending the live #AussieEd event at Kirribilli Club (view map), tickets to which are still available. It will be my first AussieEd event, and am looking forward to it.

Day two begins bright and early, and pending Ministerial commitments, will begin for those in the Rethinking Reform forum, with an Address and Question and Answer session with the incumbent Federal Minister for Education and Training, Simon Birmingham (@birmo). I requested a pre-Education Nation interview with Minister Birmingham, which was accepted, however, with the announcement of the impending Federal election made shortly thereafter, I daresay I ended up down the priority list as neither myself nor my speaker liaison heard back regarding the interview. I am very curious to hear about his views on the future of education in Australia, as well as what questions from the floor will be accepted and how they will be answered.

The timing of Minister Birmingham’s address meant that I am unable to attend any other event streams in the morning session as I would be arriving midway through, which is never pleasant. That said, Lila Mularczyk’s (@LilaMularczyk) subsequent presentation  examining trends in education policy and the translation to the Australian context will be very interesting. I feel that this session will follow on nicely from Brett Salakas’ day one keynote address. Both keynotes will be examining the Australian relationship with global educational systems, from slightly different perspectives. I look forward to seeing what crossover conclusions the two share.

I will be spending a significant portion of day two in the Rethinking Reform session, as returning from the morning will see me settling in for two sessions which I suspect will provide a lot of food for thought. Murat Dizdar will commence the session with an examination of how some schools in the NSW public education system are adopting the national education reform platform a discussion of the operational lessons that can be taken from those schools.

Following on from Murat, is Dr. Kenneth Wiltshire, presenting an exploration of the future of curriculum in Australia. Dr. Wiltshire is not likely to hold back, having been openly critical of the national curriculum and the process through which it has been developed. Dr. Wiltshire lays blame on the doorstep of ACARA itself, specifically the structure and functioning, labelling it a largely discredited body within education circles. I am very much looking forward to hearing him speak. As an early career teacher, the future of the curriculum is a rather important topic for me and my students, both now and in the future.

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After Dr. Wiltshire’s presentation, I plan to take some time out. His speech will finish at roughly the same time as the concurrent sessions from The Leader, The Learner, and The Educator, and with all due respect to Phillip Cooke (@sailpip), who is presenting immediately after Dr. Wiltshire; a discussion of the HSC and how it prepares students for life after school is not in my area of interest at the moment. I believe that I would gain more benefit from taking some time to refresh my brain, to re-engage with my notes, get some writing done, explore The Playground and network and meet up with some educators that I have chatted with on Twitter in the past.

Following the lunch break, I will have the opportunity to hear Olivia O’Neil speak in the Digital Dimensions forum about redeveloping a school by engaging the emerging Gen Y teachers. I am looking forward to hearing Olivia speak, as I know a lot of what has been occurring at the school she is Principal of, Brighton Secondary College from conversations with Jeremy LeCornu (@MrLeCornu), whom I heard speak originally at FlipConAus last year. I am looking forward to hearing about a journey of which I already know a little bit from the perspective of the Principal, and the challenges that were faced from that vantage point and how they were dealt with.

digital-dimensions

I plan to remain in the Digital Dimensions forum to hear Leanne Steed and Elizabeth Amvrazis as they examine the purpose of education through a lens of technology-laden classrooms and the way in which technology can empower our students.

I will then be moving back to the Rethinking Reform forum to hear someone whom I admire greatly, Corinne Campbell (@Corisel) as she speaks about the relationship between the focus on using evidence-based pedagogies and the feeling of empowerment or disempowerment by teachers. Evidence-based pedagogies are another hot topic (I quite enjoy reading Greg Ashman’s (@greg_ashman) articles in this area). If the discussions about performance-based pay for teachers come to fruition, it will be an issue of even greater importance, and make the difference, perhaps, between teachers keeping and losing their positions.

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The final Education Nation session on my agenda is part of The Educator stream, and I have chosen it specifically as it is a presentation on a topic that I am not still somewhat skeptical about. The Hewes family will be closing out The Educator with a workshop giving deeper insight into Project Based Learning (PBL). The workshop is slated to allow participants to design a PBL project, ostensibly, I presume, to take back to our classroom and implement. I am not entirely sure why I am skeptical about PBL. I suspect that a lot of it is most likely misconceptions, and I have heard some local horror stories about PBL gone wrong. That said, I am looking forward to engaging with this workshop, and hopefully coming away with a new understanding and appreciation for PBL and its place in my pedagogical toolkit.

That, as I mentioned, is the final session for Education Nation 2016. I am very much looking forward to the two days and fully expect that I will need the ensuing few days to recover mentally. What are your expected highlights for the event? Let me know via Twitter using #EduNationAu which will be the main event hashtag. As always, thank you for reading, and stay tuned tomorrow for the interview with Dr. Kevin Donnelly.