Thoughts

ICHK Zombiefest

TrolleyMy Year 9 ICT & Media students are currently learning some of the foundational skills that will help them make movies towards the end of term. Having looked at narrative structure, we have now moved on to creative shooting techniques. Originally, each class (I teach all three groups in a row on a Thursday) was going to create a simple low rolling shot using a delivery trolley instead of a professional dolly. The aim was for students to use ingenuity to overcome a lack of expensive, professional equipment. The first class decided to do a hallway scene showing typical break time behaviour. At some point a student suggested we do it zombie style, and all of a sudden we had a trailer on our hands. I then asked the following two classes to come up with their own version of the trailer for the same film (now called ICHK Zombiefest in honour of our school). Students took on different roles in the shooting, and the aim was for every student to contribute. Decisions were collaborative, and guided by the director (sometimes me, sometimes a student). The video below is the end result of the three lessons’ work.

This was one of those magical days in teaching, where it was a lot fun, but totally draining. Well done to all of the students, especially to those who really jumped on board, got excited and had a lot of fun. Thanks also to Ms. Long for leaving her paperwork to play the role of “Zombie Teacher”.


Self Assessment Guide

Last year I completed my Unified ICT Rubric for KS3, and even before it was finished I hated it. It was too big, too complex and too restrictive. I have spent the last year slowly thinking of a better way, looking around at what others are doing, and trying to roll disparate ideas into something simple, cohesive and, gasp, even fun. The result is the document and process you see below. It is a system of student self assessment, where the teacher is there to verifying and adjudicate student’s own assessments of themselves. But, it is more than simply an assessment guide, it is also a way for students to understand a whole course, and to map their progress.

ICT & Media Assessment Guide_web

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The Teaching & Assessment Process

This document can be used in numerous ways to support teaching and learning. The description below is the way I am currently planning to use it:

  • The first step has been to reduce the number of units in each year, to free up 5 lessons for students to work on self assessment. You can see my draft KS3 ICT & Media Plan, to look at what exactly is covered.
  • Students will be introduced to the guide during the first lesson of the year, and we will work through the instructions (top right of the guide) together.
  • For each unit of study, students will reflect on roughly 5 strand+keyword pairs (e.g. Intellectual Property+Creative Commons). At first, I will select these for them, after some practice they should be able to select them themselves.
  • Students will study as per usual, creating an artifact which they will submit for assessment.
  • Students will then write their reflection, showing clearly how they have achieved each level, going as high as they can. They will assign themselves a grade using the average of their layers. This reflection, plus grade, will be submitted as well.
  • Using both the submitted work, as well as the reflection, I will vet their self assessment, and determine whether it is accurate. Any adjustments (up or down), will be made before the final grade is recorded.
  • Finally, students will highlight the keywords they have reflected on, using the header colour from the highest level they have achieved. As students progress through the course, they should end up with an ongoing map of their achievement:

ICT & Media Assessment Guide_highlights

I would love to get some input on this idea. How does it compare with your own assessments? Do you think it will work? Is it suitable to subjects other than ICT & Media?

Acknowledgements: this work has not been created in isolation, but rather has been influenced by many other teachers and their approaches to assessment and education in general. I would like to acknowledge Jennifer Goldthorpe’s work on self assessment, Mark Roper & Kevin Lester’s IEA work on a clear lexis for assessment and Chris Leach for tipping me over the edge.


12 Hard Lessons

Stop SignThe following 12 ideas are lessons I think we really should be teaching students to help them become healthy, sane adults. But for whatever reason, they are hard to teach and even harder to learn. How can we get these messages across to students without sounding preachy or just plain weird? Of course, some of these items will be controversial. Colleagues, administrators, parents and students may at various times disagree with the content, or even with the idea of departing from the normal curriculum. However, despite the risks, I think that students really do need to be aware of these ideas, and who else is going to broach them? The question is how…any ideas?

1. Guns are not glorious Violence is ugly, the sound and sight of violent death is terrifying. Yet the media and gaming makes it glorious, and kids (especially boys) buy it wholesale. I went through this as a young boy, and maybe it is just part of growing up. Maybe if I watched The Empire in Africa as a boy I would not have been so keen on violence.
2. Masturbation is OK It is fun, reduces stress and helps us learn about our bodies and preferences. Everyone does it, yet few talk about it, and so kids grow up feeling guilty. I know I did, and it took a long time to work out that it was not “sick” or “wrong”.
3. Your body is a wonderland You might not look like a model, but make no mistake your body is a wonderland. And you only have one. Respect it, love it for what it is, exercise to improve it, look after it. Your body will age quickly, drugs will screw it up more than you can imagine.
4. God may not exist Whether your god is a super-intelligent being, the mystic power of the universe or something else, there is a good chance it may not exist. No matter how much faith you have, we just don’t know. God may be useful, but we need to be open minded about it. And please, let’s stop killing people because their god is not your god.
5. Being gay is OK I can’t imagine growing up and being gay: the feeling of having something to hide must make the shame of masturbation feel like a walk in the park. And yet, being gay is just like being different in most any other way: it is something that should not really matter.
6. Failure is great In school we punish failure, yet teachers almost all know that we learn through failure. What we want to avoid is failure from which no lesson is extracted. Almost nothing of worth is ever created without some kind of failure preceding it.
7. Porn is not sex Pornography may be intriguing, entertaining and arousing, but it is not realistic. You might say porn is to sex what Hollywood is to everyday life: a grotesque caricature full of impossibly beautiful people. But seeing as pornography is so readily available, it is easy for boys and girls to grow up thinking it is a realistic version of sex: they are generally starved of alternative, equally rich sources of information? What happens when you grow up expecting your partner to act like a porn star? What happens when you grow up expecting to behave like a porn star. Certainly this is not how to learn the art of making love.
8. Don’t rush, it’s not a race All kids want to grow up, and kids today want to grow up faster than ever. The sad truth is that whilst adulthood brings certain freedoms, it generally takes away more. On the whole, kids are far freer than adults, and this freedom needs to be enjoyed, cherished and used to its potential. Youth is easiest to appreciate once it is gone.
9. Good grades aren’t “it” You can get good grades, and still fail miserably in the real world. At the end of the day, grades are a poor way of representing some part of a student, and certainly don’t reflect the whole. Let your students know that if they get good grades that is fantastic, but what about the things which aren’t usually tested in school? What about sense of humour, charisma, social skills, passion, creativity and all the rest?
10. School will not make you “world ready” In line with point 9. above, we do learn a lot at school, but we are certainly not ready to face the world when we leave. I am not sure we are ever “complete”, but certainly we are no where near completion at the point of exiting school, nor on leaving higher education. Students expecting this (as I did at 18 and again at 21) will be sorely disappointed when reality smacks them in the face.
11. History is important Of all the subjects I undervalued at the school, history has to be the most important. Maybe at 12 I was just too young to get it, or maybe the pitch was wrong. What I know now is that history is my personal story, and explains who I am and why I am the way I am. It teaches us how not to behave (plenty of role models there), what to expect from life, and the consequences of not sharing and getting along. What could be more important?
12. There is no “normal” The Hollywood/advertising ideal of happy, wealthy, beautiful, funny, amazing people simply does not exist in the read world. At the end of the day, we all have our flaws, and we are all different. There is no “normal”, just lots of variation. Students expecting to be happy all the time in an age of widespread depression is asking for trouble. Students need to feel comfortable being “different”, so they can talk about problems, and learn to deal with them before they escalate.

Credits: Rainbow and Stop Sign image by sandy.redding on Flickr shared under CC BY-NC-SA.



Old Hong Kong

Causeway Bay 1955The older I get the more interested I seem to become in the history of the place where I grew up: Hong Kong. Having read a few books on the subject (Hong Kong, History of Hong Kong, Diamond Hill and Gweilo), I am always delighted to find video footage to put images to text. Despite not being born until 1980, I feel a strange affinity for images and footage from the 1950s and before. Recently, my father-in-law (a Hong Konger from way back) shared the presentation below with me, and I thought it was worth sharing:

Whilst searching for an embeddable version of this file online, I also found the videos below, which are very interesting. Sadly, the two best videos, could not be embedded, but you can watch them here and here.

Credits: a big thank you to Michael Rogge for curating and sharing this amazing archival footage. Thumbnail image of Hong Kong by Shizhao on Wikipedia, under Public Domain


Teaching & Learning Visualisations

The two visualisations below are part of an ongoing attempt to define my views on education, and make these accessible to my students, fellow teachers, parents and leaders. I would be interested to hear if and how you find them useful, and what you think could be improved.

1. Teaching & Learning: Style Comparison

Teaching & Learning Style Comparison_web

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2. Teaching & Learning: Essential Mindsets

Teaching & Learning Essential Mindsets_web

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Teach A Teacher 2013: Writeup

Teach A Teacher ParticipantsTeach A Teacher is part unit of study, part conference. Hosted at HLYIS this year, the event featured students from ICHK, and teachers from JIS, HLYIS, ICHK and ESF Kindergardens.

The aim is for students to work in groups to prepare and deliver professional development sessions for teachers. Students develop their abilities in presentation, communication and collaboration. Teachers get to learn new skills, and see education from the other side of the desk:

“I could sense that the students loved the topics they taught and it showed in their enthusiasm. Made me think of how my students see me when I teach.” – Participating teacher

And students start to understand what life is like for their teachers.

“This activity helped the students to know a teacher’s role and what it is like for their teachers. The interaction between teachers and students was great.” - Participating teacher

During ICT classes, students spent time devising, naming, imagining and planning their sessions. They presented to each other, to themselves, and to a few teachers too. Their work was filmed and reviewed by themselves and their peers. Over 9 lessons of 70 minutes each, groups polished, improved, refined and rehearsed. They strove to be imaginative, creative, clear and professional. On the day, all were nervous, but at the same time they managed to channel their energy into doing a great job. At times, they modeled current best-practice in the classroom:

“I think this group of boys were exceptional in their preparation and communication. I loved how hands on it was and they let us learn by doing.”

Relieved to be finished, students commented on how happy they were, and how much they enjoyed their experience. But, as is the way with technology, not everything went to plan:

“I really enjoyed the Teach A Teacher event. I have experienced that being a teacher is not that easy, you need to plan out the lesson really carefully. I noticed that I should always plan about what would you need to do when you’re having technical difficulties.” – Charlie Yau, Year 7 Student

Asked how they found the experience of being taught by students, teachers reported the following:

“It was a very good learning experience both for students and teachers. I enjoyed it a lot.”

“Loved the fun aspect of the presenter that used the sword in place of a pointer!”

“Great! I learnt a lot and felt very comfortable with the students teaching me. The best thing about this is that I can ask silly questions and not be laughed at!”

This is an event which will definitely be repeated, and hopefully expanded, in 2014. Please feel free to email me if you wish to receive information about next year’s event, either to come as a learner, or to enter student teams from your school.


Paradox

SocratesParadoxes are a great way to get student thinking and talking about thinking. The initial state of confusion, followed by the illusive, enigmatic feeling of understanding is somehow enticing and enjoyable. I spent a little pastoral time discussing the following paradoxes with a group of Year 8 students, and the result was a palpable buzz in the classroom.

They are all taken from the excellent list of paradoxes on Wikipedia, and ordered (roughly) in ascending order of confusion generation:

  • Socratic paradox: “I know that I know nothing at all.”
  • Liar paradox: “This sentence is false.” This is the canonical self-referential paradox. Also “Is the answer to this question no?” And “I’m lying.”
  • Ship of Theseus (a.k.a. George Washington’s axe or Grandfather’s old axe): It seems like you can replace any component of a ship, and it is still the same ship. So you can replace them all, one at a time, and it is still the same ship. However, you can then take all the original pieces, and assemble them into a ship. That, too, is the same ship you began with.
  • Sorites paradox (also known as the paradox of the heap): One grain of sand is not a heap. If you don’t have a heap, then adding only one grain of sand won’t give you a heap. Then no number of grains of sand will make a heap.
  • Crocodile dilemma: If a crocodile steals a child and promises its return if the father can correctly guess what the crocodile will do, how should the crocodile respond in the case that the father correctly guesses that the child will not be returned?
  • Barber paradox: A barber (who is a man) shaves all and only those men who do not shave themselves. Does he shave himself? (Russell’s popularization of his set theoretic paradox.)

I and You

ChainWe come unto this earth, shooting head-first blind and wet so much like one link in a chain of boundless length. From this bundle of sopping joy we start, through an unknown life to live, and to the ultimately nameless soil to return. Each one of us the carrier of a unique cargo, an heirloom passed through us down the line of the ever-growing snowball.

By our individual nature, this process barely perceived, our awareness owed to thousands of like and dislike minds to-ing and fro-ing year on year. The same questions asked by all, answered by so few. Why am I here, where did this all come from, where do we go? Each person at the end the same, but each life lived for ones self. I am me, a bubble surrounded by blades, survival paramount. For me alone I toil for food and water and air. To what end? Why of course to carry my cargo, to complete the circle of my link, to join what has come before me to what will no doubt come after. All the while, today is all, an island separated from the bygone by history and from what is to come by chance. The past has come and gone and today, the gentle slope from there to here mutated into a bluff, then and now. The connection missed by so many minds, but felt by each and everybody. But when informed by the words of the great and gone that today is really no different than yesterday, and that indeed yesterday has lead to this day, the apparently jagged link between now and then suddenly flat lines. For now simply becomes a blip, a jump, a skip for me and only me on this great ocean. Now I see that I am the sum of my forefathers, both from my line and others. For sure I have my mother’s nose and father’s hair, but to who do I owe my thoughts? To God? Perhaps. To my teachers? Directly, yes, but in the end, did their thoughts come not from their teachers, and theirs from theirs?. And is it not logical to learn from all those who have come before, and thus be taught. For in every way we are, but for most it is never seen. How can we be sat down to learn history, a dead woman’s story, when history rides and lives through everyone of us. The dates are crammed, the names squashed in, with a little space for remembering action too. But we seem to miss the thoughts, the second chain that ties us all together.

Then the thought; if I am just a blip, and you my friends and you my enemies are too but blips, are you not me and I not you? Where do I end and you start? Certainly with my flesh, your bones, but what of the mind. Are we all linked, joined in grand world union, one global cosmic spirit man. Or are our minds apart too?

But surely this all fades, if I consider that I may be you, and you may be me, should I not strive for us? Perhaps if I considered that I could wake one morning in someone else’s shoes, perhaps then I would help him, feed her, heal them. Perhaps then you would step from your carriage, open your doors and let the masses in. Perhaps, perhaps, perhaps. But why sacrifice the possessions of my self when I am me and you are you?

And so we struggle on, the rich getting fat and the poor thin, the fat few getting unhappy, and the many thin angry. No change in reality. Wrongs disguised and excused in the name of religion, or imperialism, or divine right. The worker still the slave, the master still holding the whip. The whip becomes the carrot, the carrot the stock option, but all so thinly veiled.

Surely there is another way. A single fire, started from so many sparks, lights the sky a fantastic red. Marx the mind, Lenin the muscle. Why not take the fat and spread it like so much butter, feed all, clothe all, house all. All for one and one for all it begins. The salvation of the poor worth the blood of the rich, no doubt. But once begun, where to stop, who is right and who has the right. Communist Red and blood, sweeping from east to Far East, a noble idea but so much harder to stomach now. The rich rebel from a far, sending in the poor, the muscle the army to rid the world of this evil and put back into place a much corrupted version of the former. The system now a puppet, controlled by those of so much power, so much wealth so much greed. Those who have forgotten that they too will pass as one more link in the chain sliding quickly through the narrow sights of the present. They will not be remembered as good or great or mad or bad, as they surely must see themselves, but tarnished they will no doubt be, for on their hands lies the blood and thirst and hunger of myriad others.

And how do we go forward? By jump and by start, by revolution followed by puppet peace followed by revolution, by endless generations of poor, dispossessed and tortured. Or should we not all together say, I am me, but by odds I could be you? Thus, should we not all treat each other as we wish to be treated our selves? I feel pain, sometimes to the core, so by what right do I inflict pain on the mind, body and soul of another. Is terror by the ruled not identical to terror by the ruling? Is not right and wrong, killing and stealing, the same for you as for me and as for them?

Let then the sword of awaking in another man’s shoes weigh heavy over the head of he who strays from the path of truth and compassion. For I am you, and by turns you are me. Need I say more, other than go with peace and love, my friend, my enemy.

Originally written 23rd August, 2003. Image by Darwin Bell on Flickr, shared under CC BY-NC.


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