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‘If students can’t learn the way we teach, we must teach the way they learn’ (Tomlinson)

Seeing Things Differently: SLAV conference Keynote address by Dr Mark Norman

Posted by Lisa Hill on November 13, 2009

Dr Mark Norman is the author of a number of books in my school library: Birds in Suits, The Octopus’s Garden, The Great Barrier Reef, Sharks with Attitude, and Living in the Freezer and we love them all.  He’s passionate about the idea of encouraging children to escape into reality, and while he acknowledges that kids are fascinated by the Lord of the Rings monsters and fantasy creatures, he thinks the natural world is intriguing for kids.  He showed us some wonderful slides of deep sea animals that are ugly grotesque and gross, but they’re beautiful too.

So Dr Norman wants us to see things differently – to look around us more than we do.  He’s a very entertaining speaker, and a great role model for kids becoming interested in science.  He says we have to get our eye in – because sometimes we can’t see things because we’re not looking in the right way.  He himself thought he had failed in his first research project on the Great Barrier Reef because he failed to see movement of camouflaged octopi.

Dr Normans’ books for kids are all based on his research but they’re not dumbed down.  They’re predicated on the idea that the visual is critical to not only engaging interest but also providing information that is critical to  understanding.  There’s a narrative behind the photos too: he told us about one photo that took ages and ages to get because the octopus kept squititng ink to avoid the photographer.  The creepy details of these creatures behaviour is of course very appealing to kids and these real stories can compete the silly stuff kids see in the popular media: the important thing is to have this information in kid friendly language.

Posted in Conferences | Leave a Comment »

Seeing Things Differently, SLAV Conference 2009

Posted by Lisa Hill on November 13, 2009

Blogged live at the conference, so typos and errors will be tidied up later at home!

The focus of this conference is to explore multiliteracies and visual learning, and so the NGV as venue is ideal.  The opening address reminded us of the interdisciplinary aspects of learning in the 21st century.  Learning through the visual arts is championed by not only educational  experts, but is also recognised by political leaders such as Barack Obama.  The arts teaches children that there are multiple solutions to probelms, and make vivid that neither words nor numbers exhaust everything we can know, especially when considering feelings and emotions.

The growth of technology saturates everyday life, and children are swamped by it.  42% of children prefer to learn visually, and this is a statistic we can’t ignore.  Linking learning with the arts, at the NGV or any other gallery is therefore a valuable learning experience that is intellectually challenging outside of the school walls.  It enriches children by teaching tolerance, flexibility and originality.

Michelle Stockley from the NGV talked about narrative and story-telling.  Her first example was the wonderful painting of The banquet of Cleopatra, and she reminded us that while most people can correctly interpret the status of the painting’s participants and other visual cues, but the story behind it – Cleopatra’s bet with markl Anthony needs to be told – or they can read the labels on the wall at the gallery, or the touch screens but these involved not just the ability to read but also the knowledge about where to find it.   Basic museum literacy involves reading objects and full competence means being able to draw on all the resources of the gallery to make sense of the experience.  A museum literate visitor can not only make sense of the pciture but also its place in the gallery – the 18th century gallery that it’s sited in.  It means being able to compare it with other paintings around it including works by the same and other artists.

Michelle referred to Gombirch’s The Story of Art, which was enduringly popular because it was a narrative about art that people found easy to enjoy and understand,  But there were voices missing: indigenous artists, women, photographers and other forms of new media.  The narrative view of the development has been challenged in recent years, and is now more inclusive.  

Sometimes the story behind an acquisition is fascinating.  How did we come to have Tiepolo’s painting here at the NGV?  It came on the market because the USSR thought its subject matter degenerate, and sold it to fund its Stalinist programs.  Negotiating its purchase was therefore politically incorrect, but we bought it anyway.

Critical literacy is important too.  Some of the nationalistic paintings that are so popular omitted women’s experience and the indigenous experience.  Diana Jones, shearing the Rams 2001 appropriates Tom Robert’s pitcture and puts in indigenous shearers in the picture.  Some recent exhibitions place side by side with iconic paintings that we know, different topical views of the same issue.

Stories from behind the scenes are fascinating too.  The restoration of  Arthur Streeton’s Spring involved removing stripping off Estapol over many months (and you can read about this online if you Google “The fine Art of Stripping” though it may be safer to use Arthur Streeton’s Spring as a search term!)  Michelle also explained that the way an exhibition is set up – the colour of the gallery walls, the sounds and lighting used all contribute to the narrative of the art works.

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What an insult!

Posted by Lisa Hill on November 5, 2009

All teachers in Australia are used to being undervalued, but every now and again there’s fresh evidence that the complexity of our work and the expertise that underlies our profession counts for nothing…

Today I was approached to work as a consultant (for an organisation I won’t name) for a flat fee of $350 for 10 hours work.  

My cleaning lady is paid $25.00 per hour. 

You do the maths.  Don’t forget to deduct tax.

There’s no prize for guessing that I said ’No thanks! ‘

Posted in Opinion | 2 Comments »

A Teacher’s Prayer

Posted by Lisa Hill on September 22, 2009

A friend of mine gave me a bookmark with this lovely poem printed on it:

A Teacher’s Prayer

I want to teach my students more than lessons in a book:

I want to teach them deeper things that people overlook -

The value of a rose in bloom, its use and beauty too,

A sense of curiosity to discover what is true;

How to think and how to choose the right above the wrong;

How to live and learn each day and grow up to be strong;

To teach them always how to gain in wisdom and in grace;

So they will someday make the world a brighter, better place;

So let me be a friend and guide to give these minds a start

Upon their way down life ’s long road, then I’ll have done my part.

By Jill Wolf

 

Posted in Learning and teaching | 3 Comments »

Victorian Students Top of the Class again!

Posted by Lisa Hill on September 15, 2009

This time last year I blogged about Victoria’s excellent results in the annual NAPLAN – and expressed my disappointment that the Minister for Education, Bronwyn Pike, had in her press release failed to congratulate Victoria’s teachers…

This year our results are again excellent – and this time, there’s credit where credit’s due:

The results are also a tribute to the dedication of our highly motivated principals and teachers,” Education Minister Bronwyn Pike said *.

That’s much better! Thanks!

*Source: http://www.education.vic.gov.au/about/news/newsalerts/2009/naplanresults09.htm and http://www.premier.vic.gov.au/minister-for-education/victorian-students-top-of-the-class-in-national-test.html

Posted in NAPLAN, News | Leave a Comment »

YABBA 2009

Posted by Lisa Hill on September 11, 2009

I just whipped up these two word searches using the books in the YABBA shortlist. 

The first one is meant for Y3 & 4 and shouldn’t take the children long: this week’s lesson is going to be starting our bookmarks for the IASL Bookmark project and the word search is just an end-of-term fill in for fast finishers.

YABBA SHORTLIST 2009

YABBA SHORTLIST 2009 junior

To see the shortlisted books and download other resources, visit the YABBA site.

Posted in Fun stuff | 1 Comment »

ICT PD: Digital Portfolios

Posted by Lisa Hill on September 7, 2009

Here I am Harrisfied PS with Heather Carver again, this time learning about Digital Portfolios.

This is the wiki we’re using…and this is the site for digital portfolios.

We started off by playing with MindMeister to tease out the issues: this is probably a useful thing to do with staff so that concerns are aired and dealt with.

What’s the point of digital portfolios?  Check out the introductory video

  • to have an ongoing digital record of work that can include the student’s use of Web 2.0, graphics, video, podcasts, images etc.  They can use MovieMaker, PhotoStory, blogs, wikis etc
  • depending on where it’s saved, a digital portfolio can travel from school to school when students transfer

Heather says there are  four main purposes:

  • to demonstrate learning
  • to assess learning
  • to guide learning
  • to reflect upon learning.

To demonstrate learning

  • explains and displays what’s been learned in a unit
  • constructed while elearning is taking place
  • aligned to the criteria for the unit

Reflective portfolios

  • Often done as you go along
  • what was learned
  • how tasks were approached
  • what could be improved
  • often aligned with personal learning goals
  •  contains a variety of file types
  • reflective commenatary over a whole year or long period of time

For guidance

  • usually done by teacher or support person, gathering info about what to do for a student
  • examples of failing to meeting learning or behaviour goals – articles of work, video, audio etcFor assessment

For assessment

  • The ePortfolio IS the assessment,
  • it proves that the stduent has achieved the goals
  • often has an audience other than the student, teacher or parent.

The best vehicle?

  • Sometimes an ePortfolio can simply be a folder on a server containing samples of work comprising an archive or aggregate of work done over time.
  • Software solutions inlcude PowerPoint, PPT templates, Foliomaker, (school licence needed, a bit more expensive per child) edcube (school licence needed, about $900 p.a.).  Be wary of the time spent on doing these things – can over-ride learning time.
  • ONline tools: LMS,(Sharepoint, Moodle – Learning Management system)  Google Apps, Mahara (Heather’s fave), Wikis, Blogs, Websites.  The advantage is that kids can work on them at home.  Beware: the school’s internet bill can be huge. 

 It’s important to secure ePortfolios so that they can’t be deleted, either accidentally or on purpose, by the student or someone else.  If using online tools, strict protocols need to be in place for cyber safety.

All schools should have a copy of Digital Portfolio Resources CD.  Also available on ePotential.

Decision: how much time should be spent on these?  Who does them? How often?  Teachers and students need a set of rules to ensure safety, security and consistency between classes.

Posted in Web 2.0 Education Australia | Tagged: | Leave a Comment »

Shaun Tan at the Melbourne Writers Festival

Posted by Lisa Hill on August 30, 2009

Blogged live at the Melbourne Writers Festival - and tidied up later at home…

Tales from Outer SuburbiaThe ArrivalShaun Tan is the celebrated author/artist of the graphic novel The Arrival (which won the CBCA Book of the Year in 2007) and The Red Tree (which was an Honour book in 2002).The Red Tree  His latest book, Tales from Outer Suburbia is an anthology of 15 very short stories superbly illustrated in his own unique style.

The session was accompanied by a slide show of his artwork, starting with an enchanting picture of a dinosaur that he did on his 2nd day at school.  It was remarkably good with a degree of maturity not often seen in young children.  Other pictures in the slide show included early signs of rocket fantasies and the strange creatures that we have come to identify with his work.

Jessica Crispin, who’s from the USA – which she said is not very good at recognising talent from beyond the US – told us that Tan’s work has become enormously successful there.  She asked him if the new market in the US changed things for him, but apart from a couple of nice trips, he thought not.  He doesn’t collaborate much even with his editor, and is mostly alone in his room working on his art.  He wasn’t expecting much from the US market and was resigned to international obscurity.  He was happy enough with the Australian reaction and everything else seems to have been a bonus.   He was a bit shocked by the number of people who turned up to author events there, but the big moment for him was when his art gave him an income that he could rely on, and no longer needed to illustrate other people’s books, which he didn’t enjoy very much. 

Tan’s books defy classification and sometimes booksellers don’t know where to shelve them.  Some topics are dark e.g. depression, but he has never seen himself as a children’s book illustrator – he doesn’t think about children when he’s working and his interest is science fiction and fantasy.  He originally saw himself primarily as a writer, and was influenced by Ray Bradbury – not so much his novels but his short stories.  He had got the impression from secondary school that illustration was a lesser form of the arts – and in fact had only added a picture to the front cover of his first book to attract the attention of editors wading through the slush pile.  (The short story was rejected but they liked the illustrations.)

These days he’s not writing, he’s become an illustrator.  He didn’t have formal art training, but (at what must have been a very good secondary school) had practising artists at tutorial workshops on Saturday mornings.  He never thought he could make a career out of art and did an arts degree to avoid having to make a decision – did history and philosophy – and even toyed with a fine arts academic career.  His start, however, was with fantasy book covers and then illustrations for magazines and then children’s books - and these offered more regular opportunities as an artist.  He learned how to do dragons and SF paintings from browsing at newsagents (because he couldn’t afford to buy magazines) and was eventually able to survive as a freelance illustrator. 

Moving from reproducing other people’s styles to his own involved doing some painting that he hopes no one will ever see but he needed to do it to develop his skills. These are in his parents garage!  He’s doing more of this private personal work as time goes by.

He finds it hard to answer some questions: when did you start drawing?  When does anyone draw?  About four years of age?  It’s an inherent instinctive thing, he thinks.  All artists long to return to that simple childhood unselfconscious stage when they don’t know or care if their work is any good.

It seemed to me that Tan is quite diffident about his talent and his hard work.  He seems over-modest and a bit taken aback by his success.  He calls himself a hoarder – and so is his wife  – so his place is like an antique shop full of stuff.  It’s probably a treasure trove! He admits to being a bit possessive about some of his paintings and doesn’t want to exhbit or sell them in a gallery and never see them again.  He’s also wary of selling them prematurely – he sold some too early and now they’re worth a lot more.

He likes collage because it’s a  way of including random elements and ‘getting himself out of the picture’.  He also talked about the tension between the excitement of the initial idea and the tediousness of doing the work on it.  He was a bit evasive about what he’s currently  working on, but that’s because he’s not too sure  what it’s going to be, except it’s something about relationships.  He’s also doing a short animated film – something for us to look forward to!   He’s not doing the animation, but has done the story-boarding and the design and is liaising with the modelmakers and the computer guys.  He’s learned a lot about working both solo on the artwork and in a team for the animation – but he thinks he’d rather be working on books. The stills of the animation on the slide show look great, so I suspect that there will be some disappointment if he sticks to that preference…but an artist must follow his art.

It will be very interesting to see what he does next…

Posted in Authors & Illustrators, Conferences | Tagged: , | 3 Comments »

Online thinking tools – ultranet workshop 25.9.09

Posted by Lisa Hill on August 26, 2009

Ok, I’m at an Ultranet workshop run by Heather Carver, and I’m learning how to use online thinking tools. This is the link.      

The first one we’re playing around with is at http://mindmeister.com and it’s a tool a bit like V8 Inspiration mind mapping.  It’s reasonably intuitive, and once your students have an account you can have multiple users working on the same mind map.

 The Intel visual ranking tool is useful for prioritising…it’s a step up from mere listing, and it requires that students give reasons for their ranking.  (There’s a little notes box that opens up for them to do this – double click on the statement and it will open up).  Groups can rank statements together, and then compare results from different groups.  The comparison link is the RHS button at the top.  We tried the Thinking about Thinking tool.  Heather reminded us that if we’re setting up a task like this, it’s important that there not be a right or wrong answer – it needs to be an open-ended task.  There are demos for the different tools to explore at this site.

From Teacher Workspace (register as a user first) you can set up your own ranking task, and then set up teams.  Clicking on Create a Set of New Teams lets you set up a whole lot of groups at once, or you can do it one at a time.  For this trial (ranking what was worst about the Great Depression, which students researched while we read Audrey of the Outback)  I set up the teams using the names (and matching passwords) that we have in the library (and so didn’t specify student names which is optional), but for an assessment task I might name the team members. It’s also possible to create a snap shot of their work.  This looks like a really terrific tool and I think students will enjoy it too.  (For primary students I wouldn’t add 16 items to rank or it might take forever for them to finish.)

The only glitch I found when using this tool was that it published some words in my list incorrectly.  I checked it, and it wasn’t typos – I’ll need to find out what went wrong….

The next tool we looked at was the Showing Evidence Tool.  It’s suitable for Y5 & 6 upward, but is especially useful for secondary students.  The demo we looked at was called Mysterious Malady but I sneaked a quick look at the one for primary schools – which is just the thing for a library lesson: Can a thief be a hero?  For secondary students this is a tool best used with groups so that students have peer support to develop reasons and have to justify their ideas; probably it’s best used with a whole class at primary levels.

There’s a Seeing Reason tool too. It’s a bit like concept mapping but it involves identifying factors in the argument that are positive or negative.  This a demo for the Causing Traffic Jams Seeing Reason task.  Again, the tool allows a teacher to see a snapshot for assessment purposes.

There are so many tools to play with on this Intel site, and they’re all free!

Posted in Professional Development, Web 2.0, Web 2.0 Education Australia | Tagged: , | Leave a Comment »

Wikipedia in simple English

Posted by Lisa Hill on July 26, 2009

Simple WikipediaI am indebted to one of my students for the discovery that there is a simple English version of Wikipedia, designed specifically to have simple English words and grammar for people learning English and for children.   Thank you Zahraa!

This is the URL http://simple.wikipedia.org/wiki/Main_Page or click here.

This is a good place for teachers to contribute kid-friendly info for projects – and if you do become a contributor, well, you’ll know straight away if the work’s been plagiarised, eh?

Posted in Education, Learning and teaching, Resources to share, Web 2.0 | Leave a Comment »