Measuring Hope

Earlier in the year, I blogged about my action research on hope. Since then, I’ve refined my research question (and Lit Review) to ‘Does systematic integration of self-regulating processes into a year 12 Software Design & Dev class impact on student wellbeing?”

After many iterations of defining my construct, I settled on what I started off with…HOPE. It is one of ACARA’s dimensions for wellbeing and aligns strongly with my school’s aspiration to inspire global hope.

I also kept the notion of ‘active hope’ where hope is found in actions and belief that such actions would lead to improvements. It’s true that a huge element of this aligns with Bandura’s self-efficacy which helped with finding literature for the review and fleshing out my project. However, I also wanted to maintain the social aspect of hope that extended beyond self-efficacy.

This ‘extension’ was partially driven by the need to find something more easily observable and measure. It was also because the classroom is ultimately a social context and each student is a contributor, not merely a recipient of social influences. I think James Arvanitakis said it well in  From Despair to Hope – The Curiosity Lecture Series (available here),

…if openly shared and freely distributed, hope can spread throughout the community.

I did not set out to measure inspiring societal (or global) hope as such but one of my action research ‘interventions’ (if you will) was to have students act as peer models. That was a bit of a stretch for ‘freely’ but there was definite sharing and distribution of active hope.

I haven’t fully analysed my research data but it is likely that it will empirically support my observation that YES, integrating self-regulation processes does impact student wellbeing (hope) positively and negatively (the 2-tailed question was intentional). I imagine many teachers suspect as much but now I’ve got data to (hopefully) prove it, notwithstanding the risk of observer-expectancy effect and other risks to the validity of my meager social research attempt.

It would be premature to state a conclusion prior to data analysis but were I to generalise my learning so far, I daresay my teaching practice even when targeting academic achievement does impact student wellbeing. While it often seemed futile to measure hope, I am glad I’ve made this attempt.

 

Teaching Thinking

There are currently a couple of initiatives at my school that target thinking as a skill; I’ve been fortunate enough to be somewhat involved in both..

One of these is using the Philosophy framework, i.e. Socrates’ “Logos, Pathos, Ethos” to unpack how we think when faced with situations where we need to make decisions or we need to be persuasive. In a nutshell, what is at the forefront is logical reasoning for Logos, emotions for pathos and ethics, character and wisdom drawn from experiences for ethos. This is a simple framework that is very accessible for year 9s to whom this initiative is targeted.

Another one uses the neuroscience framework, i.e. “Pre-frontal Cortex (PFC), amygdala and hippocampus” – parts of the brain. In a nutshell, amygdala is responsible for our ‘flight or fight’ response or when we allow our impulses and emotions to rule our behaviour and thoughts. The hippocampus is in charge of storing our memories, like a scrapbook of our lives. The PFC – which is not fully developed in adolescent brains – takes care of thinking and decision-making and so, moderating our behaviour. This framework is very accessible for year 8s to whom this is targeted.

In Software Design and Development – and really many (all?) subjects, students need to think logically particularly when critically analysing, evaluating and making recommendations. In SDD, we look at software from the perspective of users and developers and yet I’m finding that my students are not leveraging their extensive experience using software to inform their thinking. Seems like such a waste of resource, right?

So, I told them about the 2 frameworks above. The idea is that the frameworks provide them with another way to view contexts. For example, when they struggled to name features of a banking system, a prompt using their own experience in banking opened a flood of features in far greater detail…and stories (gotta love those). A student who often struggles with staying on-task and is regularly disruptive was also quick to change when prompted with “you’re letting your amygdala rule; try a bit more PFC”.

In our last lesson discussing software installation methods, a richer discussion was had as students were challenged to think of examples drawing from their experience and how they may have felt (connecting to another syllabus content: impact of software to users). And so then, the logic of choosing one method over another makes more sense, from a social-ethical perspective. It may well merit adding to my list of ways to teach empathy.

I’m under no illusions of the impact or permanence of these changes.  What I’ve done is planted seeds that I hope to nourish in the next few terms as I help my students face the HSC and the wider world beyond. I’m teaching them to draw deep into resources within themselves as a way to connect beyond themselves (is any other way possible?). Teaching thinking skills is all part of building student agency.

This may be an unconventional approach to teaching the syllabus but for me, it makes sense. It aligns with my own industry experience and consequently, vision of introducing more of humanities into learning about and creating digital technology.

Marvel

Marvel is my one word this year.

I don’t usually do this thing. However, as the new year ticked over and the Aussie summer school hols was coming to a close, I thought it would be good to have one to help me re-focus back into teaching. So, I picked one!

Marvel as a noun and verb seemed apt as I start not just a new school year but at a new school.

To be filled with wonder or astonishment.

To discover a wonderful or astonishing person, place, thing, etc.

Marvel, I think, is what brings joy in learning… and, truth be told, in teaching as well. 

May the year ahead be full of marvels!

Happy 2016!

Disclaimer: The link above shows an official site for ‘my one word’. I didn’t use the process documented there as I’ve derived my word before I saw the site. Still, I’m sharing for those of you who may find this process helpful.

We write our own reports?

Ever had an idea you just had to act on?

Today with my year 10s, we had 15 minutes to ‘spare’ after we de-briefed their yearly exam paper. Just then, I had a thought to get them to write their own report comment. I figured ‘why not?’

So, I asked my students to spend the next 15 minutes drafting a 500-character report comment for IST. I mentioned that I have already drafted their reports – which was true – and that I wanted to make sure I did not miss anything – which was also true – and that I would use their input – which was more or less true.

One of the more astute ones asked, “Does that mean we write our own reports?”

Boom!

I replied yes, of course. I write the words but in fact, what they do (or not) throughout the year is what is written in the report comment. So technically,  students do write their own reports. Right?

Awesome as they are, they humoured me and actually did the activity.

It was an authentic context to reflect on the year that was, how they were as learners in my classroom and even how they could improve. No scaffold. No prompts. No advice from me….just the time and space to do it…and a bit of ‘rah rah’.

I was so pleased by their honesty and accuracy of self-assessment. I was also pleased that my report comments got validated by theirs which, for my part, means I do know my students and that my data collection (via formative and summative assessments) and feedback systems work.

Writing reports can be onerous, often due to sheer volume and tight deadlines. This has been a ray of sunshine.

I would do this again as a win-win activity. That is, students reflect meaningfully on their learning – content and process and I, their teacher, gets validation and more importantly, personalised insights about them.

 

I do and I understand

Confucius says (oh my, I’ve been wanting to do that for ages…haha):

I hear and I forget. I see and I remember. I do and I understand.

In my random clicking on the internet disguised as professional development (or maybe it’s the reverse), I found a couple of strategies interesting enough to try.

Fishbowl

The first came from an Edutopia video, How to teach maths as a social activity. I’m a big fan of cooperative and collaborative learning and this video has good strategies. What I wanted to try immediately was called Fishbowl (video link). Basically, it’s having a small group sit and discuss while the rest of the class observe. I’ve heard of it before but this is the first time I intended to give it a go.

With my year 10s going into their exam block next week, and coming in from a 2-week school holidays, I thought that Fishbowl would be an interesting way to do some revision. So I set up 3 groups to discuss (1) Bias in algorithm, (2) Use of cookies, and (3) Robotics in employment.

These topics are directly related to the topics we did this year (1) Software Design and Programming, (2) Internet, and (3) Robotics.

I gave them 5-10 minutes to do a quick revision using our class notes or to look up on the web. This had to be done individually, i.e. no discussions. Then, the group took turns to be in the Fishbowl.

While I set this out as a revision exercise, what I found was Fishbowl is also an effective assessment activity. I doubt I’ll use it for summative assessments but as formative assessment, it was really good to see what the small group, and whole class, knew…or did not know…or got confused on. It also contextualised my assessment tips such as – give specific details, use technical terms and make sure you know their definitions, think of positives and negatives when discussing issues, you can link topics we studied,  use Asimov’s Laws on Robotics when discussing issues, and the like.

Tic Tac Toe + Jeopardy

Our current unit of work in 9IST is game design, a culmination of the Digital Media and Software Design and Programming topics we studied this year. They also have a yearly exam coming soon and I thought what better way to do revision than to play games. We will unpack the following experience next lesson and use that to feed into the work they yet have to do.

I found my inspiration in a recently discovered (read: yesterday) differentiation site, daretodifferentiate (link to Choice boards or tic tac toe, though the wiki site warrant more exploration). I wanted to try it straight away but all mu units are already designed so I figured I might as well use it for revision….and as a game!

The plan was to have a choice board with easy, medium and hard questions – that’s the tic tac toe part. Assigning points to the questions was the Jeopardy part.

I’m not going to include all the questions here but here’s a small sample so you get the idea: easy – JPEG is a lossy format (True or False?), medium – Define algorithm, hard – Explain one way that text can be digitised. For points, I gave 100 for easy, 150 for medium and 200 for hard.

Using the simple definition of games = goal + rules, I discussed the rules of tic tac toe and Jeopardy. They work in groups, nominate a speaker (and there can be no repeat speakers) to provide the answer. I also added a rule of ‘stealing’, i.e. if a group can answer a question better then they “steal (the chance to earn)” the points. This was actually good to ensure they all tried their best and that they listened to other groups. Revision and learning were happening at individual, small group and whole class level. Granted, still at different levels but even the quietest student could learn from others at least. I dropped the ‘tic tac toe’ all in a line across three columns because I had 3 groups…but that would be fun to design to get some blocking strategy happening as well.

Speaking of designing the thing, I wanted to implement this in Scratch, or with more time and effort – JavaScript or Python perhaps. But, given that I thought of this on the eve of using it, I resorted to a table in PowerPoint and using animated blocks to hide/reveal the questions. It’s been a while since I used the ‘click on object’ as trigger (default is just click anywhere) that I’ve forgotten about it. On the whole, it worked quite well actually….yep, a PowerPoint hack 🙂

Even with a short activity, I can see the power of differentiation through choice….and of course, I’m convinced about cooperative and collaborative learning anyway.

9IST groups in a huddle, discussing strategies and answers

9IST groups in a huddle, discussing strategies and answers

Back to Confucius

There are so many teaching and learning resources out there and seriously, there are many good ones. Finding ones to try and then actually making it happen help cement them in my mind because I don’t only know of, I also understand.

Also, because I mostly teach via Project-Based Learning, my students have done the ‘do’ bit and yet, as I’ve uncovered in these revision activities today, they don’t always remember or understand. And so then, back to Confucius:

By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.

Revision (look at again) – as an example of reflection (look deeper perhaps over-and-over from different perspectives) – has shown a path for remembering and understanding. In writing this blog post, tired as I am after an all-period teaching day on the first day back at school in 35C heat, I have forced myself to revise and reflect on these strategies.

Ah, I feel wiser now…haha