Earlier, I posted about a padlet I've made to share some great resources that can help families.
Another thing that many teachers are doing at the moment is making videos for their classes. Now, the first thing to say is there are LOTS of great videos and tutorials out there already (Khan Academy is one noteable example). Teachers and leaders should think carefully about the choices they are making and whether new videos are needed. I've created a number of tutorials based on what I've learnt to help teachers who may be making videos for the first time. Working from home and trying to connect with our pupils, and help them learn, is a new experience for many of us so wherever we can help each other out, I think we should. These videos are all one-take so are a little rough around the edges but I hope others find them useful and save themselves some time! Take a look at the playlist here. I'll be adding videos as I find other useful top tips. If there's something you don't know how to do that might help with remote learning then please get in touch. If I do know then I'll create a 'how to' video, and if I don't I'll try and work it out!
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I recently began working at a new school and have come to a conclusion: starting at a new school is difficult.
Regardless of how much experience you have or how good a teacher you are, you are starting again. Many aspects of your new school may appear similar to previous places you've worked but there are inevitably subtle differences. Relationships need to be built from scratch and there are a million and one routines, norms and expectations that seem to differ from your last school. There's a lot to take in and a lot to learn. My first teaching role came through Teach First. I'd gone through the six weeks of Summer Institute and knew what to expect, namely that I wouldn't really know what I was doing most of the time. It took awhile for me to feel comfortable in my job but that was hardly surprising as it was my first teaching role. My next role was teaching abroad. As one might expect, this came with it's own set of unique challenges. Moving my life around the world meant setting up new bank accounts, working out social security, health & tax differences and a local driving licence, not to mention setting up a new place to live. Suffice to say it was a busy time before we even start to talk about teaching and learning (but an experience I would have no doubt in recommending to anyone if the right role comes up for you!). I tell you all this to illustrate why I am writing this post now. Perhaps I was naive before but I never quite realised how difficult starting in a new school can be, even when you remove factors like a lack of experience or living in a new country on a new continent. There's a lot to adapt to in any new role or new school. Relationships Once you've been in a school for 2 or 3 years, let alone 10 or 20, you become a known quantity to pupils and parents in the community. It might be that pupils know you because you always teach Year 6 or perhaps you taught their older sibling in their GCSEs. In some cases, perhaps you taught their parents or, whisper it quietly, maybe even their grandparents. Before pupils even take one step into your classroom, they know something about you and your expectations. Your reputation has preceded you. Of course, this can be a positive or a negative...or perhaps a little of both. When you first start in a new school, pupils won't know you from Adam. In schools with a high staff turnover, many won't expect you to still be there after Christmas. Some won't expect you to stick around for more than a year. They don't know that you care about them and they don't know that they can trust you. That'll take time. You may have built up a solid reputation with pupils in your last school but here, right now as a new member of staff, you're back at the beginning. It's a fresh start. Then we have everyone's names to learn, and not just the pupils' names. I'm talking about the staff. When we meet our new colleagues, we inevitably introduce ourselves by first name - of course we would, it's natural and normal. But having spent two or three days of staff INSET struggling to remember new names and faces, it's time to up the game and learn surnames too (or my favourite child-inspired version of the question: "What's your teacher name?"). And that's before we even get to learning pupil names. Once you've cleared these little hurdles, there's the small matter of getting to know the pupils' themselves. Okay, so I know that every new class presents this challenge but once you've been in a school for awhile you'd probably know some of the families, perhaps because of older siblings. When you start in a new school, the likelihood is you'll know nobody. You'll need to learn about behavioral and motivational tendencies, medical needs & subject preferences. Are there specific safeguarding concerns you need to be aware of? Is attendance an issue? What do they like and dislike? All of this before getting into the nitty-gritty of teaching and learning. Where are they compared to where they should be? Where do they need to be? What gaps do they have? Where do their strengths lie? Systems & routines Relationships are central to success in any school, no, any workplace. But before we even get to building these there are a few practicalities that need addressing. The first challenge is finding your way around the school during INSET or new staff training. Which rooms am I teaching in? Where are the bathrooms? What about the stationery cupboard? Next up you've got IT...how do I log on to my PC? What's my printer code? What's the staff network password? What does my timetable look like? Then there's HR: checking they have the right details for your pension, the right tax code, copies of your certificates and DBS. All very important when you're starting a new school. Once these practicalities are on track, we can start to think about the day to day. What do transitions between lessons look like in your new school? You'll need to learn the specifics of the behaviour policy so that you're putting the right foot forward on the first day with pupils. Consistency is key and it all seems so logical during INSET and orientation but in the heat of the moment can you remember the exact consequence for that repeated behaviour? Did you record it accurately and in the right place on the school system? Do you have a log in for that particular system? Oh, and what's the phone number for On Call, again...? Soon you'll be able to ask a few other questions...Are there any specific expectations about displays? How about planning? Is there a set lesson structure? Have you seen the MTP yet? Do we even have an MTP or do I need to make one myself? What about the marking policy here? I could go on and on but I'm sure you get the idea. One of the things that surprised me most in my new school is the level of specificity on little things like call and response routines in lessons and the rhythm in which we clap for quiet and to bring the pupils back together. Pupils know what to expect in different lessons and between different staff so there are definite advantages to this level of specificity. These are all things that a few months down the line don't seem like a lot but in those first few days and weeks there was a lot to take in which an established member of staff will already know. Fresh start and lots of support Fortunately, I have had great support starting in my new role. My colleagues have been fantastic in helping me to adapt to a new set of systems and I've had regular feedback in my teaching to help me improve my practice (I plan to write a blog on the benefits of regular coaching micro-steps soon). I'm still developing relationships with pupils in my class and across the year group and this will never be something we can tick off as 'done' but it will take time. Starting a new school will always be challenging but a supportive school culture can make it much easier for everyone involved.
Free resources
This said, I've still tried to use KOs in my practice, particularly over the last four years. These are a work in progress and link to the curriculum I was teaching at the time I created each of these. They may not fit perfectly for your school and your context; however, it seemed a waste for these resources to sit on my computer after they were no longer being used in my classroom so here they are. You will find links to all the Knowledge Organisers I have made thus far on the resources page of this website. They are all available (many of them including retrieval quizzes too) for FREE via my TES page. If you find them useful, please let me know...and if you don't, well then let me know how you think they could be improved. Please share them with any colleagues as you can - I want these to remain helpful to others. Remember, sharing is caring! Why must we always reinvent the wheel? If you'd like to know more about why Knowledge Organisers can so powerful and how they are best used (if at all), I'd recommend starting with the following blogs from Joe Kirby, Jon Hutchinson, Michael Tidd & Jon Hutchinson (this time for Teach Wire). If you don't have the time to read these blogs now, here are a couple of key takeaways:
Final tangents As I've been writing this blog post, I've found myself going off on a few tangents that really aren't specific to KOs but are definitely worth looking into. I'm not ready to write a post on each of these right now and others have already written eloquently about them elsewhere but I didn't want to completely delete them either so here are the highlights:
SATS prep
For weeks leading up to SATs, Year 6 teachers up and down the country were madly prepping their pupils for end of KS2 SATs. Now that the annual week of madness has come and gone, I thought it would be a good opportunity to sit back and reflect on which strategies were most effective in preparing my pupils for the end of Key Stage assessments. I don't know about you, but one of my most common frustrations when pupils complete tests (in any year group) is the unnecessary, avoidable errors that they make on questions you KNOW they can do; the sort of mistakes that you know pupils will kick themselves about when you go through the answers with them. But sometimes something magical happens...when pupils are asked to spot errors in someone else's work, it's all so simple. I decided to try this with my own class in the lead up to our end of year assessments. The pupils were each given a completed SATs script with many errors based on common misconceptions and errors... "Is this really Year 6 work?" one girl asked me. "Was this person even paying attention? This is so easy!" muttered another pupil. When the magic happens Yep, the moment they became the marker, rather than the test taker, the pupils could more easily identify and correct mistakes in arithmetic, they could identify a misconception in grammar and they could understand where others had gone wrong in that tricky reasoning problem. And the best bit? They could do it WITHOUT needing the mark scheme. I know this all sounds a little too good to be true; it isn't always quite the land of milk and honey I might have just described. Some pupils still didn't get it all and others struggled to work at the pace they would need to during the real thing. This isn't a fix-all solution. But the magical part is that just by reversing the roles, pupils were spotting mistakes they had been making for months. "Oh I get it now!" and "Yep, I make this mistake all the time," followed by furious scribbling of the correct answer, a response in the marking box and a brief explanation about what the pupil may have done wrong. For the purposes of this trial run, I allowed pupils to work together, in pairs or small groups, if they got stuck. They were encouraged to come and speak with me if necessary and use all the usual classroom resources whilst I worked with lower attaining students to help build their confidence in the marking progress. And they were HOOKED! Solid grounding Now, at this point I feel like it is important to make one thing clear: all of this is only possible if the pupil has a solid enough understanding of the concepts the question is testing in the first place. If they don't know understand, if they don't already have a good grounding in the key ideas and processes then just becoming the marker isn't going to suddenly impart the knowledge and understanding that has eluded them throughout their primary education. But the real success was that my pupils were able to identify common mistakes and errors that children throughout the country have made on these papers: mistakes that many of them would make themselves. Now that they know these mistakes, now that they have sat on the other side of the table and seen what it is like, they are less likely to make the same mistakes again (or at least I hope so - similar mistakes were certainly less prevalent in our end of year assessments). I definitely intend to re-run this in future years and not just with Year 6s. I have a strong suspicion this will be a useful exercise for pupils throughout KS2 and would love to hear from others who have tried anything similar in other year groups. A well-rounded education Of course, SATs are not (should not) be the be all and end all. Yes, it's important that children do well but only as part of a well rounded education. Doing well in SATs should be a happy bi-product of a good primary education, not the goal. We should set pupils up to succeed in the next stage of their education, thinking carefully about where the curriculum journey takes them, and if we do this effectively then SATs results should take care of themselves. Now, I know that this is not the reality for many schools who feel the pressure of exam results, floor standards and OFSTED ratings but we can dream of a day when all schools are able to focus on planning and delivering a great curriculum so that results look after themselves because of a high quality education! If you are interested in downloading a set of completed misconception papers based on the 2017 SATs you can do so for free here. Thanks to Anna Daubney for her help in creating these!
A short while ago, a friend of mine asked me for a list of my favourite primary blogs. She’s a secondary teacher but has recently become a primary school governor and wants to learn more about data in a primary specific setting. I struggled to come up with data specific blogs at first but luckily James Pembroke came to my rescue with this blog and then I found Becky Allen's three part series on grading (albeit not primary specific). *As I was about to publish this post, I also came across a recent Teacher Tapp post on KS2 value added from Education Datalab which may be of use.*
But this whole search for data based blogs got my thinking. There are some INCREDIBLE edu-tweeters and bloggers out there but which ones do I find myself going back to time and time again? Which ones are specific to Primary education?
The 'big' exams and qualifications happen when Primary education is a distant(ish) memory for most students when they're taking their GCSEs, A-Levels or other important qualifications. But it is called *Primary* because it comes first (ok, so EYFS is actually first but just go with me on this). In *Primary*, we help secure the central building blocks in any pupil's education. It is called *Primary* because it is of primary importance to a child's education. It's called *Primary* for a reason and it's important we get it right so it's important we highlight Primary specific topics in the big wide world that is edu-twitter/blogosphere. So, without any further ado, the following are my go-to primary specific guides (whilst still touching on things that are applicable across the phases). They’re definitely not restricted to data but at one point or another, either on twitter or on their blogs, but I’m sure with a little searching you can find data specific blogs. People with a great overview and/or high level ideas to inspire:
Finally, I want to shout out a few other blogs from people whose resources and/or ideas I seem to steal on an increasingly frequent basis. Check them out!
What Primary focused blogs would you recommend?
*Everybody* knows about great sites like Times Table Rockstars, Spelling Shed and Read Theory. We *all* know about White Rose & the NCETM, the Literacy Shed and Testbase. And if you haven’t checked out No More Marking yet, then I recommend you bookmark this post, go check it out and come back to read this post later.
In this blog post, I’m going to share links to a few other sites which I’ve found useful. I hope you find them helpful!
What sites would you recommend I add to this list? Please send me your suggestions or add them to the comments! Teacher reflection: why filming your practice is essential (Guest Post on IRIS Connect's Blog)25/3/2019
I recently wrote a guest blog post for IRIS Connect's blog on the importance of teacher reflection and the power of filming your lessons. Much of what I wrote was inspired by my own experiences and another blog I wrote entitled Why You Should Film Yourself Teaching which you can read here.
You can read this blog in its original form here on IRIS Connect's website but otherwise read on...
Have you ever filmed yourself teaching? It can be pretty nerve wracking before you do it for the first time. It can also be one of the most powerful experiences you can have in the quest to improve your teaching.
Put your ego aside and see the benefits Let’s be honest, many people out there will be apprehensive about the idea of filming their lessons… “I don’t like hearing my own voice”… “I’m sure I’ll look awkward on camera”… “The children will act differently and it will disrupt my lesson”…or… “I just haven’t got the time”. These are just some of the excuses I have heard for not filming one’s lessons; I’ve used some of them myself. But the simple fact is that watching your own lessons back is a means of stepping back from the hustle and bustle of daily classroom life. It is a way of taking a more objective look at what you are actually doing in your teaching and how your pupils are acting and reacting (even when you’re back is turned!). Once I got over seeing and hearing myself on camera – and that honestly only took about 5 minutes once I put my ego aside – I started to notice things in my classroom that I hadn’t managed to pick up in the thick of it all, or even reflecting on my lessons afterwards. I noticed verbal crutches that I was using, stock phrases that didn’t really mean much but had the potential to confuse or over complicate my instructions. I noticed that I favoured one side of the classroom over another. I noticed that my explanations were not as clear as they seemed in my own head. I noticed a lot that I had missed previously and now that I knew these things, I could do something about them! Pupils soon forgot about the cameras and the logistical extras of setting up the cameras proved more than worth the time and effort. Look to the research The UK teachers’ standards state that teachers should ‘reflect systematically on the effectiveness of lessons and approaches to teaching.’ Several academic researchers back this up, with Killeavy (2006: 168) arguing that ‘improvement of self and others is a fundamental expectation’ of effective teaching and learning in schools, whilst Lofthouse & Birmingham (2010:3) state that ‘a fundamental objective of student teachers’ professional learning is development of their ability to analyse and evaluate their own pedagogic practice’. Similarly, Runhaar & Sanders (2017) point out that it is important for teachers to actively pursue their continuing development and learning throughout their careers, whilst it is the responsibility of school leaders to help facilitate this. The question is, how do we do this? Now, if you’re reading this, the likelihood is that you are someone who values their own professional development and does reflect regularly on their lessons. In fact, I’d wager you’d all agree that it is impossible to be an effective teacher without doing this. I remember when I was first introduced to the teacher standards during my PGCE year and I kept coming back to one word: systematically. What did this look like in practice? What distinguishes ‘systematic’ reflections? For many trainees, this involves annotating lessons plans whilst for others (and not just trainee teachers) this may happen partly through a regular coaching schedule. Whilst these both may be useful means of reflection (and I am especially in favour of coaching), both are reliant on you as a teacher thinking about your lesson from your own perspective. Videoing oneself allows for the potential to view one’s own lesson ‘in the third person’, as an observer (still not impartial but much more separate). Beat the five year plateau According to Clotfelter, Ladd and Vigdor (2006), teachers improve and hone their craft up to the first five years of their career, at which point many plateau. What is less clear is the cause of this plateau. How can teachers avoid this? Harrison et al. (2005) suggest that teachers might consider adopting a reflective scaffold for their reflections, much in the same way that an experienced colleague or tutor may use a template to guide their feedback for trainee teachers. Teaching can be an all-consuming activity. Throughout lessons, teachers will be spinning many plates: explaining concepts, modelling skills, scaffolding tasks, promoting positive behaviour, supporting individuals, questioning to check for understanding and so much more. They will often be leading classes with 30+ students who all have a broad range of prior attainment. Personally, I find it useful to focus on individual aspects of my teaching when I am watching my lessons back, perhaps my questioning, quality of my explanations, positive behaviour management, or routines. In the middle of the whirlwind of a teacher’s day, finding the opportunity to take a step back and reflect is not easy. I have found filming my lessons a valuable opportunity that provides me with the space I need to more objectively look back at my lessons, away from the hustle and bustle of the lesson itself. It is an opportunity to identify strengths and areas of improvement. I could improve individual lessons, my approach to specific pupils and consider my wider pedagogy. I believe that the habits and attitudes that one develops in the early stages of one’s career need to be sustainable if they are to be continued as the realities of life kick in, especially in light of workload pressures. (I try to film at least one lesson every term. I haven’t always stuck to this but have always tried to catch up by filming in later terms when I’ve caught myself falling into this trap. Not ideal but better than nothing. I’m not perfect by any stretch of the imagination but I’m always working on improving.) Ask yourself 'why not?' As I wrote earlier, one objection I often hear to the idea of filming my own lessons is that it can be daunting. Many people don’t like to hear recordings of their own voice, let alone see themselves on screen, and yes, at first it can be a little uncomfortable. Trying anything for the first time can often be. However, once I got over this fear I began to realise how useful this tool could be. I was lucky. I was required to film a lesson, watch it back alone and then watch it again with my PGCE tutor during my first year in the classroom. I didn’t have a choice: I was lucky. Not every teacher is that lucky. Not every teacher will have to film a lesson during their training years but what is holding us all back from taking ownership of this? Rather than ask why film yourself teaching, instead ask why not? Get over your apprehension and give it a go…and if you filmed a lesson earlier in your career and haven’t tried it in a while, why not give it a go again? See how far your teaching has come, see what you can learn about yourself, and maybe, if you’re feeling brave and kind, see what you could share with colleagues. While videoing one’s own performance is common place in other graduate professions, including medicine, it is still relatively uncommon in teaching. The reasons for this are not clear: perhaps it is a result of historic fears centering on observation culture or perhaps it is because of the financial pressures on schools (Buck, Tomlinson and Toop, 2015) which do not allow sufficient time for professional development or the purchase of the necessary camera equipment. However, it has never been easier to see inside another teacher’s classroom and observe fantastic practice, for example using Teach Like a Champion clips. As a profession, I would suggest that we need to embrace this move towards videoing our lessons: at first for ourselves but also for the good of our schools and colleagues. Autonomy, mastery and purpose In his book Drive, Dan Pink (2009) argues that motivation is determined by three factors: autonomy, mastery and purpose. Filming one’s own lessons has the potential to tick all of these boxes. In a world where teacher retention never seems to leave the education headlines, this seems to me to be too important to ignore. Teachers can be empowered to make change and have power over their own improvement; they have the opportunity to work towards being the best teacher possible; and their improvements should lead to better outcomes for pupils. Autonomy, mastery and purpose. Check. You can follow me on Twitter at: @educatingholmes and read my full blog on Why You Should Film Yourself Teaching here. I would also recommend taking a look at IRIS Connect’s own guide to enabling effective teacher reflection.
In early 2015, I separated my personal and school Twitter accounts. I had just started reading more education blogs and decided that my friends from school and university wouldn’t be as interested in my thoughts on curriculum and assessments as much as they were my rants about the England rugby team (who am I kidding, is anyone really interested in that either!?). I wanted to join the conversations on Twitter about effective education. Ok, so it can be a little tribalistic at times, people’s views can be a rather entrenched and there are times when we’re all pulling our collective hair out, but it’s a great platform for finding out about different ideas: practical suggestions for Teaching and Learning, leadership and culture, information about research and cognitive psychology, and overarching educational philosophies.
More recently, I’ve started to get an increasingly wide selection of blog suggestions from Teacher Tapp. If you’re a teacher and you’re not on Teacher Tapp yet…WHY NOT!? In their own words: "At 3:30pm each day, thousands of phones across the country buzz and our community of teachers spend a minute answering our questions about their work and learning from the short articles we give them. They do this so that we can all learn about teachers daily lives, views and the schools they work in. Join us to help give teachers a voice!" I’ve written before about Pocket, an amazing app that helps save posts on websites so that you can read them even when you’re offline and stores them in one central place. One of the other great features of Pocket is that it saves old articles in an archive and you can bookmark favourites. (The biggest drawback is that I save more than I actually have time to read!). The list below is a compilation of the posts I find myself going back to most; these are the posts that have been most influential in shaping my thinking. I have used my Pocket favourites to help me generate this list but there are no guarantees this list is comprehensive. There are certainly other posts that have been important in influencing me, not to mention books, conferences and tweets: you can find a list of some more these on the Recommendations page of this site. So, without any further ado , here are some of the most important blog posts I’ve read to date: (note, the formatting of this page works better on a computer rather than a phone).
This is by no means an exhaustive list and I'm regularly adding to it. Please tweet me or leave suggestions in the comments for other posts I should add to this list!
Whether you’ve been teaching for twenty years or just repeating that same year twenty times makes a big difference to your development as a teacher. If you’ve continued to learn and develop each year for 5 years then you will be a better teacher than someone who has replicated that same year of teaching twenty times. As Dylan Wiliam said, ‘every teacher needs to improve, not because they’re not good enough but because they can be even better’. This is a maxim I strive to live by throughout my teaching and in leading others.
Since I stepped into the classroom, I have found filming my lessons a valuable opportunity to identify strengths and areas of improvement, if a little daunting at first. I could improve individual lessons, my approach to specific pupils and consider my wider pedagogy. I believe that the habits and attitudes that one develops in the early stages of one’s career need to be sustainable if they are to be continued as the realities of life kick in, especially in light of workload pressures (I try to film at least one lesson every term). This blog post is an attempt to highlight some relevant literature and summarise why I think videoing one’s own lessons can be an effective means of professional development.
Improving teaching through filming and reflecting on your lessons is hardly a new idea (Rodgers, 1987; Bennett, 2010). However, there is relatively little specific literature other than that commissioned by companies who sell video hardware and software themselves (such as IRIS Connect). Traditional models of teacher development which take place in blocks (such as INSET sessions once or twice a year) have limited evidence supporting their effectiveness (Hodkinson 2006). Using film, on the other hand, allows for the possibility of CPD being spread out with greater ease.
It is important for teachers to actively pursue their continuing development and learning throughout their careers whilst it is the responsibility of school leaders to help facilitate this. One ‘easy’ and effective means of doing this is through reflections on daily practice (Runhaar & Sanders 2017). According to Clotfelter, Ladd and Vigdor (2006) teachers improve and hone their craft up to the first five years of their career, at which point many plateau. What is less clear is the cause of this plateau. When considering how useful videoing your own lessons can be, the issue of feedback is key. To what extent can individuals evaluate their own instructional leadership and to what extent is there a need for external feedback? For me, the answer to these questions comes in two forms.
Killeavy argues that ‘improvement of self and others is a fundamental expectation’ of effective teaching and learning in schools (2006: 168); however, as we have seen, reflections on one’s own teaching can be limited by prior knowledge. If we don’t know what good teaching looks like, then how can we identify areas for improvement? To what extent can they effectively critique and improve their own performance? Are they sufficiently objective? To what extent does it depend on an individual’s self-awareness? It is well established that collaboration with colleagues is important to teacher development (Butler et al. 2004). It is also well established that teachers must be reflective practitioners if they are to be effective (Sammons et al. 2014). “A fundamental objective of student teachers’ professional learning is development of their ability to analyse and evaluate their own pedagogic practice” (Lofthouse & Birmingham 2010: 3). This would suggest that it might be better for teachers to work better, at least in the early stages, as they reflect on videos of their own teaching. Alternatively, Harrison et al. (2005) suggest that teachers might consider adopting a reflective practice scaffold for their reflections, much in the same way that an experienced colleague or tutor may use a template to guide their feedback for trainee teachers. This could help to guide their reflections and ensure a more useful reflective critique. In Practice Perfect, Lemov, Woolway & Yezi (2012) outline a series of rules that individuals should follow in order to isolate skills and systematically improve them through deliberate practice. Whilst many of these rules focus on deliberate practice with others and collaboratively improving performance, the principles remain sound for an individual reflecting on their own practice. Lemov et al. describe how video can be used by teachers to identify things that are going well in their performance and ‘invest in their own development’ (2012: 179). It is acknowledged that this is partly a strategy in place because senior leaders and managers cannot always be in lessons; they also point out that over time it normalises a culture of identifying and correcting errors, rather than hiding them away because there is no one else in the classroom. They describe a culture in which teachers set their own goals, with some guidance from managers, to focus on specific targets and hold themselves accountable. This is only possible because they have normalised such a culture of using video to improve performance. I would recommend every teacher read Practice Perfect in full, but there are a few rules outlined by the authors which I think are notable to highlight. They are:
While videoing one’s own performance is common place in other graduate professions, including medicine it is still relatively uncommon in teaching. The reasons for this are not clear: perhaps it is a result of historic fears centering on observation culture or perhaps it is because of the financial pressures on schools (Buck, Tomlinson and Toop, 2015) which do not allow sufficient time for professional development or the purchase of the necessary camera equipment. Since videoing one’s own lessons is still relatively rare, I would also suggest that many teachers are skeptical or would feel nervous about filming their own lessons (although this is more anecdotal than anything!).
In medicine, the use of video is increasingly used to train trainee doctors on procedures and help them review their performance (Spence et al., 2016). They use defined structures to help scaffold their reflections and research by Hawkins et al., (2012) suggests that this has improved performance and doctors’ self-awareness. One such structure was the introduction of benchmark performance indicators which helped students to more accurately assess their own performance and brought them in line with the assessments of their tutors. Whilst providing objective performance indicators, free from ideology, might prove problematic in education, this would be an avenue worthy of further exploration if video analysis and self-reflection were to be used systematically to improve instructional leadership. We require our medical professionals to review their performance to set targets to improve, yet the teaching profession largely lags behind. One of the central functions of leadership is to improve teaching and learning; however, leaders must make choices: it is not financially possible in most schools to pursue every avenue of potential improvement, therefore strategic decisions must be made as to which possibilities are pursued. Teachers’ time is financially valuable, whilst the capital investment in camera equipment is also a factor. If equipment is to be used, it must be available when staff need it, which then also raises the question of how much equipment to buy and what other purchases might not be possible if there is substantial expenditure in this area. Perhaps the greatest cost of filming lessons is time. Many schools will already have some equipment available with which to film lessons – iPads, cameras, even the webcam on a laptop – although there is also bespoke camera hardware and software available which will track a teacher as they move around the classroom and other solutions which provide more flexibility (personally, I’ve used IRIS Connect in the past but other companies such as Swivl appear to offer similar solutions). Whether schools buy in ready-made solutions or use existing technology already in school it is possible to develop a culture of reflection through video which can be a cost-effective addition to the teacher development armoury. In his book Drive, Dan Pink (2009) argues that motivation is determined by three factors: autonomy, mastery and purpose. Filming one’s own lessons has the potential to tick all of these boxes. Teachers can be empowered to make change and have power over their own improvement; they have the opportunity to work towards being the best teacher possible; and their improvements should lead to better outcomes for pupils. Autonomy, mastery and purpose. Check. On a whole school level, filming lessons presents opportunities for sharing good practice, regular coaching conversations, and systematic development of staff throughout the year. Video is not limited to the traditional INSET training or one off course that many traditional development opportunities provide but instead can provide a drip feed approach to working with staff on a group and/or individual level throughout the year. Furthermore, for the individual teacher, there is the opportunity to take ownership of one’s own targets and develop one’s self-awareness in the classroom. Perhaps the biggest challenge, for both the individual and for school level implementation is finding the time to watch footage back. How much footage would be manageable? How much would be useful? Is there a tipping point after which one might over analyse one’s performance? The answer to such questions is likely to differ between individual schools depending on their context and circumstances. So what are the challenges and why should we try filming our lessons anyway?
References
*I originally created these posts for the micro-blogging education site Staffrm, which shut down mid-2017. I wanted to re-share these early forays into the blogging world but have not edited any of these posts from their original form. *
I’m a big fan of Twitter and have written as much before. Most of my friends are probably pretty tired of hearing me go on about it. I first joined Twitter in February ‘09 without having much of an idea about what it was about but soon got the bug. Shortly after joining the education community I decided to set up a second account to focus on education, teaching and learning. That was February ‘15. Two years later and Twitter has provided some of the most interesting CPD for me, exposing me to ideas beyond the confines of my school and immediate context. It’s also been one of the most effective means for me finding out conference that I want to attend and meeting people who inspire greater discussion. I follow many of the BNOTs (Big Names on Twitter, obviously) and try to chip into discussions whenever I can. It will come as no surprise to many of those reading this that many of those debates seem to revert to an overarching theme: traditional or progressive? Which are you? Which camp do your ideas fall into? Which one is most effective? Which one holds the moral high ground? Then there’s the third camp, those who argue that you can be both. Who seems to win these debates seems almost wholly dictated by who you follow, or rather how many of which camp you follow. It amazes me by the frequency that some of these debates get out of hand by the vitriolic manner that one camp responds to the other. Both sides have written about the dangers of this and why it is not just unnecessary, unprofessional and unbecoming of us as a profession. So, is it worth it? Are these Twitter arguments and discussion something that we should welcome or shy away from? We still don’t have a shared answer to the big question: what is education for? What is obvious to me is that Twitter (and the wider blogosphere) is a fantastic means of raising the level of discourse in education. I’ve certainly been exposed to wider thinking than when I first began teaching and changed my own mind, which is surely the mark of a society and profession within which we should want to live and work. The danger is that we do not expose ourselves to contrasting schools of thought, to opposing points of view or engage in considered debate. Twitter is valuable to the education community if we share ideas and discuss their merits; it is less so if we do not engage, if we allow it become an echochamber for what we already know and believe *I originally created these posts for the micro-blogging education site Staffrm, which shut down mid-2017. I wanted to re-share these early forays into the blogging world but have not edited any of these posts from their original form. *
If an animal could represent your teaching style, what would it be? As my NQT year, my second in the classroom and my final year as a Teach First participant, draws to a close, I am proud to say that last weekend I organised my first TeachMeet which was attended by just over 100 teachers. I have been lucky enough to attend a range of professional development opportunities over the last couple of years including ResearchEd’s national conference, the Festival of Education and a few TeachMeets along the way (plus many other great opportunities). I am a voracious reader of blogs (helped out by Feedly and Pocket along the way) and have benefited from a number of books, especially during my NQT year. I have taken what I can and learnt more than I can put into words from the educational community - something I intend to continue doing for many years to come. I have been inspired by events I have attended and the things that I have read, which is why I began to put the wheels in motion which led to our TeachMeet. We can learn a great deal from our colleagues and, whilst opportunities to watch one another in the classroom seem increasingly difficult to organise amongst the pressures of the day to day job, the chance to discuss our pedagogy and andragogy, sharing the best parts of our practise, seem invaluable to me. The inaugural East Midlands Teach First Action Network Team Meet (#EMTM) was a great success led and delivered by teachers in the first few years of their careers. An event dominated by NQTs and those coming to the end of their PGCE year. An event where those who are still learning share that they know with others who are still learning. An event we can all learn from. Ok, so we didn’t trend on Twitter, there was no raffle or prizes to be won. But it was great to hear the conversations started as a result of the presentations and the appetite for future events. So here’s to many more to come. Many thanks to all the speakers and attendees who made it a special night:
*I originally created these posts for the micro-blogging education site Staffrm, which shut down mid-2017. I wanted to re-share these early forays into the blogging world but have not edited any of these posts from their original form. *
Yesterday I had the privilege of attending the second Debating Michaela event. Hosted in City Hall, with the breathtaking backdrop of Tower Bridge and the London skyline, a few hundred teachers gathered to debate some of education's most divisive issues (trending on Twitter in the process). Recently, I’ve found myself reading lots of blog posts from Michaela staff and the debates were a brilliant extension of this. It seems that Michaela divides opinion in the education world; unfortunately I haven’t the opportunity to visit myself yet. But one thing is obvious without having to see the school for myself - I can’t help but be impressed by the conviction of the staff. The whole team seem to sing from the same hymn sheet and are willing to engage in debate about the ideals which are most important to their school. I find myself agreeing with much of what Michaela espouse, but also appreciate that they welcomed having their views challenged in such a public forum. The team at Michaela are almost evangelical about about what their ideals (the term cult was mentioned on Twitter, and not just when Teach First was brought up), but are open to debate and discussion, even if this means more people disagree with them at the end of the day than did at the start - although I’m pretty certain this wasn’t the case! I for one enjoyed having my own preconceptions, views and values challenged. I’m certainly not evangelical about what I believe at the moment and am still shaping my own opinions. I think it is important that in an educated society we are able and willing to change our minds and admit when our views change - something I was pleased Jonathan Simons did in the last debate! Unfortunately, Staffrm's word limit doesn't allow me to go into any in further reflections in individual debates, but maybe they can be the inspiration behind future posts? For those who couldn't attend, the debates were:
I look forward to future Debating Michaela events and more opportunities to discuss these ideas, which are so important to shaping the future of the educational landscape. For those of you who want to read some more about the Debating Michaela event, here are a few links you might find interesting. Please feel free to post other links to blogs about the event in the comments.
*I originally created these posts for the micro-blogging education site Staffrm, which shut down mid-2017. I wanted to re-share these early forays into the blogging world but have not edited any of these posts from their original form. *
When I was first accepted onto the Teach First programme one of the first things I did was get onto Amazon. What books did I need to read? I was looking for a magic wand; a secret recipe that would make me a fantastic teacher from day one. Of course, no such magic exists, but I bought several which would give me a solid introduction into many of the theories and practices which would be discussed by tutors and mentors throughout my first year. As the year progressed, I began to discover more specific texts which would help develop my repertoire of teaching strategies, not least Pie Corbett’s numerous offerings. But, amongst the pressures of the day to day job, the challenges of my PGCE and attempting to balance my life outside of work, I didn’t read nearly as much as I wanted to do. This year, I have had the good fortune to have been recommended several fantastic books, many of which are listed below and all of which I would recommend. These books have challenged many of the practices and assumptions I developed in my first year of teaching not just within my own teaching but also my thinking about school culture on a wider scale. Alongside academic reading for my Masters study and many of the brilliant blogs out there, these books have have helped to shape and develop my views about education, teaching and learning. Here’s a short selection of just a few of my favourites, in no particular order.:
What do you recommend I read next? *Note: after I tweet about this, none other than Doug Lemov himself replied to recommend Beck et al's Bringing Words to Life. Most of the books I listed above are still ones I value and would recommend to others. If this post interests you, check out my Recommendations tab.* *I originally created these posts for the micro-blogging education site Staffrm, which shut down mid-2017. I wanted to re-share these early forays into the blogging world but have not edited any of these posts from their original form. *
“If kids left school at 11, what would we teach them?” This was the final question that Stephen Lockyer posed during his speech at Research Ed’s National Conference in 2015. It’s a question that has stuck with me. Primary schools are based on the levels of their pupils who reach the ‘expected standard’ and whether they have ‘added value’ during their pupil’s time at the school. We often hear the phrase bandied around: ‘secondary ready’. We need to give pupils the best education we can so that they are ‘secondary ready’. Or so we’re told. But we don’t. The clue is in the name. It is Primary education not just because it comes first but because it is most important. Without the basics laid at primary school it would be difficult for many of us to function in society. The basic skills we need to check your change in the shops or write a letter to a friend. Yes, the education we give our pupils is important in ensuring they are ‘secondary ready’, but that is not enough. It is not enough to say that they need to do well so they are ‘secondary ready’, it is our duty to ensure they are ‘world ready’. Now, I’m not suggesting that our pupils are, or should, be ready go out into the big bad world aged 11; there is no doubt that secondary (and tertiary) education are extremely important to the development of our young people. We would certainly hope that our pupils are ‘secondary ready’ by the time they finish Year 6 - especially in areas such as their independence, curiosity and willingness to tackle new problems. I may be alone in this, but to suggest that the aim of primary education is to ensure children are ‘secondary ready’ is just wrong. Then again, maybe I'm misinterpreting the phrase myself. Either way, it brings me back to the question we began with: “If kids left school at 11, what would we teach them?” *I originally created these posts for the micro-blogging education site Staffrm, which shut down mid-2017. I wanted to re-share these early forays into the blogging world but have not edited any of these posts from their original form. *
#corevalues Yesterday I was lucky enough to attend a lecture by Professor Howard Stevenson (@hstevenson10) from the University of Nottingham. As I’m sure many of you do, I enjoy lectures that get me thinking. He began with the simplest of questions: What is education for? Now if you’re reading this then the chances are you know that despite the simplicity of the question, the answer is far from straightforward and can be answered in a myriad of ways depending on your perspective. Certainly, it’s not the first time I’ve heard this question posed, especially at a policy level but since then I’ve not been able to stop thinking about it. I have several questions buzzing around in my head at the moment, and in this short blog post I’m not even going to try and get into any discussion around how I might answer them (although please feel free to offer any thoughts in the comments). Here are a selection of the questions I’ve been asking myself since then: - What IS education for? - What are my core values? - How does this impact what I do day to day in the classroom? - What are the implications of my values on what I prioritise in the classroom? - Would my pupils know what is important to me? - What happens when policy challenges our values? And finally: - How does what, and how, I teach align with what I believe the purpose of education to be? *I originally created these posts for the micro-blogging education site Staffrm, which shut down mid-2017. I wanted to re-share these early forays into the blogging world but have not edited any of these posts from their original form. *
#educationresearch Over the past few month, primarily through my experiences on Twitter (@educatingholmes), I have become increasingly interested in the role research has to play in education and the extent to which teachers can be active and engaged leaders of research rather than passive practitioners who have research ‘done to them’. Last Thursday I had the privilege of attending my first @researchED1 event (www.workingoutwhatworks.com), hosted by the London Connected Learning Centre. The event was aimed as a ‘starting point for schools and educators who want to find out what they can do, and how they can get involved’ with a short programme of speakers delivering a taste of how to get involved. Whilst much of the event was aimed at a school leadership level, centred on how your school as a whole can become more research engaged, there was much to whet the appetite of the classroom teacher. Time will continue to be perhaps the biggest constraint on teachers’ ability to engage in research but the first step on any path will be the most difficult. Whether it’s picking up a book (my Amazon wish list is filled to the brim with recommendations), taking part in more twitter discussions or attending conferences to start finding out what really does work; I know I want to become more research engaged. Oliver Quinlan (@oliverquinlan) has blogged some excellent summaries of the four main speakers for the day which you can read here: Carl Hendrick (@C_Hendrick): http://www.oliverquinlan.com/liveblogs/?p=1148 Jon Brunskill (@jon_brunskill): http://www.oliverquinlan.com/liveblogs/?p=1150 Kate Atkins (@kateatkins33): http://www.oliverquinlan.com/liveblogs/?p=1152 Matt Walker (@TheNFER): http://www.oliverquinlan.com/liveblogs/?p=1154 If you have the time, I’d thoroughly recommend watching the talks in full yourself: https://plus.google.com/events/cmsg2gghm4topvqsunpn6d3ichc. My thanks go to all the speakers above, plus organisers @tombennett71 and @s_horrox. In particular I must thank Jon Brunskill, who is proving you don’t have to have been a teacher for decades to become research engaged. Key questions that stick out in my mind from the event:
*I originally created these posts for the micro-blogging education site Staffrm, which shut down mid-2017. I wanted to re-share these early forays into the blogging world but have not edited any of these posts from their original form. *
As part of the Teach First programme we are encouraged to take part in a Summer Project. It was here that I first heard about LRTT – Limited Resources Teacher Training (http://lrtt.org/) – an organisation dedicated to sustainable teacher training in disadvantaged countries across the world. I’ve always enjoyed travel and working abroad and liked LRTT’s message. Thankfully I was lucky enough to be accepted as one of their fellows so this summer I’ll be spending three and a half weeks with a group of likeminded teachers in Guyana. I’ve only been in the profession a year (actually a little less – but I’ll have completed my first year in the baptism of fire that is a training teacher by the time I jet off to Guyana) so am still pretty fresh – a status that has benefits (read the usual proclamations about youth and enthusiasm) and drawbacks (read relative inexperience). Throughout my first year teaching though I’ve learnt more than I could have imagined. Looking back at the start of the year I wonder what on earth I was doing, and am sure I’ll do the same again in another 12 months. With any luck I can share some of the nuggets I’ve learnt this year to make other teacher’s practise that little bit better whilst learning a few gems myself. Teacher training is normally the purview of older, more experienced staff in the education community so the opportunity to be involved at this early stage in my career is exciting! We’re privileged to have strong Initial Teacher Training programmes here in the UK, and yes I know they’re not perfect (an issue which is well addressed by Debra Kidd in her book Notes from the Front Line – a book I am yet to read but have read some fascinating extracts from), but it’s a better offer than a lot of other countries across the world. My own PGCE is (or more specifically, will come from) the University of Nottingham, some of my teaching education was delivered through Teach First, much of it through CPD at my own school and I continue to learn through twitter, blogs and the Staffrm. Next year I intend to embark on a Masters course to further my own practice. However, the overwhelming majority of teachers in countries such as Guyana are not nearly so lucky, hence the need for improved teacher training programmes. We’ll be giving up the large majority of our much vaunted and hallowed six weeks ‘off’ to try and do our bit to improve education globally. Don’t get me wrong, it’s not as though it’s a completely selfless act – we get to visit a fascinating new country on an exotic continent, go on some incredible trips and, hopefully, have a great time doing it. We know we’re not going in with some kind of magic wand but if we can do something to help improve the educational opportunities that are provided then surely we’re doing something worthwhile. Joining me as part of the group will be another teacher from my school, Anna Daubney, who is in her RQT year. If you would like to contribute to the cost of the programme for us to travel to Guyana then Anna and I have set up a fundraising page at: [LINK REMOVED, NO LONGER ACTIVE]. Now, how does that old saying go? ‘Teach a man to fish…’ |
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