Reflections from EdCamp Leadership BC

Let's Talk About Learning

Here are three great videos to generate some discussion about education.

What ideas resonate with you?

  Learning to change, changing to learn

















   Changing Education Paradigms
















   Stop Stealing Dreams















At this evening's DSS PAC Meeting we watched Changing Education Paradigms to start a conversation about some of the emerging themes in global education. The response was positive and many of the parents enjoyed Sir Ken Robinson's perspective. It's great to see parents engage in dialogue about learning and about change.

What videos would you recommend for generating conversations with parents?

Reflections from the BCSSA Educational Leadership Conference Fall 2012

This week I had the opportunity to join a team from the Delta School District who were a part of 1200 attendees from across the province at the 2012 BCSSA Fall Conference: Partnerships for Personalization: Leading and Transforming Together.  The conference featured some of the lead thinkers in global education including keynote speakers, Ben Levin, Daniel Wilson, Andreas Schliecher, and David Hargreaves. There were also several excellent concurrent sessions from some leading BC educators who are forging ahead with personalized and inquiry-based learning. I look forward to some deeper inquiry into some of these projects in the days and weeks ahead.

I can't help but feel that this is an exciting time to be in education. From around the globe and across our own province, we are learning of promising instructional practices and innovative education design that is challenging our established beliefs and traditional models. Over the last two days, one can see that change is happening and feel that the momentum is growing about the necessity for change. Digital technology and social media has provided a platform for an emerging culture of sharing and collaboration. And as time passes, we are increasing our understanding and appreciation for the skills and competencies that our students will need for a world that is very different than the one that we graduated into only a short time ago. We're also discovering that we (and our students) have a voice, and that our ideas can be both a challenge and an inspiration to others.

And although there are some tremendous obstacles in terms of managing change,  looking down the road, we can look forward to the day when we will look back with great satisfaction ... knowing that we spent a career engaged in important and meaningful work.

As a student, my teachers were a tremendous inspiration to me. Their example influenced my decision to become a teacher. This was a source of pride for me and my family. Teaching gave me the opportunity to give something back and make a difference in the lives of my students. I recall looking at the vocations of my peers and proudly (but privately) thinking that as a teacher, I didn't have to sell things to people that they didn't need.

Somewhere along the way I started to notice that some of my thinking no longer held true. Perhaps it never was. Through conversations, observations, reading, and some compelling data, we are learning that many of the structures and conventions that we are used to, are no longer relevant and unintentionally damaging.  And while some practice should/must endure, there is growing agreement and learning about a number of emerging practices that should replace old.

I want to keep that feeling that I had as a beginning teacher, that the work matters and that I am expending my energy in ways that are meaningful and relevant to students now and in their future.

I feel that way tonight.

Disrupting Class

Today’s classroom assumes that all students have access to pencil and paper, but what if all students had access to mobile technology?

Michael’s assertion that "real business is done on paper" is indeed humorous, but considering the present reality in school, he's really not far off... real schooling today is still done on paper.

The near ubiquity of mobile devices and the rise of inquiry-based learning is helping to surface questions about how schooling is currently done and is challenging educators to reflect about how technology could be used to support learning in their classrooms. But many of us (teachers, students, and parents) struggle with how to include technology in a way that enhances learning rather than distracts from learning.

Over the past year and a half, we have seen some incredible examples, like at the Calgary Science School, where technology is supporting an inquiry-based approach to learning, leading to sustained student engagement and deeper learning. But the integration of mobile technology runs up against well-established practice and requires a willingness to disrupt some of our present structures and traditions. 

Here are some of the key considerations:

Connectivity

While more schools are offering wireless connectivity, networks can be unreliable, inconsistent, and unable to handle the large amounts of traffic. For many this is a barrier that discourages exploration in some promising digital resources and tools.The costs associated with upgrading infrastructure or providing mobile devices for all students is prohibitive. BYOD may be a part of a strategy to reduce the costs for schools and there are districts that are exploring this avenue. At DSS, BYOD may be viable (with improvements to our network capacity) as many of our students already have access to mobile devices, yet we remain hesitant to invite students to use their devices in class. 

How We Teach
In the traditional school environment, the teacher controls the flow of knowledge. Students are expected to pay close attention to the teacher, take notes, answer questions, and participate in activities that are directed by the teacher. In these environments technology is seen as a distraction that interferes with student engagement and focus. BC principal, Cale Birk writes about the importance of reflecting on our instructional approach here. Technology rich environments best support learning that is structured around inquiry and exploration in the "big ideas." Classes that are structured around inquiry are student-centred, where the student collaborates with others (peers, experts) to solve real or simulated problems. Technology is used as a tool for research, collaboration, and for creating and sharing knowledge.

How We Assess 
Traditional assessment practice does not mesh well with a technology rich environment. In most classrooms, student learning is measured through tests, quizzes, and assignments. Results are shared with the student, parent, and other teachers who may be supporting the student (Learning Support Teachers, Counsellors, Admin). Fair and accurate grading is important because scores are used to rank the students and compare them to their peers. Detractors of mobile devices point out that the mobile device allows a student to take shortcuts and that the devices can be used to plagiarize or cheat.  Perhaps it is time for a more mindful and flexible approach to assessment that puts a greater emphasis on learning as opposed to ranking, and is more in line with how learning is assessed and knowledge is shared in real life. 

When we add concerns about bullying, safety, and threats to privacy, one can understand why it is both convenient and less risky to ban mobile devices altogether. 

But these are precisely the reasons why we need to go there. 

Reformers believe that there is a widening gap between what is happening in school and what is happening in elsewhere in the the world. In the world of work and post-secondary education access to technology is presumed. If this is true, shouldn’t we be using mobile devices in school? 

Today’s learners arrive with a new set of assumptions. Students today assume that they can access all human knowledge, and that all knowledge can be accessed through their mobile device. More and more students are seeing school as relevant only for social engagement and earning credentials. But effectively, technology has changed the game, stripping the teacher of our traditional role as the curator of knowledge; and challenging us to re-invent the role of the teacher to one which is focussed less on the delivery of content knowledge and focussed more on the needs and interests of the learner.  

Perhaps it is time that we re-consider the aims and limitations of traditional practice and develop a strategy to leverage the potential of mobile devices to support deeper learning in our classrooms.

• Technology increases pedagogical capacity – contemporary pedagogies allow learners to engage more deeply with complex ideas. 
• Technology allows for access to knowledge that is relevant, timely, and efficient. 
• Technology allows learners to engage with the world and engage with real world issues.
• Technology supports collaboration, sharing, and inquiry-driven learning. 

The promise of mobile technology in schools is enticing: meeting students where they are at; deeper learning; increased student engagement. Yet, it must be remembered that digital technology is not the silver bullet. 

Technology disrupts and transforms learning in relevance, breadth, and depth when used in ways that empower inquiry-based, self-directed, and socially constructed learning. … Bruce Dixon - Anytime Anywhere Learning Foundation (www.aalf.org)

Herein lies the key, “when used in ways that empower inquiry-based, self-directed, and socially constructed learning.”

As BC begins to reshape curriculum so that it aligns with the needs of the 21st century,  I look forward to further exploration into inquiry-based, technology supported approaches to learning. 

Ericsson’s corporate interest aside, this twenty minute video on the Future of Learning provides a compelling look at how technology is changing the way students learn, as well as what it means to learn and teach and be educated in the 21st century.

Technology should not drive education, but we cannot underestimate the impact of digital technology as a means of collaboration, communication, and expression. Let's be open to maximizing the potential of mobile technology and providing our students with the guidance and skills necessary to be safe and successful in a digital world.

Calm, Alert, and Learning

In the 1960’s a Psychology professor from Stanford University conducted a now famous experiment to explore the control of delayed gratification in young children. The experiment came to be known as the Marshmallow Test.

In the experiment, a four year old child would be left in a room all by his or her self. The child would be told, "Johnny, I am going to leave you here with a marshmallow for 15 minutes. If, after I come back, and this marshmallow is still here, you will get another one. So you will have two." As you can imagine this was very challenging for a young child.

Dr. Walter Mischel’s study showed that only about one third of the children tested were able to delay gratification, that is, wait for the tester to return before eating the marshmallow. In fact, two out of three four year olds couldn’t do it. They had eaten the marshmallow before the tester returned to the room. Those that could wait, understood and exhibited what is believed to be an important principle for success in life and in school: the ability to delay gratification.

We all know that self-discipline is an important factor for success, perhaps the most important factor. Mischel followed the development of these children and 15 years later, found an incredible correlation between the ability to self–regulate (delay gratification) and success in school and in life. Now 18 and 19 years old, Mischel discovered that 100 percent of the children who were able to delay gratification at 4 years were successful as young adults. They had good grades. They were happy. They had goals and they had healthy relationships with teachers, other students, and other adults. In short, they were doing fine.

What he also found was that a great percentage of the kids that ate the marshmallow, were not doing well at all. Lots did ok, but many had struggled in school (some had dropped out), many had exhibited risky behaviors, and many struggled in relationships with others.

In his book, Calm, Alert, and Learning, Dr. Stuart Shanker, a distinguished professor from York University, confirms that self-regulation: the ability to monitor and modify emotions, to focus or shift attention, to control impulses, to tolerate frustration and delay gratification are keys to student success.

As parents and teachers we have an important role in helping our young people develop the skills and abilities that will help them now and later in life. How can we help students improve their ability to self regulate and thus be more successful? That’s a question that I’m looking forward to finding an answer to this school year!

DSS - a day in the life

One Day, One Camera, One School

A quick tour of any secondary school in Delta reveals plenty of examples of how Delta’s Bold Vision is coming alive. Our focus on the central themes of Student Engagement, Social-Emotional Learning, and Empowering Learners for the Future influences not only our long term planning and goals but is evidenced in our daily learning intentions. As we challenge ourselves to reach for our very best and stretch beyond what was previously accepted as impossible, our school communities are energized by a passion for learning, inquiry, and collaboration.

Here’s a brief glimpse into a day in the life of Delta Secondary School:

DSS - a day in the life

@edcamp_delta

On Saturday, January 14th, Delta Secondary was lucky to host EdCamp Delta, an outstanding "unconference" that attracted participants from across the Lower Mainland and around BC. The event even included a video conference with educators in Santiago, Chile who were holding their own EdCamp simultaneously.

I say "lucky" because EdCamp Delta drew some incredibly bright and reflective thinkers to DSS to talk about a shared passion: education and learning.

And get this, it was free!

Over the years, many of us have had the opportunity to attend some amazing conferences, often at a significant expense. But the EdCamp format allows participants to engage in dialogue about what works best for learning with some of the most talented educators anywhere at absolutely zero cost!

Teachers, administrators, parents, trustees and students, in fact, anyone who shares a passion for education and learning attended. The topics ranged, but several themes prevailed, including the importance of relationships, critical thinking, and learner engagement. Technology was a major topic, not as an answer, nor as a problem, but rather as something that can be utilized as an innovative vehicle to help learners engage with content, to create solutions to problems, or to interact with experts and other learners.

The agenda for EdCamp is determined by the participants. Topics are suggested by participants and then voted on. Organizers scramble to map out a schedule for the day. At EdCamp Delta participants were able to select from six different main topics during each hour. Facilitators stepped forward to move the conversation along by posing a question, sharing a video, or describing a personal challenge. Participants contributed to Google docs that highlighted key ideas generated during the conversation. In short, the format was entirely participant driven, with students, parents, teachers, and administrators contributing to the rich sharing of ideas. Click here to see a slideshow about how an Edcamp works:
courtesy of David Wees:
https://docs.google.com/present/view?id=0AQdARD8jZs6DZGhremM4N2NfNDEzZHBkZ253ZjY&hl=en_US

What made EdCamp Delta even more special was that it included amazing contributions from DSS students. Their insight and passion for learning was evident and clearly valued by the unconference participants. We can all be proud of the incredible students we have at DSS and their teacher leaders.

You can review the conversation and participate in the continued dialogue by clicking here. Simply click on a session to see a Google Doc that summarizes the discussion.

I've used this space before to talk about the rich professional dialogue that social media affords. EdCamp Delta allowed participants to connect face to face with some outstanding educators. And through the magic of social media, that dialogue continues. I encourage you to follow on Twitter (I do):

Bruce Beairsto @bbeairsto
Neil Stephenson @neilstephenson
Brad Ovenell-Carter @Braddo
David Wees @davidwees
Johnny Bevacqua @johnnybevacqua
Aaron Akune @aakune
Jason Leslie @jleslie1
Brooke Moore @bmooreintheloop
Blair Miller @millerblair
John Tyler @mrjtyler
Jonathan Kung @coolpuddytat

Thanks again to the organizers of EdCamp Delta (@MarkDouangchanh, @aakune, @ngg37, @coolpuddytat) and to everyone who engaged in the discussion. It's both inspiring and motivating to be able to be able to share a passion for learning with so many committed learners.

A New Design for the East Gym: The Pacer Project

Pacers will be greeted with an exciting new look in the East Gym when they return to school in the new year!

After several months of planning and consultation, a bold and powerful graphic design and mural was selected to represent the history of the Pacer name, and the speed, strength, and character of our teams and of our community. Forest green figures prominently in the design's color scheme, along with silver and black accents in the updated logo and graphic wall treatment.

The origin of the Pacer name is tied to Ladner's Paterson Park, a once popular venue for harness racing dating back to the early 1900s. Later, the facility was used as a track for training and it wasn't uncommon to see Pacer horses exercising on the grounds well into the 1980s.

Local artist, Dean Lauze has completed similar projects at many schools throughout BC. Students, staff, and parents were consulted on the design at several stages during the process. The actual painting occurred during the two week school break and it's expected that all will be impressed with the result.

Delta Secondary has a long standing tradition of excellence in many areas, including athletics.  The new graphics will be a tremendous source of inspiration and pride for our school community.

Check out this video for the inspiration behind The Pacer Project and a sneak peek at the new look!

Learning to Change; Changing to Learn

As the province considers what the BC Education Plan should be as we move forward in the 21^st century, these two videos capture many of the essential questions and themes.

The first video is a Canadian perspective based on Learning to Change; Changing to Learn . The second video is the original from the Pearson Foundation.

Some compelling quotes:

Video #1

“This interesting shift happens … the teacher and the student become learners together not only on the content but on the tools that are being used to deliver the content.”

“This is not an information age that we are entering into. It’s an age of networked intelligence. Schools need to understand that and embrace these powerful new concepts of networking to transform themselves for relevance and effectiveness.”

Video #2

“So the coin of the realm is not memorizing the facts that they are going to need to know for the rest of their lives. The coin of the realm will be: Do you know how to find information? Do you know how to validate it? Do you know how to synthesize it? Do you know how to leverage it?  Do you know how to communicate it? Do you know how to collaborate with it? Do you know how to problem solve with it? That’s the new 21^st century literacy and it looks a lot different than the model that most of us were raised under.”

“It’s a very exciting time for learning. It’s the death of education but it’s the dawn of learning. It makes me very happy.”

What ideas or quotes stand out for you?

BC's Education Plan

On Friday, the Ministry of Education launched BC’s New Education Plan. At the heart of the plan is personalized learning - a focus on learners owning their own learning and the challenge of designing a more responsive and flexible system that will meet the needs of all learners and help them to realize their full potential.

The plan consists of five key elements:

•                Personalized Learning for every student 

•                Quality Teaching and Learning

•                Flexibility and Choice

•                High Standards

•                Learning Empowered by Technology

So why the need for a new plan? 

Education reform is a global conversation as educators and governments wrestle with the challenge of how to best prepare young people for challenges in a changing world. And while there are elements of some systems globally that are in crisis, there is the overall sense that here in British Columbia, our system has many strengths and that any transformation focuses on moving from good to great.

Sir Ken Robinson talks about change in education. This RSA Animate provides a good introduction to the need for educational change. 

In the BC’s New Education Plan, Delta Secondary School is featured as one school where elements of the plan are already taking place. http://www.bcedplan.ca/happening.php This is deserved recognition of a school community that prides itself on innovative practice, lifelong learning, and engaging student voice.

So how are we currently meeting the aims of the plan?

 Personalized Learning for Every Student

Personalized learning provides individual learners with the instruction and support they need to gain the required knowledge, skills and competencies. Differentiated instruction, curricular adaptations and lesson design are a few of the approaches that our teachers currently use to meet the needs of learners.

Our effort to implement quality classroom assessments and fair grading practices are vital to developing greater student responsibility, motivation and engagement – all key elements of a more personalized approach to learning. The use of formative assessments to inform learning is one way we are helping learners shift from being passive participants to becoming creators of meaning within the instructional process.

However, much of what we currently provide in the area of personalization occurs within the constraints of a traditional structure of secondary schooling. I suspect that a system wide commitment to more personalized learning will require shifts in many of the structures that we have come to know as teachers, parents, and as students ourselves. Current structures, like 80 minutes classes, and timetables with uniform blocks of time allotted to discreet subjects work against what many see as an interdisciplinary approach.

It is also widely felt that the current provincial curriculum has too many prescribed learning outcomes. There is a call for fewer outcomes if curriculum is to be tailored to individual needs and interests which will allow learners to focus on higher order concepts rather than simple and discrete facts.

See the Interactive Discussion Guide for more on Personalized Education in BC. http://www.personalizedlearningbc.ca

Quality Teaching and Learning

At DSS staff are involved in on going professional dialogue around the big ideas of formative assessment, differentiated instruction, learning through inquiry, and critical thinking. We are utilizing technology, but also reflecting on how technology must align with good instructional practice. Progressively more teachers have been engaging in professional learning networks (PLN ) and connecting with other educators via social media. Through professional development days and bi-monthly collaboration mornings, staff are building knowledge and sharing instructional strategies. An emphasis in the province’s plan on professional learning is acknowledgement that we are moving in the right direction.

Flexibility and Choice

Delta is a leading district in providing flexibility and choice, another key element of a personalized learning agenda.  At DSS we endeavor to engage students through a range of elective options in the Fine Arts, Technology, Applied Skills and choice programs like the DSS Dance Academy, Secondary School Apprenticeships, the EDGE Program and Independent Directed Studies. DSS students are able to access programming through the Delta Access learning portal or even take advantage of some of the unique programs available at our neighbour school, South Delta Secondary.

We’ve engaged student voice, through student focus groups and the Tell Them From Me Survey (TTFM). Students owning their learning makes a difference.  

Moving forward, we must continue to promote creative, critical thinking and support students in their pursuit of their personal interests, and provide greater flexibility and depth within coursework. 

High Standards

Delta Secondary is a highly successful school. We have a history of high graduation rates, and excellent performance in provincial exams. Consistently, more than one third of our students meet the requirements for the honor roll, with similar numbers achieving recognition for excellent work habits. Yet there is a strong sense that we are only scratching the surface in terms of deeper engagement in learning and that given the opportunity and support, our students and teachers are capable of even more.

Learning Empowered by Technology

Wireless connectivity allows for student use throughout the school. Many students have their own digital devices that have the capacity to support learning. Yes, messaging and social media can be a distraction but as educators we have a role to play in guiding appropriate use of technology for learners. Slowly, more teachers are seeing the upside of having personal devices in their classes.  Quick story: Not long ago I was covering a class when a student asked if he could go to his locker to get a calculator. I suggested that he simply use the app on the smart phone in his pocket. He looked at me with hesitation … was this a trick?!  I’m sure that he  thought I was setting him up to take it away!

Having said that, a growing number of teachers are integrating technology into their lessons. Learners are using an expanding number of digital tools – to research, collaborate, present and represent their learning and teachers are increasingly more curious about utilizing digital technologies to support inquiry.

DSD Vision

I’m encouraged to see the alignment between the new BC Education Plan and Our Bold Vision for the future of Delta Secondary School and the Delta School District. As in our vision, a personalized learning agenda places the success of the learner at its core. Stated simply, that’s why we’re here. Quality teaching and learning, flexibility and choice, high standards, and learning supported by technology, take a look for yourself!

The plan put forth by the province is certain to stimulate dialogue amongst educators and stakeholders. At Delta Secondary this conversation has already begun. I urge you to join in the discussion.  http://engage.bcedplan.ca/