Monthly Archives: July 2015

DIRECT INSTRUCTION – A NEW WAY FORWARD

Posted on by
Reply

SUNS 94

DIRECT INSTRUCTION A ‘NEW WAY’ FORWARD

The Department of Education in 2014 decided to introduce Direct Instruction (DI) into a number of our Indigenous Schools. This teaching method was being practised in some Cape York schools. Noel Pearson praised the model and advocated its use in other jurisdictions.

NT Education Minister Peter Chandler and Departmental officials visited Cape York and spent some time observing DI methods in practising schools. They were impressed by the qualities of learning and progress being made by children. Part of this was attributed to the level of direct and focussed engagement between students and teachers in classrooms. Positive learning outcomes were confirmed by data.

From the beginning of 2015, 15 NT remote area schools were earmarked to introduce DI practices. Although the trial is only months old, feedback based on observation and response from students and community are reported to be very encouraging. The method is going to be extended to 60 of the Territory’s indigenous schools by the beginning of 2017.

What is DI

DI is learning directed by teachers at students. The set curriculum is supported by prescribed materials. DI is ” … an instructional method … focused on systematic curriculum design and skilful implementation of a prescribed behavioural script” (Wikipedia). DI schools require teachers to undertake a prescribed program of literacy each day.

Part of the reason for staggered introduction may be the costs associated with DI. Prescribed teaching materials are not cheap and staff training has to be funded. Initial costs are being off-set by Australian Government funding.

The AEU(NT) President Jarvis Ryan recently visited a number of Territory schools where direct instruction has been introduced. He offered the following comment: “Teaching staff at the schools I visited are working hard to implement the DI approach despite hasty implementation and a lack of resources. They are giving it a good shot despite many expressing reservations, and a number of staff reported that they could already see positive signs for some students in improving their Oral English.” Mr Ryan went on to comment, “the general sentiment I picked up on was cautious support for the potential of the DI program, coupled with a belief that the schools were not resourced sufficiently to implement the program successfully.” (Online source)

Resourcing, timetabling, class sizes and some behavioural issues were seen as being downsides of the DI program. These have been issues in all schools for as long as I can remember.

Direct Instruction is being touted as a way to the future. It is proving to be a model that works and I understand there is no going back on its adoption.

 

NOTE:  DI  is not rteally new.  In fact, it is back to the past or methodology revisited.

 

SCHOOL TIDINESS A MUST

Posted on by
Reply

SUNS 93

TIDINESS STANDARDS ARE IMPORTANT

School days are busy days. There are few spare moments available to consider and attend to matters not directly focused on teaching and learning. Tight timetabling means that teachers and their classes have very little time that is not devoted to predetermined activities.

Because of teaching and learning pressures, it can be easy to overlook fundamentals that contribute to character development and the establishment of good habits. Teaching and learning outcomes are important. However attention needs to be paid to appearance, tidiness and general order of classroom and school. Without these considerations poor work, study habits and civic attitudes can develop. Important priorities and personal habits can be discounted. Among the things that should be considered are the following.

• Desk tidiness should be encouraged. This includes desk surfaces and storage area for books and other items. Setting aside a few minutes every day or two to make sure students desks meet a standard pays dividends. It also ensures that children are quickly able to find things they need for upcoming lessons.
• Student lockers and bag recesses need periodic checking. All sorts of things from discarded clothing to rejected food items can finish up in these places.
• Many students eat lunch inside or just outside classrooms. If duty teachers check before lunch boxes are returned to bags or refrigerators, paper, plastic wrappers and fruit peel will go into the bin where it belongs. This may not seem like much, but it reinforces hygienic practices.
• Organising a “monitor roster” of students to take responsibility for keeping areas of classrooms and learning spaces tidy can work. This might include benches, ledges, library book displays, the floor, wet areas and so on. It’s not a case of cleaning up after others but reminding everyone of their need to contribute to classroom care.
• Spending a minute or so at the beginning of each break to make sure everything is off the floor and that desktops are tidy, establishes a good cleanliness habit for all children. Reminders may be necessary but with time and consistency good habits will develop.
• Common areas including toilets and the schoolyard, verandahs and the school library deserve care from everyone. Duty teachers, the school leadership team and indeed all staff should be part of this effort. General tidiness is also an area that might involve the Student Representative Council.

For tidy school programs to work well, all members of staff need to contribute. For instance, teachers’ tables and personal storage areas in classrooms and elsewhere should be kept in the way that sets an example to all students,

Tidiness is an attribute we all need. With it, generally comes personal organisation which helps the way in which school facilities are used and shared. Tidiness is a habit that will be useful throughout life.

COMMUNICATION A VITAL LINK

Posted on by
1

SUNS  92

COMMUNICATION A VITAL LINK

The need for communication between home and school is a vital and sometimes overlooked link. Meaningful partnerships between parent and teachers are essential. Dialogue ensures they share a common understanding about the progress of children. Misunderstandings can occur, particularly if conversational links are not established and shared.

Parents and teachers are busy people. Pressures of work can push the need for communication into the background when in essence it should always be to the fore.

There are two ways in which schools and their parent communities can keep in touch. 1. Newsletters are regularly published by most schools. They are generally distributed weekly or fortnightly. Some schools publish less frequently. Newsletters may be distributed in hard copy or shared with parents by e-mail. In order to keep up to date with school happenings, parents and caregivers need to look out for newsletters. Checking schoolbags and logging onto email accounts for school messages can help.

2. Periodic perusal of their school’s website will keep the parent community informed on wide-ranging matters. Included on the web are annual school reports, NAPLAN results, futurist plans and quite often pictorial highlights of school celebrations.

Communication between classroom teachers and parents is also important. This may be done by note, phone or by person-to-person contact. If matters are misunderstood or nor fully clarified, conversations can help with necessary understanding.

Appointments

Teachers are very busy and often pre-occupied prior to and at the end of each school day. Conversations with parents at these times are, of necessity, very brief. These periods are about greeting students (at the start of each day) and farewelling them each afternoon. Making appointments to talk with teachers at a more convenient time is better than trying to resolve issues during these busy periods.

Similarly, if teachers need to talk about students with parents, there is wisdom in negotiating discussion times. This allows for unhurried and private meetings.

Reporting Sessions

Most schools offer written report-backs twice yearly, at the end of terms two and four. A chance to discuss individual student’s progress with parents and caregivers through ten or fifteen minute conversations, is generally offered in the latter weeks of terms one and three. Shared awareness is important. So too is the sharing of positives about student progress along with challenges children may confront.

The importance of conversation should never be discounted. Clear lines of communication between home and school build positive relationships between parents/caregivers and teachers. Students will be the beneficiaries.

SNIPPETS FOR EDUCATORS (8)

Posted on by
Reply

THOUGHTS …

 

ABSENT STUDENTS CREATE CLASS PROBLEMS

Absence from school creates many learning difficulties. One is personal learning loss for the absentee. Another is time lost for regular students who have to mark time while the absentee is caught up.

 
MARK STUDENTS WORK WITH CARE

When marking assignments, take care to moderate for the sake of consistency. Mark a few papers at a time and take regular, head-clearing breaks. Come back refreshed to each marking stint.
THE JOY OF MARKING WORK UNDERPINNED BY PRIDE IN PRESENTATION

When marking, it is an absolute joy to encounter rhe work of students who take time and care with meeting presentation requirements. Carefully referenced work is also a pleasure to read and assess.

 
LET THE CHILDREN PLAY

Children are often forced to grow up too quickly. Education plays some part in this demand by demands placed on them by schools and systems. Children need the chance to enjoy their few years of play.

 
CHILDREN DESERVE HAPPINESS

We need to be conscious of the need to keep children bouyed and optimistic in a world where distress is often highlighted.

 
DI … THE BEST EDUCATION

Direct Instruction and face-to-face teaching and learning between teacher(s) and student(s) is the very best possible of educational and teaching methodologies. Direct education is caring education.

 
MISSION STATEMENT

I was challenged to develop a statement of mission or purpose in 1983. Statements asked of us by Deakin University’s (Geelong Australia) Dr Colin Moyle asked that we develop a statement of 25 words of less which would be our precept and guide going forward. I spent a great deal of time in developing the following focus:

” To fulfil and be fulfilled in organisational mode: Famiily, work, recreation;
To acquit my responsibilities with integrity;
To work with a smile in my heart.”

This guide is one I reflect upon regularly and have on the reverse side of my business card. It has been of great focussing value to me over the years. Do others have statements or mottos that reflect the principles shaping their actions? Would you be prepared to share?

 

KNOWING WHAT’S GOING ON

We should take a few minutes each day to make ourselves aware of initiatives being contemplated and changes being mooted on the educational front. Awareness prevents us being wrong footed on change.

 

ALWAYS A LEARNER

No matter how ‘new’ we are or how long we have been in the field of education, there is never an end to learning. Are you like me, a person learning something new every day? We should always learn.

MOTIVATION SHOULD BE A MEANS  NOT AN END

 

Be careful with rewards. Don’t offer them so regularly for work outcomes that chiildren and students are motivated ONLY by this pavlovian notion. Inner, intrinsic satisfaction should be a key driver.

AVOID PLAGIARISM LIKE A PLAGUE

It seems that plagiarism is becoming a lucrative industry. Buying assignments results and presenting them as one’s own is becoming normative among students. We MUST teach students to shun this ‘lie’.

DON’T BOW DOWN AND HAIL REPORTS

Reports on educational trends, directions, the way it should be are almost never ending. We would be foolish to ‘jump’ at every trend. We need education that is steady, predictable and reassuring.

THINK OF STUDENT WHEN ASSESSING

When assessing student work, I try and think of mself as might the student. How would/will I ‘feel’ when checking the assigned grade? Will I be elated, happy, relieved, disbelieving or despairing?

PRINCIPALS NEED TEAMS

Principals are key educational leaders and the people most strongly identified with their schools. However, they are limited in their capacities to lead and progress their schools without a good team.

PRIME FOCUS

May children and the fact that ‘education is for children’ always be front and centre in our thinking. We can get too involved with structure and scaffolding, which takes our focus away from students.

TERTIARY STUDENTS HAVE OBLIGATIONS

Much is said and written about the obligation of universities toward students. Often students feel empowered to complain about lecturers anmd organisation if things do not go their way. But there is a counterviewpoint and that is the responsibility that students should have toward their studies and commitment to university education. If students absent themselves from lectures, tutorials, discussion boards and from online sessions, then they can hardly turn around and criticise universities for their failure. Commitment is a two way process. To gain the most from their education, students have to approach their tertiary studies and training with due diligence. University is not a cake-walk.