Categories
Personal Teaching & Learning

Dual programming

One of the hallmarks of this COVID-19 adventure has been the unchanging change. Every week has seemed to throw up something new. In the early days this was simply switching to online learning, then it was adding in the live lessons on Zoom. All this with changing location each week in hunt to find a home from home where we could live, work and parent.

I’ve already written about my ideas for online teaching during this early time here and gave a fairly detailed account of our personal challenges here. In this post I want to update the account.

We returned to the UK on March 25th as outlined previously and spent two weeks in isolation at a flat in London, before moving ourselves up to the east midlands, into the grandparents house. This move has given our two little ones a little bit more stability as finally as they are in a familiar environment with adults able to give them their full attention.

Others have written about the experiences of returning to school in China and I don’t want to write that here not least because I haven’t seen it first hand but I do want to provide an account of what it has been like to be one of the stranded teachers, in the last few weeks.

The hardest part in the beginning was keeping up with the constant changes. Every week seemed to bring something new, that required a new adjustment

Soon after returning, we got the announcement that our campus would be opening up again starting with year 13 and year 11. For this change we moved to synchronous live sessions from asynchronous and were asked to increase the number of live sessions we were running. This was initially refereed to as “blended learning” but seeing as it isn’t blended in the true sense of the word, it is probably best referred to as a “dual programme”

Initially this was a change that now required, in our case, being up in the early hours of the morning. And with kids at home too, its hard to catch up on that lost sleep.

Later, as more year groups came back this amount of lost sleep increased requiring more discussion and change of teaching schedules.

We were then told that the school day was extended and we all needed to do an extra lesson after school. In of itself this isn’t really a problem but taken in the wider weekly change it was another thing that needed to be adjusted to. In the end I was actually quite thankful for this as I got more time with my Y12 students work through the HL biochemistry we were doing.

And then came the announcement of redundancy. Never have I been more reminded of the line in Baz Luhrmann’s “Everybody’s free to wear sunscreen”

Don’t worry about the future; or worry, but know that worrying is as
effective as trying to solve an algebra equation by chewing bubblegum
The real troubles in your life are apt to be things that
never crossed your worried mind

the kind that blindside you at 4pm on some idle Tuesday

This has left us with weeks of negotiating, angst, anxiety and worry and a whole host of problems to sort out as not only have we lost our income, but also our home, potentially our possessions and also schools for our daughters. But slowly as the weeks pass we are finding solutions.

The hardest part of the last few weeks has been being one of the few who can’t get back to campus. With continued border closures we are still unable return and continue to live this half life, being home but not home.

While colleagues lives have returned to some normality back in China, we continue to juggle parenting at home while working from home while under lockdown. This can make the daily interactions a little bit more difficult as colleagues forget that your four year old might start screaming just outside the door when you are on a call. You may still be finding that your kids can’t understand why their parents are in a room working all day when, of course you should be playing and they will keep coming to interrupt you, even during the graduation ceremony to request this.

Parents whose children are back on campus also now expect that the number of live zoom classes be increased, because isn’t this over for everybody? What do you mean you can’t provide an online class at 3am everyday?

Somedays you feel like you have just been forgotten, and this is compounded by the knowledge that you are out the door. To the folks back on campus, you’ve already left, I guess, despite the fact that we continue to the best of our ability to mark, plan, teach.

Roll on the summer.

Categories
Teaching & Learning

Routines

Originally posted on October 22, 2017 @ 9:00 am

I was planning on publishing this post in August, but term got away with me!

Next year, I want to really focus on developing solid classroom routines. I am amazed at how I have got to year 10 of my teaching career and it has only been in the last twelve months that I have begun to see the importance of these for running even older classrooms.

Perhaps it is the peculiarity of my current school, with a high turnover of students and my experiences of having dramatic changes in the makeup of each cohort year on year, alongside changes to curriculum time and with a wide range of student backgrounds, and language proficiencies.

Last year I focused on thinking routines and I think the adoption of some of these exercises has been very beneficial for my students, the trick is sticking to them! But reflecting on this process, talking to colleagues and reading Battle Hymn has really highlighted the necessity of routines for all aspects of classroom management.

My one concern is that reliance on routines will make the classroom boring but I also think that routines have the potential to create safe spaces, where all students understand easily what is required of them. Used well they can remove distractions from students and increase the efficiency of learning.

The idea is essentially utilitarian; serve the greater good. Create space for the majority to learn.

The trouble is, our school has been open for four years now and every year, management has changed how we do things, in terms of the number of lessons available per week per subject, or the length of lessons. Don’t get me wrong, change can be good and it is important to try and improve things. However, change that isn’t tested and thought through can have negative consequences, as can too much change.

Routines need to be simple and rewards and sanctions just as simple. An overcomplicated system just creates more work for everybody.

Thinking: This year I will continue to embed the visible thinking routines as defined by project zero into classroom activities. I use connect-extend-challenge all the time and may need to revisit how I implement it. In discussions with colleagues recently about best prepparing students to write personal statements, I have also been introduced to the point-evidence-explain for structuring writing. As a science teacher, who hasn’t had much training in writing, or as a science teacher who hardly ever has student’s writing essays, it is interesting observing internally how that type of routine can easily be adopted to embed thinking about an argument.

Behaviour management: This year, our school has implemented a “behaviour policy”. Although we don’t suffer from extremely poor behaviour, I have been frustrated by students regularly not turning up to class on time, not having the materials they need with them and generally not taking responsibility for their own development.

EAL: My simple model for lesson planning: 1) 10 mins of low-stakes quizzing in some form; 2) 30 mins of teaching/learning activities; 3) 10 mins of written plenary. I haven’t been brilliant at sticking to this plan throughout this half of last term but the idea of the last part was to give my EAL kids a chance to do some formal writing in English. Other rountines that I am trying to develop for my EAL kids is to write new terms on the side of the board. I collate these into quizlet and ask kids to keep their own glossary ot terms. I also am trying to narrate much more of what I do in the classroom so that my thinking is clearly visible to these students.

Categories
Teaching & Learning

What is the best place to start teaching IB DP Biology?

Originally posted on August 20, 2017 @ 9:00 am

Every year I like to think about how I approach the delivery of the DP Biology course. I think about what are the best examples to use to illustrate concepts like the pentadactyl limb, or what is the best way to structure the teaching sequence into a coherent sequence.

This summer I have been thinking about how best to approach the start of the course. I think this is important in my context because I cannot be certain of the biological background of all of my students and I don’t want to make any assumptions about what they know.

I polled teachers on facebook and twitter about this and most teachers tend to start the course with 1.1 – introduction to cells, although other areas like to 2.1 – molecules to metabolism and 5.3 – classification of biodiversity are also popular if not nearly so as 1.1.

My issues with starting at 1.1 is that I think that while there are some essential ideas that are natural to start a Biology course; the functions of life and cell theory, there are others which are not so helpful like stem cells, gene control of differentiation, and evolution of multicellularity. Some of these concepts are tricky to get your head around and do not count as foundational knowledge, in my opinion.

What I want in the start of my DP course is to introduce students to the simplest biological concepts that will go on to serve as a foundation for future learning. I believe the functions of life and the classification of life (“what is life?” and “ok, we know how to crudely define living things, but what types of living things are there?”) are understandings that students should address before going on to look at how living things work.

What I am struggling with is this: the IB’s TSM states that topics don’t need to be taught in order, or that even subtopics don’t necessarily need to be taught in order. We should, as teachers, construct a course that draws different elements into coherent units. Personally, last year, I made a move away from going through topic by topic and tried to link subtopics into themed units. I love thinking about what topics flow well together.

But what if you want to split sub topics? Is this allowable? Obviously you could do this but, with the way the IB has structured the sub-topics each with their own “essential idea”, should you? The issues with the essential idea is that it aims to force all the understandings in that subtopic under a single umbrella. Because the essential idea is examinable, surely all the understandings, applications and skills should be kept together as they serve to illuminate the essential idea.

Personally, I think I may go ahead and chop up 1.1 so that I introduce these:

  • A2: Investigation of functions of life in Paramecium and one named photosynthetic unicellular organism.
  • U2: Organisms consisting of only one cell carry out all functions of life in that cell.

With this from 5.3:

  • U4: All organisms are classified into three domains.

Which will then act as a segway into topic 1.2 the ultrastructure of cells, before going on to consider cell theory and the then the rest of topic 5.3.

Its a little bit pick and mix, but do I run the risk of not covering the essential ideas. To solve that, what I may do is leave the essential ideas  (of these sections) for revision in grade 12. In-fact now I think about it, all the essential ideas would make great revision points.

I could get the students to memorise Allott and Mindorff’s paragraph’s that describe each essential idea and force them to regurgitate them at random points through G12…..

Categories
Teaching & Learning

Intensive EAL support and differentiation in Biology

Originally posted on August 13, 2017 @ 9:00 am

As an international teacher, I am familiar with EAL or Lang B students in my classes, and familiar with how to support them in my Biology classes which, more than even some of the other science subjects, has a lot of context-specific terminology that cannot be simplified. These terms can be almost impossible to simplify form non-native speakers but repeated INSET training has told me that I must. Some examples would include:

  • Heterozygosity
  • Anyone of the Animal or Plant Phyla students are required to know
  • Proteome
  • Clade
  • Oxidative Phosphorylation
  • Photolysis
  • Inhibitor
  • Eukaryote
  • Archaea
  • Transpiration
  • Cohesion

There are many more…

This past academic year I had a particularly difficult situation to deal with in my grade 10 biology class.

Grade 10 is the final year of the MYP and is equivalent to Year 11 in the U.K. My current school is very small, tiny in fact, by the nature that it has only been open four years.

As a new school in a competitive area we have a battle to recruit students. As an international school in an area where lots of families come with the parents work on short term contracts we have a high turn over of students.

Due to these factors, every year of teaching I have had to completely change my scheme of work for this grade and grade nine because of changes in the cohorts of students as well as yearly changes to science teaching hours across the week.

One year I only had brand new students taking grade 10 Biology all of whom had come from Francophone schools and so the MYP 5 course I had planned had to be changed to accommodate these students.

As an international school it can be normal to have turnover in students with many students leaving and new students entering at any grade. Things are also complicated because students may come from different national systems, and may have studied in different languages prior to joining us. It's very hard to comparatively assess the biological knowledge of different students coming from different languages of study and these different systems.

Whereas, last year, all the students in my grade 10 class were new to the school and I had to create a novel one year curriculum for them to ensure that none of the fundamentals from grade 9 were missing, this year I could revert to the original two year program I had planned previously.

This year I had some students who had progressed to grade 10 biology from grade 9 (these grades are planned as a two year consecutive course) internally and were on track to take the MYP eAssessment.

However I also had students placed in the class who came from different schools and were new to studying in English, let alone biology in English. Amongst these students there was variation. One student had absolutely no prior experience using or studying in the English language and others had never studied in the language, academically, but had spent some time of heir lives speaking and communicating with English.

At the start of the year, I was informed that all of these students would be taking the MYP eAssessment (the IB equivalent of GCSE)!

Despite my protestations that these students would not be ready for the eAssessment with only six months of going to an anglophone school, let alone studying biology in English and that they were better off being placed in an intensive EAL program, I was ignored.

The message to me was that I simply had to differentiate for these students! Differentiation is fine but when does differentiation steadily become "plan a whole new program?" What are the practical limitations for a teacher that determine when differentiation should stop and alternative arrangements need to be made.

A similar situation happened to a colleague of mine who teaches French. One year he was told that he would have French A (Literature – native speakers) students mixed in with French B (Aquisition – non-native speakers) and that the teacher would have to differentiate between these two groups.

I am all for differentiation and trying to meet individual students where they are at but I don't like it when it becomes a lazy shield for management to hide behind. Instead of the SLT taking charge and actually putting a proper intervention in place for these students, it is easier to pass the buck to the teacher and simply say "differentiate!" The problem with this is the anxiety, stress and associated mental health issues it will invariably create for staff.

What seemed to be lacking from members of the schools management is the difference between Jim Cummin's BICS and CALPS. Being able to speak in a second language with your friends is one thing, but being able to think about and explain complex, abstract concepts in a second language is quite another. Biology has a huge amount of subject or context-specific terminology that even native speakers can find daunting.

The year hasn't been a great success. Unfortunately some non-negotiables have to be negotiable as there is a limit to what a person can achieve in a day. What this meant for these students is that I simply wasn't able to plan for them as well as I would have liked, with all my additional responsibilities, particularly the running of the university guidance.

I focussed what time I could devote to this class on the students who would be taking the exam and focussed on developing the thinking routines within the class; connect-extend-challenge has become very popular!

However I have been able to learn something from this experience and found that the following techniques could be put in place very easily to support EAL students without too much interruption to the flow of the lesson:

  • Glossaries for every unit that focus on key words. I have started adding them to my DP workbooks as simply a space at the back for students to add their key words and definitions, but for the younger grades I will provide the words and the definitions.
  • Whole-class reading in every lesson. Making solid use of available texts and reading these out gives students a change to practice saying new words and gives me a chance to feedback to them and explain any new terminology.
  • When asking students to explain a concept to check for their understanding, allowing them to write out their ideas in the their mother tongue to support a speaking in the second language.
  • Asking students to write, in English, a short paragraph (3-4 lines) explaining what they learned either at the start of end of a lesson. As the teacher, I can rotate and check grammar, spelling and sentence construction. This is best done by hand as 1) the IB exams are currently written and 2) due to the Lindy effect, writing is likely to be around a lot longer than google docs.
  • Taking care to fully explain the roots of words e.g. "photo" & "synthesis" and giving students time to find the words in their mother-tongue if they have studies this concept before.
  • Allowing students to speak in their mother tongue to each other to aid explanations and comprehension.
  • During explanations given by me, slowing down and, where possible, using simpler language (not always possible in Biology – what is a simpler word for heterozygosity?).
  • Always check for understanding with open questions. "Please can you explain/write/draw this for me?" to show understanding.
  • Use of colours and images to describe tasks so that students become aware that when a symbol of a quill is used it means that they have to write.

Any more advice or ideas welcome in the comments!

Categories
Resources University

The future-you festival

Originally posted on August 6, 2017 @ 9:00 am

In my first year at my current school I was one of the grade 10 homeroom teachers. At the time, the grade 10’s were the eldest grade, the school having only opened the previous year with all grades up to grade nine.

That year our Head of School organised for some parents to come in on an afternoon to speak to our grade nine and ten students about their various professions.

The session lasted a couple of hours while different parents rotated in front of our small cohort of 18 students to tell them they needed a passion.

The next morning the feedback in homeroom was less than excellent. The major theme that came across was that the kids would have liked some choice about what they saw and who they listened to.

Later that year I was given the chance to set up the university counselling program and part of that required me to organise careers day.

In the first year I was responsible for it (my second year at the school) my main aim was to introduce choice for students.

That year we held it in May and the event ran from after lunch until 7pm. From 2pm until 4pm we had a series of career focussed workshops. These were bookended by a keynote and plenary session. The latter were compulsory for all students, but, during the time in-between, students rotated through workshops that they had previously signed up for.

After the plenary from 4pm to 5pm we held a short university fair, hosting universities from Switzerland plus a few others.

Following this we hosted an author who spoke about her book and work that supports international students making transitions to study at international universities.

In my second year, the academic year just finished, we moved the date back to March. Unfortunately, with the extra classroom hours I was working, I simply didn’t have the time to organise a university fair – the amount of time that goes into simply emailing contacts is extraordinary. However, we did run an evening event again this year. This was organised by my colleague in the schools marketing department and took the form of two guest speakers, with dinner and wine for attendees. Next year we have decided to call this part of the evening “future-you conversations”.

This year I am hoping to expand what we do slightly with morning skills based workshops on top of the afternoon career focussed workshops. These will be run in conjunction with inspiring futures who offer two days of their advisor time to members. We bought membership for next academic year.

Grade 12 will have a session on interview skills to support students who will have interviews as part of their university applications but also as many of them will be interviewing for jobs in the next 12 months.

Grade 11 will have a session on persuasive writing for their personal statement. This will hopefully provide them with some raw material with which to begin their personal statement drafts later in the year.

Grade 10 will have a session on cv writing as they will be looking for work experience this year as they have a work experience week in June.

Grade 9 will use the inspiring futures career investigator.