Learner Evolution ~ Chris Harte

Learning Analytics...real time learning data

I love data. It is great. It gives you information, patterns and insights. Learning analytics is a bit of a buzz word at the moment and the use of data to predict learner performance may be getting more and more precise, but I do feel it still has pitfalls; prediction as a glass ceiling, the multiplicity of unknowable factors influencing performance and the time scales (sometimes years) over which we use ths data. In the UK, data from primary school predicts performance in secondary. To me this does not take into account the possibility of exponential growth and worse the negative impact of high stakes testing, measured against data. 

One of the issues with learning analytics is the speed with which we can gather data and use it with any meaning. I need to find out about the learning of the kids in front of me, collect data, analyse it and act on it within minutes, not years. So I have combined two of my favourite learning tools in the form of Google forms and conditionally formatted spreadsheets to try and do this. Here is the flow of information:

1. Set up a Google form with questions which measure the confidence of learners on specific aspects of recent learning. To do this, use the "scale" question type and set 1 as "no clue" and 5 as "super confident" (or some variant of this). Here is a marine biology example about sharks.

2. Google forms automatically generates a spreadsheet for the results of your form. Even before the form is filled in by learners, you can apply conditional formatting to the columns which will be populated with answers (in this case numbers 1-5). I someone gives a rating of 1 (no idea) I want that cell to flag up red, a rating of 2 in amber, 3 and 4 in shades of green and 5 in blue. This traffic light system allows me to quickly see the spread of understanding across the class. To set up conditional formatting, you simply go to the Format menu and select Conditional Formatting. You can then set up individual rules so that if the value in the cell is equal to one then the cell turns red etc...

3. Send the form to your class and keep the responses spreadsheet open on your laptop or tablet. As the answers roll in, you will be able to immediately analyse the data to see levels of confidence around a piece of content or a skill.

4. Use this data to...

• adapt your teaching and learning for this lesson to review previously learned content or skills which learners are struggling with
• create groups with peer mentors teaching others who are lacking confidence
• after a quick assessment (as simple as asking a question or two) abandon content you intended covering in a lesson, but your learning analytics has indicated has already been learned
• hide the names column, project the data and co-construct the learning outcomes of that lesson with the learners, based on the data

Now this is a very rough and ready system, but it is certainly a step towards using immediate, data driven feedback to analyse learning and, most importantly, to act upon the learning analytics to adpat the class to the needs of the learners in front of you.

Google Apps, assessment of and for learning and critique - a learning conversation

It has been too long since I have blogged! The use of quick and easy social media through twitter and more recently through Google+ has meant that short frequent publishing has overtaken deeper reflections. So, dear Blog, I promise not to leave you for so long and to rekindle my love of writing in depth and sharing more than 140 characters!

Ironically, the text in this post is going to be short, but the time put into the video is great! An hour long conversation sharing thoughts on Google Apps for Education, assessment of learning, assessment for learning, critique and communities was a blast to have and is a pleasure to share!

A bientôt...

 

International Conference on Thinking 2013 - Wellington, NZ

What an awesome title for a conference! A conference on thinking. But we think all of the time so why do we need to confer on it? Because we can think better and we can help our kids to think better. As the legendary (but sans hats) Edward de Bono said at the conference - things can be ebne (excellent, but not enough). What a neologism to live by, things are excellent, but not enough. 

Anyway, enough rambling... I was lucky enough to attend this conference with two amazing colleagues from John Monash Science School,  who are pushing the boundaries of mathematics education, Diane Farrell (@fardef) and Kim McGillivray (@kimberlyannmac) (follow them on twitter, I don't care if it is Friday or any other day of the week - ones to watch I telll you...)

From the masterclass with the legend of SOLO taxonomy, Pam Hook throught the inspiring keynotes, in particular from Ewan McINtosh, I was forced to think, evaluate, analyse, unpick, deliberate, rebuild and, in the words of Alvin Toffler (paraphrased) "learn, unlearn and relearn". I have no intention to describe in detail the workshops and conferences as I have recorded them in a public evernote notebook here.

Needless to say that I learned a ton, unlearned a great deal and relearned one thing - learning is not done by the teacher, but by the thinkng, reflective learner.

I also had a a massive fanboy moment with one of my edu heroines, Pam Hook...

SOLO Taxonomy - second draft

Ok, having taken on board some critique, I have edited and, hopefully, improved my explanation of the SOLO taxonomy. There are three main changes...

1. I have started at the end by talking about the big picture of a concept we are trying to learn and then broken it down rather than building it up from nothing. In order to clarify this, I have added some of the letters from the word CONCEPT.

2. I have changed the circles which represent individual ideas to hexgaons. I have done this for two reasons; firstly there is an implication that having multiple sides means you are able to make multiple connections (now you mathematicians who are about to shout me down and tell me that a circle has an almost infinite number of sides, please take it from me it does not, it has only two sides. An inside and an outside ;)) The other reason I have switched to hexagons is that one of my favourite activities to help externalise SOLO stages in learners' thinking is by using cut up hexagons or Triptico's excellent think link tool.

3. I have added another stage post extended abstract. Now this is not strictly speaking a lens through which we look at the complexity of a learner's understanding, it is actually just the idea that when we really understand a concept and have explored the possibilities, that concept may well retract (is this the right word?) and become an uni structural element of an even bigger concept. (Thanks to Kim McGillivray from JMSS for challenging me on this).

 

As ever, this is a work in progress and, as Darth points out, one must prototype and take feedforward to get things right, so any comments are welcome (as long as they are knd,specific and helpful...). 

SOLO Taxonomy

Ok, lets practise what we preach. I am trying to create a very short, visual presentation of what the SOLO taxonomy means to me to use in the iBook I am developing around learning and personalisation at John Monash Science School.

It is very interesting to note that the original SOLO taxonomy was entirely focussed on outcomes (hence the name) but that the teachers (mainly from the twitterverse) that I have come across, use it much more as a tool for learners, as a roadmap of what learrning looks like in a particular domain or idea at each stage of the taxonomy. Now this video is far from perfect, but I like the graphics which I find help make sense of the leap from relational to extended abstract thinking. Please feel free to critique and leave comments which are, in the words of Ron Berger, kind, specific and helpful in improving this video.

#feedforward

The more I think about assessment, the more fascinating  and intricate I find it. Superficially, it used to seem really straight forward; teacher tells you what to do and how to succeed, you do it and the teacher tells you how you have done. Simples. Or maybe it is having that just in time learning conversation which not only helps learners see where they are, but also where they can get to. The horizon is vast. Or maybe it is all of theses things?

I don't think a single blog post will suffice to make my thinking clear, even to myself, so in this post, I would like to focus on feedforward. Now you may think this is a piece of jargon with which we can play bullsh*t bingo, but I genunely believe it is a worthwhile clarification of what we truly mean by feedback, which Hattie's meta studies say has an effect size of 0.81.

I remember coining this term a couple of years ago (I am not claiming originality here by the way, simply that I had never heard the term - in fact a quick Google finds this from 2002) in an in house workshop on assessment with none other than my great friend Darren Mead. We were talking about the difference between formal AfL strategies (like setting objectives and succes criteria, reviewing learning of content, skills and attributes) and the kind of ongoing learning conversations that allow teachers and learners to have a more ongoing form of feedback (I discussed this similie here). 

I felt it was really important to be explicit by what we meant by feedback as it has a myriad of forms and purposes, but more important was the need to differentiate between feedback which is someone or something (learning analytics) telling a person how they have been going in learning and where they are on their flight path towards a learning goal (this flight path for me is best understood for both teacher and learner through the SOLO taxonomy). Feedforward on the other hand is about supporting the learner with the next steps to achieve their learning goal. In short hand, one could use the acronym www/ebi - what went well (feedback) vs Even better if (feedforward). This approach is also exemplified in Ron Berger's mantra on critique which should be "kind,specific and helpful" implying some positive comments on the work so far, but as importantly specific and helpful ways to move forward. This video is a jaw dropping example of how effective that can be.

Now you may think that I am teaching granny to suck eggs and that all of this is implied in the term feedback, but two things convince me otherwise. Number one; observed peer, self and often teacher formative assessment comes under the umbrella of feedback because it is often about giving opinions and it is much easier to talk about what has been done well (and even easier to say what has been done badly) than it is to give feedforward which implies a reflection on the strategies, knowledge, skills and attributes which may help the learner move towards their desired learning goal or at least in the right general direction! Secondly, now that I am living in Australia it is amazing to see how diverse people's understanding of the language around assessment is; language is key and being as clear as possible can only be positive when aligning the scope of what is interoperable in terms of deliverables (see what I mean Tomo...) So I don't believe #feedforward is bullsh*t bingo fodder, but I do believe it deserves a hashtag and would like to hear your thoughts on it!

Here is a copy of the presentation I gave at Teachmeet Melbourne on this very topic on Saturday.

 

Feedforward on Prezi

Language World 2011 - #lw2011

As promised, my presentation from Saturday's Language World talk or as I like to call it, my Jerry Maguire moment...

Languages:Reboot -full version on Prezi

Languages:Reboot

In my last post I ranted and talked about the state of the languages nation, so here I am going to share some of my thinking into how I think it could be done! Any of the good ideas I have are mainly stolen and at best blended with the ideas of such wonderful thinkers as Derek Wise, Michael Wardle, Darren Mead, John Connor, Ewan McIntosh et al and I must confess that anything that sounds rubbish is inevitably a 100% me, but here we go. The following is the introduction from an essay I am writing which form the basis for a presentation (see the handout at the top of this post) I am giving in Southampton on Sunday (which if you would like to watch it live streamed and probably see me trip over or faint you can tune in here at 9:45am GMT Sunday 13th February). If you think it is interesting, then tune into the broadcast or catch up with the blog post next week. 

Languages : Reboot

It is 2011 and we are in danger. By we, I mean those of us who may have an interest in the following ideas; learners and teachers of languages. Danger may seem a strong word, but I do not use it lightly. We are in danger of turning our children off languages. The current government has put in place the English Baccalaureate which will encourage “more rigourous, academic study of language” and like it or not this concept will inevitably lead to a rise on the numbers of language learners continuing to study languages up to the age of sixteen. The great caveat is that if we continue with the mundane, memory based, rote learning and nullifying contexts of the current GCSE, we will lose any sense of developing linguists and we will continue to keep only a very small proportion of those who study a language up to the age of 16 studying languages up to A-level and beyond once they have achieved their baccalaureate.  The current government’s plan with the Ebacc is not to develop a new generation of great linguists, it is to create a new generation of learners who see languages as an elite subject which marks the academically bright from the proletariat. This will, in the long run, lead to continuing decreases in the number of languages undergraduates and a languages deskilling of the general population, including those in the business and commerce sector.

Most believe that the cause of the general apathy towards learning a “foreign” language in the UK is the globlish phenomenon. Everyone speaks English so why should I bother learning anything else? To a certain extent this is true but you and I have rehearsed the arguments against this a thousand times in defence of our subject and we know them to be true; intercultural understanding, employability, improved communication skills, the prevalence of the BRIC economies etc. And the real  downer about the globlish situation? There is nothing we can do about it. In our ever shrinking world, with all of its inequalities, problems and vast opportunities, you probably can get by on English and we certainly can not halt the growth of English as a global language. 

So are we impotent in the face of this danger? I do not believe so. We can change the hearts and minds of our children towards language learning. We do it every day. We work incredibly hard to create engaging and powerful learning experiences in our classrooms despite all of the barriers we may face (reduced curriculum time, learner or school apathy, poor examination system, boring contexts and text books etc). Some of these barriers are not within our power to overcome, yet, I am going to argue and exemplify, we can definitely make moves to re-empower ourselves and our profession, we can make language learning such a rich and holistic learning experience that we are not only developing great language learners but as importantly great 21^st Century learners. We can show learners, school leaders and the rest of the educational world that learning another language is not only a fantastic way to develop effective learners but it is probably the best and most flexible tool to develop learners who can “learn, unlearn and relearn”. (Tofler, Alvin)

The models and ideas I am proposing are not revolutionary, they are simply evolutionary. We are now at a point where, although our system of language learning and teaching is not entirely broken (there are fantastic examples of truly effective practice happening every day) our disk drive is fragmented, we have a lot of old and now corrupt data which has dragged our approach to a grinding trudge. We do not need to reinvent the wheel or throw out the baby with the bath water, but we do need to do something to pull together powerful, purposeful pedagogy and ensure we remould language learning into a relevant and holistic learning experience. Ask any ICT technician what to do and he or she will give you the answer “turn it off and turn it back on again”. Well, they are right, it is time for a Languages : Reboot.

 

Pedagogy later = Apocalypse now

 It has been lovely, thanks for asking. The break I mean; I have reined back on twitter, have put my blog on the back burner and have been focussing my time on family, friends and writing. So what has cause me to rupture my silence, to burst the bubble of summer fun? Mainly anger and disbelief. I am devastated by the decline in languages in England. I was embarrassed by the front page of the Independent which loomed up from the newspaper stands in my local supermarket yesterday  - languages in schools in crisis. Children are not opting to take languages because they are perceived to be hard. This is bollocks. The real reason children are not opting to take languages is because, despite the best (?) efforts of the new secondary curriculum, Links into languages and the exam boards, the current trend in language learning is that of trying to disguise the same old, disengaging (I hesitate to use the word) pedagogy that is boring, transactional, rooted in contexts which the students will never use, vocabulary-list-tastic by making it whizz bang and fun (at least our perception of fun...). Well, for want of a less vulgar expression, you can't polish a turd.

Do not misunderstand me, there are shining examples of innovative and excellent practice out there which put pedagogy at the heart of everything they do, but this is not reflected in the national picture. My proof? Look at the decline in numbers - French has dropped out of the top 10 subjects at GCSE for the first time since 1066. German is faring worse and Spanish has gone up 1%, but 1% of a paltry figure is not a lot. Only 1 in 4 teenagers in this country are taking a language post 14. This is a disgrace.

The not-so-new secondary curriculum is brilliant, in that there is nothing in it, we are not to be dictated to in terms of content which has led to a growth of CLIL (Content Language Integrated Learning) which is being heralded as the Messiah of languages. I think CLIL is a positive move, but I have observed a number of CLIL lessons where History is taught entirely in French or Fair trade is taught in Spanish, however, the history lesson and the citizenship lesson in themselves lacked really effective pedagogy. We are on the right road with CLIL, but we need to rebrand it as CLPIL (Content, Language, Pedagogy Integrated Learning - not so easy to say...)

Do not get me started on exam boards. Ridiculous. I lost all respect for publishers and exam boards when they started getting into bed with each other and branding textbooks as "the only AQA/EDEXCEL endorsed book". In other industries I am sure this would contravene competition laws. The message from this is "buy this book, learn it off by heart and your exam results will go up" which head of department in a struggling school would not do this? The exam needs to be rethought to test skills not content and let them have a bloody dictionary for at least part of the exam where they are dealing with unknown language - reading and listening. We should be examining how learners cope with language, not how much of the vocabulary they have learned.

So let us turn to the sources of language teacher professional development in this country and see what is happening to carve a consistently better pedagogical approach. Well, I was on a nationally rolled out CPD course a little while ago which consisted of drawing stick people in powerpoint and adding voice overs. Some people did not know how to do that so in one sense it was useful to them but I kept asking myself, what is the pedagogical purpose? (I actually felt sorry for the presenter because he was obliged to stick to a script written by someone else). At no point was the reasoning behind doing this activity discussed, assessment rubrics were not mentioned, scaffolding activities were not explored, feedback and feedforward did not come into it. It may as well have been a session on how to make finger puppets without ever mentioning the why. The focus was on (not very) shiny output and little on the input. I might be able to get my students to make vokis, podcasts, talking powerpoints, films and animations but if they are all about asking where the post office is (get a map) or saying what is in my pencil case (get a life) then it is a waste of time. Our children are prolific consumers and,today, creators of media, they can create things we cannot and I am guessing they would never use powerpoint to do it. In all cases, the shiny output is only one part of the puzzle, how best do we input language, link it together, set up assessment rubrics (when will there be a national languages CPD on SOLO Taxonomy?), practice, demonstrate and review learning? En gros, when are we going to get back to the basics of what good language teaching/learning pedagogy looks like?

I hesitate to criticise because I love languages and language teachers. Ne'er a finer bunch of people will you meet, but rather than putting time into crystalising and sharing a new and effective pedagogy and investing in training teachers in situ, we expect languages teachers to PAY to go to evening or residential events, where we roll out rushed off, outcome focussed CPD. It is a disgrace. 

I am sorry if this upsets anyone, this is not a personal attack but rather a rally to say we are at rock bottom and we as a language learning community need to really take stock of what we are doing because if we always do what we always did, we will always get what we always got; in this case a crisis.

You can't do that in language teaching...

 My dear friend @joedale sent me a link to a TES discussion board about how to use Bloom's/Anderson's revised Taxonomy in the languages classroom. I was amazed by the negative nature of some of the responses that were posted claiming that our language learners could only ever get up to applying on the taxonomy as their language level is not good enough -rubbish say I!!!!

Anyway, I then spent a little time reflecting and wrote this post on the thread in reply...

"Hello! I think there is a little bit of confusion here about what Bloom's/Anderson's taxonomy is for. As Graham rightly points out, it is a generalised framework of higher order thinking skills. It is a way to look at the complexity of thinking a learner is using - however, it has nothing to do with linguistic outcomes and trying to artificially superimpose this taxonomy onto "what they need for GCSE French/Spanish/German etc" is wrong. This approach will lead to the disastrous situation where teachers think that learners can only function at the first three levels in a languages classroom because they do not have a sufficient level of language to write an evaluative essay on veil wearing. Put simply, we are teachers of languages but we should also be teachers of learning.  I bet that every teacher here has talked to students about the best way to learn new vocabulary; lists, mind maps, word hooks, look cover spell check etc. By talking to the students about different ways to learn a language and giving them the chance to evaluate which works best for them, we are allowing learners to use higher order thinking skills. At the end of a series of lessons about the perfect tense in French, getting students to create a flow diagram to help others to form the tense correctly is an example of synthesising/creating. Analysing is about comparing constituent parts and deconstructing ideas/language - i.e. the best form of deductive grammar learning (rather than explicit grammar teaching). Evaluation is also about hypothesising - think about pre listening exercises before you attempt a gap fill - "what kind of word might fit in this space?" "a noun because there is a la before it"... Basically I think that we need to differentiate between learning language (memorising words and structures and using them - gets us up to "applying" on the taxonomy) and learning to be a better linguist (analysing constituent parts, hypothesising, bringing together different grammatical concepts to create a piece of writing or speaking which takes us right to the top!) We are doing a huge disservice to our children if we do not get them to think in language learning (something the exam boards do not do) as we are trying to create better language learners, not better exam passers! The entire Bloom/Anderson's taxonomy is applicable to language learning and we should be explicit with the learners talking to them about the different levels of thinking they are using.

As for De Bono's hats - I have an entire Y9 scheme of learning in French based on them! We take the topic of the environment and each lesson is based around one of the hats - Lesson 1; white hat thinking - we learn to use facts and figures about the environment. Lesson 2; black hat thinking - what are the problems to do with the environment? Lesson 3; yellow hat thinking; what are the positive things you do now? Lesson 4; red hat thinking - what are your opinions and feelings about the environment? Lesson 5 green hat thinking; use the future tense to say what you are going to do to be more environmentally friendly. Assessment? A letter to the European Commission - on the writing frame we have  a different coloured hats next to each few lines to encourage the students to write a paragraph about each hat, therefore giving different points of view. So where is the blue hat? When I mark the work and give them feedback I am wearing my blue hat to suggest what else they could do to improve their work. 

We should not be shying away from things that are accepted as being effective pedagogy and ways of thinking by saying that "you can't do that in languages". We can do anything in languages because, as we all know, linguists do it best."

Any comments or thoughts would be greatly welcomed!