ALEA conference 2016 – day 2

I’m a little delayed on this blog post due to the enormity of thoughts floating around in my head after 3 days of intense learning. Forgive me. Here is as coherent a summary as I can manage.

The power of the word – Jenni Connor

This was my first keynote of the day and Jenni grabbed me early as she spoke of the importance of a childhood rich in books and literacy experiences, something I’ve blogged about before and which I am particularly passionate about. She talked of how, to truly grow a lifelong reader, we need to let them read rich and inviting texts, not necessarily those which are age appropriate or at the right level for them. She provided us with some rich examples of quality literature, in picture books I’d forgotten about, such as The Coat by Julie Hunt and Ron Brooks, but also in places you wouldn’t imagine, such as the powerful writing of Stan Grant in his speech for The Ethics Centre on racism and the Australian dream.

Jenni also ranged into novels and spoke of Morris Gleitzman’s ‘Once‘ with its honest, raw and child centred portrayal of a horrific time in the world. This novel and all that it embodies sums up for me another of her key messages – the power of fiction really is in its lessons of empathy beyond our own lived experiences. As a young child, I was fortunate enough to experience actual life in both the UK and Australia but the diversity of experience I was exposed to was much broader thanks to the range of texts I read or had read to me.

Narrative and creativity: Where do they fit in today’s schools? – Misty Adoniou

I love hearing Misty speak and still count the keynote I attended at last year’s conference as amongst the most powerful professional development I have been part of.

To begin with, Misty spoke about the messy, competing demands and critical thinking required by engaging with multimodal texts in the real world then considered whether this was the case with those neatly packaged, single genre texts encountered by students in the classroom. In fact, it was a speech of considering contrasts – literacy as skill acquisition vs literacy as meaning making being the next. As a primary teacher, this is one I often grapple with, particularly in writing. While students obviously need to develop a whole range of skills and will need varying amounts of time and practise to build them, there is no point in developing such skills in the absence of meaning and purpose. Grammatically correct sentences with sturdy punctuation make no difference if there is no one to read them.

Misty finished with an idea that resonated that helped bring the contrasts to a point – perhaps part of our role in school is providing students with additional skills, opportunities and beliefs that, in conjunction with those from their home environments, allow them to exist in and create in a third space, separate from but informed by (and enriched by) both. I like that concept a lot and I think it helps me reconcile my role as an educator – not there to be the only element in a child’s education, just part of the complex mix that will support and extend their life choices.

Using picture books to explicitly teach about language – Robyn English

A thread that was very common throughout the conference was the power of narrative, particularly picture books, for learners of all ages. This session was no exception and provided both multiple great picture books as well as novel and interesting ways to use them with students.

One of the games I liked was a ‘grammar by dice roll’ game where students were given sentences from favourite picture books and, based on the roll of a dice, were encouraged to…

1 – change the verb

2 – add an adjective to the second noun

3 – add an adverb

4 – add a circumstance

5 – add detail to the subject noun

6 – add a circumstance that includes a conjunction and a pronoun

I could see this being a lot of fun, especially playing with language from texts that my student already loved and were familiar with.

Another activity involved using vocabulary from familiar books and asking students to discuss and justify which was the odd one out of each line. This takes the skills beyond just knowing what the word means and requires students to think more broadly and argue for their point of view.Cm5tHk-WIAA03wc

Overall, another great day of ideas and wonderings.

Day 3 post to follow soon…

ALEA conference 2016 – day 1 reflections

Well timed to end the school holidays on an inspirational note, this weekend is the ALEA conference being held in Adelaide.

Literacy & imagination: schools as wondering places and spaces?

The conference started with a keynote from Barbara Comer  encouraging us to consider teachers as ‘imaginative designers, weavers and researchers’ rather than bound by templates and programs which restrict us and limit opportunities for our students. It set the scene for the rest of the weekend well – these conferences are always an energetic mix of new ideas and revisiting more familiar but forgotten ones and I always leave feeling full of possibility. So being reminded that, as teachers, we are responsible for researching, interpreting and implementing ideas, woven as an intricate and specifically crafted tapestry was exactly what I needed to hear.

Students with literacy difficulties: Same and different

Anne Bayetto presented about the needs of students who experience difficulties with literacy and the message was both clear and reassuring – on the whole, all students, whether experiencing difficulties or not, have similar needs, including requiring cognitive level tasks and dignified access to a range of aural, visual, print and digital texts.

Most importantly, students who are experiencing difficulty need to speak, listen and read more. Activities involving cutting and pasting, colouring, drawing and, generally, doing ‘busy work’ are not likely to have any impact and will further disadvantage students.

Anne spoke of some great resources to encourage speaking and listening:

Embedding oral language across the curriculum

This presentation was full of both new material and reminders of things I used to do but which need to be revived in my classroom. The concept of ‘hands down’ to ensure all children have an opportunity and an expectation to speak and participate is an important one which needs to be developed as the culture of the classroom and school. Too often, quiet or less confident students are able to fly under the radar during sessions involving oral language, deferring to those who more confidently raise their hands. Sheena Cameron and Louise Dempsey suggested a number of different strategies to encourage greater participation during speaking activities, such as:

  • allowing adequate thinking time for students when using ‘think, pair, share’;
  • turning it into ‘think, pair, square’ with student pairs becoming a group of 4 to provide more opportunity for student talk;
  • compass partners (one name at north, one at south, one at east and one at west) so that students are quickly able to find a partner during oral language activities;
  • a listening triad where one student is speaking, one is purely listening/responding and the other is recording.

Another great reminder from this presentation is that, as teachers, we ask a lot of questions throughout our day and this isn’t the only way to prompt and provoke student discussion. Comments and statements can be just as effectively used to get students talking – the important part is that we provide quality and meaningful reasons for them to speak that are relevant to them. It would be frustrating for our students to be asked to talk about thing that aren’t worth talking about from their perspective.

This presentation in particular has given me food for thought – so much so that I went and bought their new book, The Oral Language Book. Looking forward to diving into that one and exploring more possibilities for student talk in my classroom.

ALEA conference – Day 3

The final day at the ALEA conference was shorter but just as rich as the previous 2 with a large range of keynotes and workshops available – too many good ones to choose from!

Deepening comprehension through digital inquiry, collaboration & participation – Julie Coiro

Julie started the day with a focus on comprehension of digital, specifically online, texts. I was very interested in some of the research she quoted which stated that, while 35% of the reading comprehension required for online texts could be predicted by a student’s offline comprehension, 15% required a different skillset unique to the online environment. Worryingly, 18% of student’s assessed in one study couldn’t name the author of a website while a staggering 73% of them couldn’t offer any evaluation of the author’s expertise. These insights present us with a challenge – how to teach the broad range of comprehension skills needed for both online and offline texts?

Julie walked us through how to use the familiar gradual release of responsibility model when teaching students about online inquiry. Using scaffolds such as Google custom searches and initial use of more structured, authentic tasks to guide students through the process both support the development of important skills and can be used at all levels.

I was also lucky enough to attend Julie’s workshop session in the afternoon which stepped in more detail through the process of guiding an online inquiry. Various resources demonstrating this can be found at this site, as well as some great support materials here and here.

Importantly, it’s the fact that there is so much ‘more’ when reading online that makes it challenging and we need to help our students learn how to successfully navigate, evaluate and filter the information and resources they need.

For the love of words: Fostering curiosity about spelling in the primary classroom – Sami Wansink

This was a workshop being run by an early career teacher with a incredible passion and clearly a very sound understanding of both content and pedagogy. Most of this workshop was already familiar but I’m really glad I attended anyway – it reminded me how important it is to get students excited about words and to do all we can to wash away the stigma of spelling which so often lingers.

CAFE: Empower students to take an active role in setting goals for literacy improvement – Joan Moser and Gail Boushey

I had been really looking forward to this keynote and wasn’t disappointed – I was very lucky to get a seat as it was clearly a very popular session.

I’m not particularly familiar with the CAFE model, other than that I’ve heard teachers talk about, usually in glowing terms. I suppose my biggest reason to attend this session was curiosity – both about the model and about ways I can support my staff with conferencing.

Joan and Gail spoke about the CAFE model generally but were specifically focused on what conferences with students looked like within this. What appealed most was that their advice was firmly grounded in both more formal research and in searching for solutions to problems they have experience in the classroom.

They talked through the whole process – from assessing individual, through discussing and setting goals with students to reviewing goals and modifying instruction. They talked about their own experiences in setting goals but not getting anywhere, only to realise the goals were too large and the strategies not specific enough. This led to their guiding question – what are the 2 strategies that the student needs in the next 2 weeks that would make the biggest difference in their reading?

Another key point for was about how voracious our readers need to be. While I’ve certainly moved students forward and set goals in their reading, I don’t know that I’ve been specific about page numbers and quantity however research from Richard Allington shows that the amount and the speed that students read both have an impact on their reading skills.

And so ends the ALEA conference for another year. As usual, it has been a rich and thought provoking few days which have reinforced some of my beliefs and practices and challenged others. I’ve also really valued the networking opportunities with colleagues across a diverse range of settings. Well done ALEA & I hope to see you in Adelaide next year!

ALEA conference – day 2

Another huge day of wondering and questioning which reminds me why I love to blog – this is my reflection time, when I try to distill the essence of the messages I’ve heard and consider what the implications are for the world/s I inhabit.

Ignorance killed the cat: What’s left out of literacy research & policy, and the implications for teachers’ knowledge and practice – Peter Freebody

Peter Freebody spoke about the need for educators to be ‘research savvy’ and not just blindly dismiss or accept research and this was something that instantly resonated with me. There has been such a push over the last few years about ‘research led practice’ however few stop to consider whether they have the knowledge or experience in this area to really make sense of and evaluate the research in question.

To demonstrate this, Peter spoke about both PISA and PIAAC and highlighted some of the results that the media don’t focus on – that girls consistently outperform boys in reading on PISA but that the situation is flipped when adults are tested, with men outperforming women. More than asking a simple ‘why?’, he encouraged a deeper ‘what’s going on here?’ to look into it from all angles and beyond just the results.

Considering what’s included in research and what’s missing is an important step towards evaluating its value. National/International level reading data, for example, rarely breaks reading down into the different skills of readers (and frequently isn’t even testing all of those skills in the first place). Knowing this, it makes sense that, as reading isn’t a single entity which an individual can be graded on, there can be no silver bullet which will fix/move/change/extend all learners. As a complex set of skills which even more complex humans acquire at different rates, both our data and our responses need to be tailored to individuals and their needs.

Key message – Literacy is complex and data often tries to make it look easy and neat. Don’t be sucked in and make sure you understand the story behind it before you start believing and acting on it.

New media & new learning – Mary Kalantzis & Bill Cope

During my Masters and PhD studies, I spent a lot of time quoting these two but it was the first time I’ve actually seen them in person. Mary’s comment about Australia’s general reluctance to mandate when it comes to education, instead leaving the door open to creativity instantly struck a chord. And, like Peter Freebody before her, she reiterated the diversity in our students and their needs and, therefore, how it was inevitable that there wouldn’t be one right way to teach them all (as much as politicians may try to convince us otherwise).

Bill Cope then took up the narrative, reminding us that

the classroom is a 19th century invention to pass knowledge from the teacher to the student

and that many new technologies and trends (such as flipping classrooms, e-textbooks and electronic whiteboards) simply repeated old pedagogies rather than replacing or reinventing them. Instead, he proposed using the affordances of technology to build the classroom as a knowledge community and change what learning environments could be.

An example of this is Scholar, an online creation and collaboration tool which allows learners to create multimodal texts, seek and provide others with feedback and contribute to a purposeful learning community. I only got the opportunity to look briefly at it today but am keen to explore further. Equally in need of further exploration are the amazing range of resources on Bill & Mary’s website.

Key message – Learning is at the heart of what we do, as teachers & as human beings. Schools and classrooms are social constructs that meet/met specific purposes but aren’t immovable, prerequisites for learning. Technology is pedagogically neutral yet can be a great enabler through the affordances it provides.

What do teachers of literacy do? The importance of speaking up, speaking out and speaking loudly – Misty Adoniou

Misty unapologetically told us her session would be ‘bolshy’ & it really was the perfect tone for her message – teachers need to speak up, speak out and speak loudly.

Why?

  • because our work is important: We don’t always know it but we have a huge impact on children’s and, later, adult’s lives, within classrooms and long after they leave them
  • because others get it wrong: Misty gave some great examples of this from politicians and those appointed to positions of power over education (but rarely educators themselves). My favourite was Christopher Pyne who claimed that:

    Everyone’s been to school; everyone’s an expert in education one way or the other

  • because if we don’t speak for those who need us most, who will?: Misty challenged us to think of who our curriculum represented and whether all of our learners would be able to see themselves represented in it. It’s not hard to see the answer when you consider who wrote it and reviewed it.
  • because we need to for our own happiness: Misty shared a quote from a first year educator she visited, who summed up what so many of us feel after being dragged through the wheels of education for a few years. She said to her:

    Don’t let me forget the teacher I wanted to become

Most importantly, Misty encouraged us to find our ‘desire path’ through the curriculum to keep our spirits alive and to make sure we speak out – in our classrooms, our staffrooms and wherever we can. Because it matters. She described it as a revolution, albeit one which will not be televised or have a theme song or a t-shirt. But be part of it anyway.

Key message: One of Misty’s comments summed it up nicely – if you don’t engage in the politics of teaching, others will run it for you. So speak up. Speak out. And loud.

Australian Literacy Educators’ Association conference – Day 1

My head is buzzing after the first day of the ALEA conference in Canberra. I really value conferences such as this for the opportunity to share ideas and learn from teacher and researcher leaders in my field. Invariably, I walk away feeling energised and with a renewed sense of enthusiasm.

So, what were the key points of today?

Children writing with new technologies – Lisa Kervin

How can we nurture children as authors in our classrooms? This question summed up the heart of the keynote by Lisa Kervin for me and got me thinking about how children’s writing is seen and valued in the classrooms I work in. It can be very easy for teachers to get caught up in teaching and focusing on the mechanics of writing and, without meaning to, lose focus on the intentions and process of the young authors creating the texts. The words we use, the reactions we give, our discussions during the process and what we do at the end of it all help shape how these authors see themselves as writers and their understanding of and beliefs about writing. Do we have children write texts that end up scrunched up in the bottom of a school bag or piled on the teacher’s desk but soon forgotten or are they treasured products delivered to their intended audiences?

In particular, Lisa drew attention to the multimodal nature of texts and the role that technology plays in every aspect of the writing process. From my coaching experiences, I know that teachers are mostly confident in jumping to technology for publishing (albeit only on Word) but Lisa demonstrated how different tools are used by authors of all ages at all stages of the writing process. Planning through mindmapping tools like Popplet and researching using tools like Instagrok; browsing for & creating visual images to support the message & audio recording pre-writing notes and thoughts – all of these come long before the final product but are crucial to its development. In many ways, they reshape the writing process and make it more recursive and flexible than ever, with planning, drafting, revising and editing all streaming into one another. Overarching the process are the purpose, audience and form – the key factors that the author needs to have had in mind from the start and continue to reflect during every decision through to publication.

All of that reminded me that writing is beautiful and complicated, a fact that Donald Graves summed up nicely:

Writing is an organic process that frustrates approaches to explain its operation

A fabulous, thought provoking keynote….and that was only the start of my day!!

Improving Student Literacy Outcomes through the Development of Dialogic Classroom Talk Practices – Geoff Bull & Michèle Anstey

I had seen Geoff and Michele before so was really looking forward to their session and wasn’t disappointed. They talked about the predominance of classrooms characterised by monologic talk and initiation-response-evaluation (IRE) type interactions – you know the ones. Where the teacher asks a question (which they already know the answer to), a student responds and the teacher gives some evaluation (eg, ‘well done’ or ‘that’s right’ or ‘not quite…’). At best, students get to say a few words during these interactions and those words are directed by the teacher. Research in this area shows that up to 90% of talk in the classroom can consist of these type of interactions.

Instead, they spoke about moving to including more dialogic talk – where students and teachers have genuine dialogue with both making substantial contributions, both to the direction and content of the talk. This doesn’t mean talk that goes off on tangents (“Yeah, I used to have a dog! It’s name was Jack….”) – dialogic talk still has purpose and direction but the path to get there is more flexible and reciprocal.

To develop this, the classroom climate is crucial – students won’t suddenly start having rich discussions with each other or with the teacher just because you want them to. By even the early years of schooling, students have learnt a lot about what talk is valued in classrooms and how to respond – if I put my hand up, I might get asked to respond and the teacher will decide whether it’s right. If it’s not, they’ll keep asking someone until they get the answer they want. Creating a classroom climate for dialogic talk involves building an environment where students feel comfortable and safe to talk and aren’t concerned about making mistakes or being contradicted. Importantly, classrooms with dialogic talk depend on the teacher getting off the stage and creating space for students to talk. There was also a lot of references to this book which I own but is on my ‘to read’ pile – I shall definitely be pushing it to the top!

See what I mean about a buzzing head – this was my first couple of hours of the day!

To avoid this turning into an essay rather than a blog post, I’m going to stop there, even though my day was far from done. After lunch, I was lucky enough to see the keynote with Kath Murdoch who is always inspirational and full of thought provoking ideas. So I’ll leave you with one about how to help children remain curious as they grow:

Be curious ourselves – and show it

curiosity

Photo courtesy of Brian Donovan shared under Creative Commons license CC BY-SA 2.0

ALEA conference day 3

 

My first session was a keynote by Maureen Morriss, an educator most recently working in New York, helping schools and teachers develop their teaching capabilities in Literacy. A key message I drew from this was the importance of thinking of the intention first before selecting the appropriate tool – Morriss noted that many educators use Interactive Whiteboards as plugged in blackboards, rather than using the capabilities of these boards to fundamentally alter their practice.  The other key message that really resonated was that the age of the teacher as all knowing wise owl is gone (thank goodness!) and that we need to amend our teaching accordingly. It gives us the perfect opportunity to model for our students the qualities of lifelong learning and what that looks like as an adult taking on new ideas and experiences.

Next was Maggie Garard of the Australian Children’s Television Foundation, talking about multi-modal teaching and learning strategies and resources. While some were similar to those outlined in the session I attended on Friday, I liked some of the insights she gave about promoting digital citizenship. In particular, I liked the advice that we need to help students understand all facets of publishing online and not just the physical act of doing so. They need to be aware of the potential for feedback (both positive and negative) and other people using or remixing their work, with or without their permission. The clips of Noah and Saskia that she showed could be used to great effect as part of such a discussion.

Other resources were also outlined that could be used as valuable tools in a range of classroom programs including Kahootz, the Learning Federation website and the Australian Screen collection. All have been around a while and you may already be familiar with them but I appreciated the refresher and will be rediscovering them as I tackle my planning for Term 3.

I followed this with a session with Michele Anstey and Geoff Bull on creating multimodal texts in a multiliterate classroom. This was a fantastic presentation which asked us to consider the different semiotic systems which are drawn upon in multimodal texts – linguistic, visual, audio, gestural and spatial. Their presentation gave practical suggestions about how to tackle teaching some of the various ‘grammars’ associated with each of the semiotic systems through the construction of a multimodal text. They stressed the importance of the ‘before’ in the process – considering a design brief, planning to ensure that appropriate aspects are used to meet the purpose, appeal to the audience and are relevant to the context of the piece. If you want to know more, check out their new book, Evolving Pedagogies – Reading and writing in a multimodal world and the supporting website to the text. I left this presentation wanting to immediately head back into my classroom to begin planning, excited by the possibilities for looking more deeply into ‘consuming and producing’ multimodal texts.

And on that positive note, I shall end my coverage of the conference. Overall, a fantastic experience and opportunity to network with other educators and sample the happenings from all corners of the globe. Probably my only real criticism was the lack of internet access for either participants or presenters which I think was both disappointing and ironic considering the topic of the conference. We are living in a multiliterate, multicultural and multifaceted world and acknowledging that by ensuring that the discussion could be carried on with others not present in the building would have been a small but important step. I look forward to next year’s conference in Sydney and hearing how this conversation about the evolution of Literacy in ‘new times’ develops in classrooms, staffrooms and research centres throughout Australia and the world. No one can deny that we are teaching in exciting times!

ALEA conference day 2

Day 2 of the Australian Literacy Educators Conference started with Gay Su Pinnell, a guru of Literacy and an inspirational speaker. The key point for me was that we need to help develop our students’ skills in thinking about what they read, rather than just decoding the print. I particularly liked the idea that comprehension of a text begins long before you begin to read – it’s about connections you can make to other texts/the world around you/your experiences, your understanding of genre and conclusions you might draw about the author’s intentions. All of this before you read a single word.

While digital technology rated only a cursory mention in the presentation, it struck me how much more this applies to reading or writing in more recently developed forms. Understanding why an author might write a blog and what they aim to get out of it is important to help gain meaning from their words. Reading an article on wikipedia requires a few supports that go well beyond just decoding – thinking about how it was created, how it links to other works on the topic, what the authors’ purpose was in creating it.

Another element that really resonated was that as well as reading appropriately levelled texts, they should also have the opportunity to read age/grade appropriate texts to allow them to participate in discussions with peers. It’s not always easy to facilitate this in the classroom but with flexible thinking, it can be done. Text to speech features on e-book readers, audio versions of books or other students/teacher recording a reading of the book can all help those students participate fully. As Pinnell said today, even if students can’t read at grade level, they are often thinking at grade level.

Another keynote I attended was by Associate Professor Susan Hill  who noted that multimodality is not something new, invented in a digital age but has been associated with storytelling for generations. This youtube clip she showed demonstrates how quickly a four month old baby recognises the multimodal nature of storytelling. Associate Professor Hill reported on some of the findings of teacher action research projects undertaken in oral language of pre-school students, comprehension in pre-schools and young children’s digital skills. An interesting finding in the study on comprehension was that, while exposing children to a range of language prior to school gave them a grounding for school literacy, being explicit about vocabulary and meanings in their formative years was more important to aid their comprehension. It sounds obvious but isn’t necessarily something we think about with younger children. Food for thought.

The final keynote for the day was Trevor Cairney who spoke eloquently about the power of words and the need for literature rich classrooms. In discussing this, he stressed that narratives are everywhere and aren’t just about printed forms but include oral storytelling, jokes, anecdotes and digital representations. However he distinguished literature as ‘the pinnacle of where narrative is seen.’ He shared some rich and beautiful picture story books with the audience and spoke of the potential affordances of e-books which, he believes, are as yet unrealised. He also questioned whether some students were distracted by the ‘play’ features of some of the gadgetry and not focused enough on the text. I think this can be a problem in whatever form a ‘text’ takes – how many times have you read a story with a young child and found them playing with the cover or overly concerned with the end papers? While there might be more avenues of potential distraction with a digital text, that also means there is more potential to hook in the reader. More food for thought.

Due to such a busy schedule, I have only focused on the keynotes in this post but I also managed to attend a range of other presentations. Throughout these, one thing I did notice was a leaning towards traditional, printed forms when talking about literacy. While digital bits were included and some great examples given, more often than not they were an afterthought or talked about in a vaguely negative light. As if accessing a digital text was somehow less worthy than opening a printed, bound book. Perhaps it is because of my own generally defensive attitude towards educational technology or it was just the presentations I chose to attend. Either way, I’m looking forward to another day and seeing what insights it has to offer.

Roll on Day 3. . . .