Lee Hewes

is totes becoming a teacher…


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MTeach is over. Now back to school!

Last Friday I submitted the final assessment for the Master of Teaching (Primary) degree at the University of Sydney (USyd). What an excellent feeling it was to think that the next time I walk through the gothic, sandstone entries to the quadrangle at USyd it will most likely be to graduate and say a final, triumphant and emphatic, “Goodbye!” to Hogwarts. I must admit, having spent so much of my adult life around USyd, it was kinda sad to be saying goodbye, too. My kids have both been going into USyd on a regular basis since they were both in prams! My youngest used to sit and watch Batman DVDs during developmental psychology lectures in my undergrad years.

Any way life goes on and in my case, I’m going back to primary school!

So for term 3 I was on a 9 week internship for my final professional experience. The reason I haven’t been doing much posting over here of late is due to the fact that most of my blogging has been going on over at the #MEPSMarkets project weebly. That’s basically where a lot of the stuff I did during my internship happened.

I was working with an awesome group of year 2 kids at Merrylands East Public School. We learned heaps about gardening by calling in a gardening expert to help us revamp the school garden, grow some veges and run a farmers’ market. It was loads of fun. The expert, Brenden is coming back tomorrow so the kids from 2C can tell him about everything they’ve learned. He’ll then help the kids as they harvest all of the things that are ready so that they can sell some yummy food at their own farmers’ market on Wednesday. I’m getting quite nervous thinking about how it’s all going to go but hey, I’m sure it’ll go well. What could possibly go wrong? Haha.

The harvesting of the veges and the farmers’ market are not the only reason for my return to school this week. I’ve been very fortunate to have been offered a five week block of work at MEPS, and this is where it gets really interesting. Firstly, I’ll be moving from year 2 up to year 6. “Fine, that’s fair enough, fairly regular sort of occurrence”,  I hear you say. Secondly, I’ll be going into class with the lovely Solange and Lisa, where I’ll be filling in for @holidaydreamer_ while she is away on long-service leave. Basically, I’ll be in a big, open learning-space doing a lot of team teaching. “OK, open learning-space, team teaching. This is starting to sound more interesting,” I hear you say. Yes, it is, and I have the feeling that I’m going to learn a great deal while I’m there, is my reply. Thirdly, and finally, my eldest son is going to be in my class. Yep, that’s right, you read that correctly – my eldest son is going to be in my class.

Now this is going to be interesting, in a good way. Both of my kids are awesome and we get along really well, plus if he doesn’t do his work I now get to make him pick up papers in the playground. Win win.

Seriously though, I definitely didn’t think that when I decided to become a teacher I’d end up in the classroom with my son on my first week out. I know from experience, however, that having your own kids at school with you is awesome. Both of my boys have been in classes at MEPS while I’ve been there and it’s been really cool to go up and say hello to them while they’re in the playground. I’ve really enjoyed having them come up to my classroom at the end of the day before heading home via the service station to get a Slurpee.

For the next 5 weeks I won’t have to wait very long for them to get to my classroom. One will already be there and the other will only have to walk straight across from next door. Like I say, life goes on. 🙂


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Beginning my internship at MEPS.

It’s been a very busy couple of days for the Hewes family as I have recently begun my nine week internship at the awesome Merrylands East Public School. I’ve enrolled the boys while I’m over there, which is a bit exciting and also means that, as it’s a bit of a commute, and the school has an early starting time of 8am, we’ve all been getting up early to make sure we all get to school on time. Below is a photo of the boys in their new MEPS uniforms.

The boys seem to be settling in very well and enjoying themselves. We were pleased to see Mr. 12 return yesterday afternoon and get straight into his homework, which was set via edmodo, and Mr. 8 very much enjoys getting to spend time with the rabbits and chickens over at the vegetable garden at recess. 🙂

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While I’m over at MEPS, I’m working with Ashleigh Cantanzariti and @2CMEPS, a class of wonderful year 2 kids. Last week we had a class conversation on Twitter so the kids could ask some questions and we could get to know each other before I came to the school to begin my first day. I did this before my last practicum with Michael Sky and both times have been great fun and an excellent way to generate anticipation and excitement before the first day.

One of the major undertakings whilst on my internship, and one that I’m massively excited about, is the #MEPSMarket project. It’s a PBL project that I’ve planned to run over nine weeks, separated into 3 smaller, but intrinsically linked projects (each running for 3 weeks) whereby the students establish a section of the garden, design a #MEPSMarket logo, visit a farmers’ market and plan and run their own farmers’ market at the end of term. The project poster for their project wall to be introduced tomorrow is below:

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I’ve started the process of establishing connections with some expert gardeners to provide some feedback and guidance for @2CMEPS as they begin to make their way through the first stage of the project. One of the more promising avenues has so far proven to be a NSW government initiative, Community Greening, who are directly involved with establishing community gardens throughout NSW.

Another, more spectacular connection we’ve made, which may or not eventuate, due to an obvious and understandably busy schedule is through Costa Georgiadis, who has also worked closely with Community Greening in the past.  Costa is passionate about the positive changes that can come through community and school gardening, so it would be excellent if he were able able to get involved. Here is a snippet of our very brief conversation on Twitter. Fingers crossed 🙂

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I am also lucky enough to know a few people who have been involved in community gardening and have some expertise in this area that they are willing to share by connectig with @2CMEPS, so things are looking good at this stage for an authentic connection for their project.

I still need to blog my first and second day reflections, but so far it’s been a fantastic start to the journey at MEPS.


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Evaluating Project Awesome (Part 2)

Continuing on from my last post I’m going to assess how well #projectAwesome13 went in meeting the final 4 essential elements of project based learning from BIE.

 

Need to knows

The driving question for project awesome was ‘How can we teach others about the importance of sharing life stories’? In order to answer this question, students needed to know the features of a life story.

What makes a life story interesting? What can we learn from the life stories of others, and how can this information help/benefit others? What are the key events that make up that particular person’s life story? What are the key events in my life that I think are interesting, memorable and worth sharing?

Students designed project products which also demanded that students knew how to see through the process of production from beginning to end. Most of these products included a technological aspect, with many students deciding to create videos.

All of the life story products were planned using mind mapping and timeline tools with which students brainstormed and sequenced their interesting and significant life events.

For the students who made videos, these timelines were used to create a script which then formed the basis of a voiceover for their life stories.

For Project Awesome, I’d say the established need to knows were:

Concepts (life stories – around the DQ)

Knowledge (life stories – around the DQ and also of language features used by others to create an interesting life story)

NB: for above we read and analysed The Little Refugee as well as several ‘Draw My Life’ videos to help students gain this knowledge.

Skills (the technological skills to create their products and the ability to plan and produce these by the presentation deadline; presentation and team-work skills)

Project Awesome was my first ever attempt at PBL and I think it went pretty well. However in regards to establishing need to knows, I think that in future I’d like to think through this aspect of a project in a bit greater detail at the planning stage.

In fairness, planning for #projectAwesome13 was a little unconventional, as much of the planning was done via Google docs with Michael living in a rural community some seven or eight hundred kilometres away. Also I was honestly very excited about the idea of being lucky enough to try PBL during my practicum, so perhaps it’s understandable that some of this was overlooked at the planning stage.

Having said that, however, as mentioned above I think there was still a lot that students needed to know in order to get through Project Awesome.

 

Voice and choice

I’ve mentioned this previously, but one of the things I’m really happy with is that at the beginning of #projectAwesome13 we gave the students the choice between two DQs. As I’ve already said, this resulted in a conversation with students around the differences between the two and how this altered the projects, making one a little bit more tricky than the other. I’ve also previously mentioned that students ended up going for the trickier project.

Some good things about this were:

a)    giving students the choice between two DQs allowed them some ownership and direction over what they were doing

b)   by choosing the trickier DQ and project students were openly accepting to be more challenged

c)    the trickier DQ and project permitted a greater range of products, this allowed students a greater freedom to choose what they were going to do and make in answering the DQ

One day I’d like to have the kind of classroom that (at least from time to time) that has the kind of trusting teacher-student relationship whereby we can look at the curriculum together and negotiate some cool, student-led ways in which we can approach it together. This didn’t happen with Project Awesome, but I still believe that we gave students a good deal of freedom (and responsibility) as to how and what they were doing. 

 

Incorporate revision and reflection

Reflection … aagh, there’s that word again! Lulz.

I think that #projectAwesome13 did pretty well in relation to this element of PBL.

The project included a project wall, on to which we’d post things related to what students were doing. The project wall also had a KWL table which we referred back to quite regularly, noting down things that the students had learned and making sure that we had answered the ‘want to knows’.

We also held a couple of Skype sessions with the year 8 students from Davidson High School in which students discussed what each of the classes had been learning. These were quite good, informal discussions between the classes whereby Bianca, Michael or I would pose a question for one of the classes to answer, a student or two would nominate themselves to answer it and share what they’d been learning. These discussions characteristically focused on similarities and differences between the texts that they were reading.

Typically, each session would begin with a discussion of what we had been doing in the previous session, allowing students to recap and figure out where they were.

One of the final tasks that the 3456 students had to do was complete a short interview video answering the DQ. This was a reflective task in which students revisited the KWL table and were asked to again focus on what they had learned, giving at least one answer to the following three questions:

  1. What have you learned from reading The Little Refugee?
  2. What have you learned from connecting with the Davo kids?
  3. What have you learned about the importance of sharing life stories?

Finally, students presented their work at an end of project presentation, and several of the students got up to speak to the parents and other students about what they had been learning.

I think when incorporating revision and reflection into projects like this it is important not to ‘force it’. Something like a project wall with a KWL, KWHL, PMI or some other reflective table or tool is good because it allows you to go back and discuss what everybody has learned and assess how well the project is going.

The DQ itself is also a good way of evaluating where everybody is at, and I found myself looking at the DQ and assessing whether or not we’d looked into it deeply enough.

 

Public Audience

The public audience for Project Awesome included YouTube, where students were posting their video introductions to the Davo kids, their answer to the DQ and also their final products if they were making videos.

The year 5 & 6 students also have class blogs and wherever it was appropriate they would post #projectAwesome stuff there too, for example the 6 word memoirs that they did at the very beginning of their project, as well as their video products at the end of the project.

I’ve mentioned that they connected with the Davo kids, who provided an audience for what they were doing and making in class as well a peer group to discuss what they’d been learning.

Finally, Project Awesome culminated in a presentation at which the class presented everything they’d been doing to their parents, grandparents, and the students in years K – 2.

We weren’t able to track down an expert, or ‘rock star’ for the project, and this is something that I should have considered more deeply at the beginning. Some of the students filled out Anh Do’s contact form at his website to see if he’d be interested, but as is understandable, given the short notice, his people didn’t respond.

Having an expert is something that I think would add a degree of authenticity to a project and something that I want to make happen in future.

Well, there you go. That’s my evaluation of #projectAwesome13, my first ever attempt at PBL. Now I can stop spamming with #projectAwesome13 stuff!

I think it went pretty well, and I’m pretty keen to have another go during my upcoming internship.


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Project Awesome is coming to an end!

Driving along the Croppa-Moree road yesterday I was thinking about how coming out here for the short time that I have will be an experience I’ll always remember fondly. It really has been epic.

A significant contributor to the epicness has been the fact that I’ve had a supervising teacher who has been very accommodating in terms of allowing me to try stuff, to work through things together and to do a lot of team teaching – to step away from lesson plans and rigidly structured ‘learning’ experiences and to have a go at doing stuff that the kids might be interested in AS WELL as learn from.

A fair amount of the stuff we’ve been doing has been related to Project Awesome which, sadly, is coming to an end.

Last week we sent out parent invitations to a presentation of the students’ work which is set to happen at 2pm tomorrow.

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The students have been busily working on their products to show at the presentation and some have now finished. Some have chosen to make artistic representations of their life story, some have chosen to make games, some have chosen to build representations of their life story in Minecraft, film a walkthrough of their Minecraft world and include a voiceover, and others have chosen to make Draw My Life videos.

It has been a bit of a challenge for Michael and I to help the students get through everything in time for the presentation tomorrow. This is partly due to the diversity of the products mentioned above, but also due to the fact that, of course, there are timetabled subjects and other commitments to uphold as part of the regular school day.

In addition to this there have been arrangements outside of the normal school timetable such as cross-country events, NAPLAN, a middle school project at Warialda High School and the ICAS, which have taken time away from classroom teaching.

Looking back at how busy the last few weeks have been, I think it’s actually quite impressive that the students have achieved everything that they have in the time that I’ve been here!

Below is a photo showing how #projectAwesome13 has been very much cross-KLA, and the range of ways in which students have been sharing their life stories.

CrossKLA

On our tally at the end of the day today, we counted that 8 out of the 15 students in the North Star 3, 4, 5 & 6 class had finished their products. This means that we need to help 7 students get through what they need to have finished tomorrow before the presentation at 2pm. LOL!

Two of these students will be finishing their Minecraft projects whilst the other students will be finishing off their Draw My Life videos.

To finish off the project each student will also be contributing a short video response to the DQ explaining what they have created and what they have learned through the project. These responses will be combined with video responses from the Davidson High School students to produce a collaborative video answering the DQ.

As with everything, time is a massive constraint on what you can actually achieve, and in retrospect, this project could have gone over a longer period than the four weeks that I’ve been up here on prac. This is all part of the learning experience however, and overall I’m really happy with how things have happened. It’s been a great intro to PBL and I can’t wait to give it all a go again soon.

I definitely need to sit down at some point and write a post on how things might have been improved and how I might use this experience to help me plan more effectively for future projects, but so as I don’t forget, and to help with that future post, I’ll write down a few things now.

1. Use a project calendar:

I didn’t use a project calendar this time around, and even though it’s most likely impossible to remain 100% on schedule with anything given the business of your average school, I do think having some kind of schedule outlined from the beginning or early stages of the project would have helped.

2. Try to anticipate where hiccoughs may arise, allow time to work through these, allow a little more time on top of this, and then add some more time for the unanticipated:

This is kinda related to the calendar suggestion above, and also to what I have already alluded to regarding time constraints. Michael and I began working with students on this project by my second day here at North Star, and have allowed a project session for nearly every day that I’ve been in the classroom. Even with this much time going to the project, all of us in @northstar3456 have been working very hard to get the project completed on time. Several students have had days away from school for whatever reason, the timetable disruptions mentioned above have taken time away from the project, there have been technology issues of varying descriptions, there have even been days when we have been without a classroom due to repainting! With this in mind, it’s important to try to allow enough time for each project. I’d even go so far as to say allow more time than what you might initially seem as reasonable. You really do never know what’s gonna come up!

With experience I’m sure that these things become easier to anticipate, and there will become fewer and fewer kinks to ‘iron out’ and, as mentioned above, a project calendar should also help – even if only insomuch that it allows you to allow time around some of the pre-scheduled interruptions.

3. Be prepared for a slow start:

Much of the slow work of this project happened at the beginning. Michael and I began planning for this project a long time ago through discussions on Twitter and collaborative planning via Google docs. Also, the beginning of the project in the classroom seemed to take a while to take off, and it wasn’t until half way through my second week of prac that I really felt like things were beginning to kick off. I think this is good, as you are laying the foundations at the beginning for all of the fast-paced and cool stuff which happens later.

4. Use some metaphorical learning spaces:

I’m not sure if that’s what you’re supposed to call them, but I know that Bianca uses spaces and places in the room called the ‘waterhole’, ‘campfire’ and ‘cave’, etc as metaphorical terms for the way students are working. I didn’t use them for this project, but given the collaborative and social nature of much of the project-learning process, as well as the periods of solid, independent working that is involved, I think that having some of these metaphorical ideas around physical and mental learning spaces would definitely be useful.

I think these would come in useful primarily to get students into the right frame of mind for approaching the different stages of each project, and the type of ‘head space’ or approach to working that each stage requires.

Something to implement in future methinks.

5. Go back and revisit the DQ as often as possible:

This is important because I think doing so will help keep all of the project in focus. Doing so, however requires time which, as I’ve said several times already, is a precious commodity.

Of course, there is a heap more that I need to learn and there are sure to be things that I am overlooking at the moment, but I’ll come back to this later when the project is over and I’ve the benefit of a little more time to think about it.

For now though, I would love to share this link to Phenomenal 15 edublog from this afternoon. It shows two of the completed products made by a two of the year 3 students. They both have done really well in getting these finished and I think that both of these are excellent. Can’t wait to see and share the rest when they are all finished!


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Life Story Timelines

So we read the Anh Do book, we watched some YouTube videos, and we got the students thinking about their own life stories and how these might have some connections or similarities to the narratives that they’d read/seen in class. The next thing we wanted to do was to get the students thinking about how they would go about sharing their own life stories – what they would include and why, which form they would choose to represent them.

I thought using a timeline might be a good idea to help students document significant moments in their life. I also thought some kind of mind mapping tool might go well with this to help students think about some of the events, people and situations that surrounded each of these significant life moments.

So I quickly made up these two things:

Timeline

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Mind Mapper

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NB: the year 3 & 4 kids used the mind mapper with less clouds, 5 & 6 used the one with more clouds.

I went through the plan with Michael before the lesson, and I’d initially wanted to get the students using the above tools immediately in relation to their own life narratives. However Michael suggested that I model the process with the class first using The Little Refugee text as an example. I’m glad that he suggested this and that I followed his advice, because not only did this prove to help students with their planning in a later session, it also gave us an opportunity to revisit and reanalyse the text.

I modelled the process by going through the book and picking out what I thought were the first couple of significant moments in The Little Refugee. The first significant moment being Anh’s birth in Vietnam during the war, the second being his family’s decision to leave their life in Vietnam behind to travel to Australia, in a fishing boat, in search of a better life.

After putting these two events on the timeline and going through the brainstorming activity with the class, students broke into their ‘critical friends’ groups (more about this later) and mapped out the rest of The Little Refugee on to their timelines.

This was cool to see. There was a lot of noise and the students were getting down and looking through the text, analysing it and picking out the key moments in Anh’s life. I really enjoyed seeing them all doing this.

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Michael and I let them work at this awhile whilst we went around and helped students where they needed or asked for help. We then got back together as a class and jointly constructed the rest of the timeline. It was pleasing to see that most of the class were in agreement about which were the key events in Anh’s narrative.

I asked the students if they were confident in using the timeline and mind mapping tools to help plan their own narratives for next lesson, to which they said “Yes”, and this was epic because it was beginning to feel like everything we’d been doing was finally making more sense.

Project Awesome was fairing well!

🙂