In schools we are often working within a process that asks our teachers and students to change their practises and routines.
At my school we have now been working for a few weeks on a whole-of-school initiative of making Learning Goals (LGs) and Success Criteria (SC) as visible and consistent as possible in every lesson.
I have been aware of some of the initial enthusiasm being eroded as our teachers work to embed the routine of writing and addressing LGs and SC. Consequently, I have made sure that our students and my colleagues know that they are very likely to experience the dreaded ‘Implementation Dip’. This is a well-known phenomenon and happens in all environments where there are changes in routines and processes.
I have warned teachers that students may complain about having to record LGs and SC, that some of our colleague teachers may feel that the practice is not as effective or as worthwhile as when they started using the initiative. The only way forward in these cases is that we must maintain and build the rigour of the process.
The concept of the Implementation Dip is similar to that of the ‘Learning Pit’ in that if we are prepared, determined, expect to feel the challenge and/or frustration of passing through the dip, and maintain our effort, then we will emerge successfully from the other side.
Tuesday is the rest day. And I needed it!
We spend the whole day in Warwick at the showgrounds and in the city itself.
Above you can see the tents and in the distance a large bank of solar panels, there were several of these. Read More
It’s 98km from Allora to Warwick across beautiful and diverse countryside. The tour organisers planned the longest day ride for day 3. This makes sense as the rest day is tomorrow on Day 4.
Early morning at the Allora Showgrounds.
A lot of the day was across the flat. This was easy on the legs but hard on the butt! Read More
Today (Sunday) we rode 70km on a rural route from Toowoomba to Allora.
We started just before sunrise at Toowoomba. We ate breakfast and packed up our bags, these were loaded into the trucks along with the mattresses and tents.
Campeasy tents are packed and loaded by the camp volunteers. Meanwhile, personal tent campers pack their own tents and load them onto the trucks.
Jim was a person I met at the Helensvale Goodlife Gym.
Jim, trainer at Helensvale Gym
He was the personal trainer who was tasked with showing me the equipment when I joined the gym. Later, Jane (my wife) suggested I try a personal trainer to get me motivated toward my fitness. I had been impressed by Jim’s introductory session at the Helensvale Goodlife club and, consequently, asked him to be my personal trainer for a few months. This was during the same year that my wife and her mum were off visiting relatives in the UK.
The SAMR model.
A colleague from another school shared a link to the article What are the Biggest Mistakes Teachers Make When Integrating Technology into the Classroom? This gives a summary of mistakes made in considering technology use in schools.
While reading this article I thought of a compounding issue that relates to these types of concerns. The problem, I posit, is that some types of technology are so ubiquitous in everyday use that there is a ‘technology so what!’ attitude that is developing. I think many students, parents and, unfortunately, some educators think that because they use their tablet, laptop, phone, and now wearable technologies, often in their everyday life they are ‘using technology’. Well of course they are using technology, but as Allan November tells us regarding 1 to 1 laptop initiatives, we are often not using our technologies above the level of the ‘$1000 pencil’. Read More
As I drove to work today I was listening to Richard Dawkin’s audiobook, The God Delusion. The book is about seven and a half hours long. As I listened to the audio for the second time, I found myself remembering or even visualising my location on my regular journey when I first heard particular sections. The memory, despite having listened previously only once to the book while driving my regular route, was quite unmistakable. I had not tried, during the first listening, to remember either the book’s text or the locations which corresponded to the section of the book I was listening to. However, my memory was pinpoint accurate.
This made me think of the phenomenon of ‘songlines’ as owned, passed down and used by Australian Aborigines as described in Bruce Chatwin’s book ‘The Songlines’. I am not an expert in this field and don’t wish to insult anyone by my naive description of this cultural practice. Indeed, I have recently found out that although having the appearance of a travel book, Chatwin’s book is best considered fictions. However, I was intrigued when I read Bruce’s book twenty years ago. Read More