Teaching Gen Z

Generation Zs (5 to 6 year olds) make up the bulk of our school populations now. So how different are they from other previous Generations – X and Y – and what does this mean for what teachers need to do more of and less of?  Below I explore this issue – who Gen Zs are and  the implications for those who teach them.  Read More…

Expanding our teaching repertoire: why is it so important and so bloody difficult?


Why expand our teaching repertoire? Peter Taylor and I respond below: 

Some practices will always count as good teaching. Hopefully, many of Australia’s adult population remember with affection and respect the capacity of a number of their past teachers to engage and inspire them in their schooling years well before the advent of the internet. And many of those same techniques – clear instruction, well-structured processes, timely feedback and so on – continue to be markers of highly effective teaching. Those teachers who could make the most of an ‘empty armpit’ opportunity unencumbered by books, boards, biros and other bric-a-brac, who knew how to milk a ‘teachable moment’ to engage even the most reluctant child – their practices have always been valuable in our classrooms, and will continue to be so.

It is also true that, in a digital age, some practices that were once at the core of classroom pedagogy are now much less relevant to the way that our students learn. For example, the ability to keep children anchored to their seats doing singular, silent deskwork – a managerial capacity much admired by many principals and parents in the past – is now less valuable as a teaching technique, just as memorisation is less valuable as a learning technique. While there is still a place for quiet, solitary reflection in learning, digital tools now give teachers many more opportunities to provoke peer-to-peer student conversations in order to optimise their learning. Read More…

Educating Girls – a wonderful project – a great launch on 7 September

My thanks to Dr Amanda Bell, past principal of Brisbane Girls Grammar, now principal of The Women’s College, University of Sydney for conceiving of the project of writing a history of BGGS with a difference, and to Loren Bridge, for designing the beautiful final product.  My special thanks to our Governor-General, the Honorable Quentin Bryce, for launching the book with such grace and enthusiasm.   

Signals or Noise?

Nate Silver’s recent book on the art and science of prediction – “The Signal and the Noise’ (2012) is worth a close look. Silver’s take on prediction in the Era of Big Data gives a strong justification for building the capacity of our young people to  distinguish useful information from all the rest. With so much data to distrust, and so much of it instantly available, we have a lot of work to do to build healthy scepticism in our students as budding researchers. Cynicism is unhelpful as a learning disposition – our kids still need to be eager to learn, but they must also be sceptical learners, not simply trusting ones, given the burgeoning amount of low-quality, misleading and useless information coming at all of us all the time. Ourkids need to unlearn the idea that ‘Google it!’ is the all-purpose solution to their information needs. A simple Google search might be a start, but it is by no means an end point. Brian Mull’s workshops at the recent SGIS Conference in Leysin, Switzerland (March8/9, 2013) were very helpful in providing teachers with explicit ways to direct and support students in finding the ‘best’ information i.e., in detecting the signal among the noise of ‘do-nothing’ data. I would recommend both Silver (for theory about analysing big data) and Mull (for application to teaching) to those who are genuinely seeking to build an eager and sceptical learning disposition in their classrooms.

What a year! Thanks and best wishes to all my 2012 clients

2012 has been a marvellous year for me. So many opportunities to meet committed and innovative people across the education sector in Australia and overseas. My thanks firstly to Brisbane Girls Grammar School, whose generous support of my work as BGGS 2012 Writer in Residence has been the highlight of the year for me and is greatly appreciated. I wish BGGS Principal Dr Amanda Bell all the very best in her new role at Sydney University. I also wish to thank Kevin Stannard and the Girls Day School Trust in the UK and John Switzer and the Zurich International School for their generous invitations to work with their organisations this year, and to do so again in 2013.  Read More…

Praise-dependent or powerful?

In recent professional learning forums with Australian teachers and parents, I see many looking quite sheepish when I raise the matter of how praise-dependent their kids are. Teachers often blame the home and feel hamstrung to change anything, but they may not be helping their students by piling on the compliments. New research is asking hard questions about the downside for our kids of too many accolades and too little self-management. It seems the self-esteem industry has been too successful by half. So how do we prepare young people for high-flying futures? Read my recent paper on praise-dependency here.  Read More…

Girls Day School Trust in London

A great time in June working with leaders of the 26 UK schools. They are doing some exciting thinking about learning spaces for their girls. I think we are at last getting some traction worldwide on moving beyond ‘egg crate’ classrooms. Putney Girls School has a great new Seniors building that allows multiple spaces for multiple types of interaction (or self-selected isolation). New thinking also at Brisbane Girls Grammar about spaces for their upcoming Research Centre. Watch that space!!

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