Posts Tagged: reading

IF — No Comments
7
Jan 12

Nick Gibb’s Reminds Me Why I Struggling

In a week where I have struggled with coding IF, and learnt a lot along the way, Nick Gibb’s comments reminded me why I continue to struggle with IF. There is no doubt in my mind, no doubt whatsoever, that IF has a real education power to develop reading skills and encourage ‘reluctant readers’ to read. And, here we are only focusing on reading and playing IF (there is of course writing IF). At this point I would like to offer my thanks to Dr Don Passey with whom I spoke to this week, for his conversation and support in helping me form some of the questions rattling around in my thinking. I believe that the commitment required to playing IF, is the key to its potential for developing reading ability, not setting aside the critical thinking skills inherent in the game play. It just proving it that needed. Who knows, with Don’s help there might even be a paper by the years end. So, Nick Gibb’s comment….

One in six 11-year-olds is still struggling with reading when they leave primary school. One in ten 11-year-old boys has a reading age of seven or below. Secondary schools are forced to provide extra help and catch-up sessions when they should be introducing children to the breadth and depth of the secondary curriculum.

And children who cannot read are more likely to become disengaged and disruptive. A recent report by the Centre for Social Justice showed that between half and three-quarters of children permanently excluded from school display significant literacy problems . As the author said, “many display challenging behaviour to hide the fact that they cannot read.”

Amongst other education hot topics of course.

Go on, play IF. It is FREE, its demands your attention, you are the story, it gets you thinking, its entertaining and its online, on iOS and Android. And IF you are brave enough, download Quest and create your own IF.

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Popularity: 77% [?]

Challenge / Inspire / Leadership — No Comments
5
Nov 11

Heaven or Hell

It’s not that often these days that I get to add to my  Challenge and Inspire, Creative Writings page, So that when I do I think it’s perhaps appropriate to share as a blog post as well. I really like these short fables and quotes generally, but I have to admit they often crop up in my teaching as a result. I’m fairly confident that there is more to schooling than a curriculum. if you like this short fable check out the creative writings to page.

Hell or Heaven?

An old Lama in a mountain monastery was nearing his death. One of the monks came to him and said: “Master, we want you to know that the whole monastery is praying that you be reborn in the highest heaven.”

“Don’t pray for that!” he exclaimed. “Pray that I be reborn in Hell.”

The student was shocked. “Why would we pray for that? You are such a kind and compassionate soul. You do not belong in hell!”

The master replied: “But where else are kindness and compassion more needed that in hell?”

Popularity: 7% [?]

Teaching — 3 Comments
9
Apr 11

Karafun

karafun2_logoLater this summer term together with our learning services team I hope to undertake a short ‘same language subtitles’ reading project at our school. In the first instance, we aim to bring students together during mentor time by invitation.

One of the key software tools we are planning to use is Karafun Studio. By coincidence Karafun has also launched a completely online experience, which at first glance looks very useful. What will be difficult to overcome will be the payment method, either a one-day pass a monthly subscription. Most schools are just not financially ready for this kind of consumer subscription I’m not sure that most finance officers would take a purchase for a karaoke suite that seriously. That said, I can think of but a few ways to make reading more fun, than to sing. What a fantastic way to make reading social activity, to raise the confidence of non-readers by introducing them to text they already know/ or can sing.

So, please take this as a positive recommendation for a simple but effective SLS tool. I have left the folks at Karafun an email…

 

I am a teacher looking to promote reading using same language subtitles. I have seem your software previously highlighted in journal publications – hence signing up to the notification for the online version.

Is the Karafun team aware of SLS for teaching reading skills? Would they be prepared to offer education licenses to support reading projects using their tools? Of course SLS is already embedded pedagogy in India – representing a growth market to the product.

With the best intentions, it would may not possible to otherwise access Karafun on an informal basis within a school setting, mainly due to payment red tape and preconceptions toward Karaoke for reading. In return we would share a teaching approaches with Karafun.

….and lets hope they do see a ‘fantastic exposure opportunity’ for Karafun.

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Popularity: 27% [?]

Teaching — No Comments
29
Mar 11

SLS not JLS

On the way to work this morning I was listening to Stephen Heppell’s #LWF talk. As a side step on self-directed learning, he highlighted Planet read and the use of Same Language Subtitles?  (6 mins 50) SLS?

I knew nothing of SLS, I had not even heard of the acronym before…. but the idea seemed so obvious. I had no idea of the scale of Planet Read or the depth of available research evidence underpinning its success but after scraping the surface I delved into the research.

Here is a summary of the most convincing evidence for me to invest more professional time in SLS. Take a look at the graphic.

SLS

  1. The year end rating (Blue / grey) is followed by a performance dip in reading performance attributed to the summer break (white).
  2. there is gradual and expected improvement or ‘growth pattern’ in reading performance  in all three groups, leading up to the dark green SLS intervention.
  3. notice the sharp rise in the low ability readers following the 12 week SLS intervention (bright green).

 

The Results

  1. the SLS activity did not take time away from classroom reading activities, but rather added to the time spent “reading.” With total reading activities increasing from 29% to 60% as a result. In other words, time spent on the SLS intervention, was not seen as reading by the students.
  2. as a result of improved reading ability, the SLS group teacher was able to slowly increase time students spent on more recognised reading activities
  3. and that students were then more engaged and focused in their classroom reading activities

Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth

(The graphic and content is taken from Greg McCall’s and Carmen Craig’s paper, presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009)

The Hard Sell

  1. the majority of students in on-going SLS groups experienced at least a TWO year gain in proficiency levels and that gain was maintained for students in subsequent years.
  2. The gains in SLS were maintained even when students moved on to other academic placements, remember SLS targeted low ability readers.
  3. students who participated in SLS had a higher chance of becoming proficient readers when compared to “struggling readers” who were not exposed to SLS.
  4. additional small gains in focused reading-times

Clearly, SLS has enormous potential impact on reading development of “struggling readers” as  well benefitting near-proficient readers.

What Now? Who, Where, When and How?

First step, share this research via Twitter and in conversation at school. Was anyone using SLS? There were few positive responses, a few teachers did play video with subtitles and there was a genuine feeling that it helped.

@KristianStill I put subtitles on every video I use where poss - boosts pupil recall & understanding hugely I find. Drives them mad though!
26 Mar ’11 9:53 am via TweetDeckReplyRetweetFavorite

I also shared SLS with our Assistant Headteacher and learning specialist. She was very excited about the possibility of an SLS reading experiment.

Who? I have a few students in my Year 7 English Class who loathe reading. I have provided bespoke reading content (skooters / gaming), converting webpages to pdfs with pdfmyurl but that level of support is just not sustainable. On the flipside, it is the favourite English activity of some of their class peers. Is it appropriate to repurpose their entire groups library time for SLS? I don’t think so, so the SLS will be a select group.

Where? SLS is flexible, screen and subtitles however I have a few ideas I wish to explore so additional IT facilities would be useful.

When? As a bespoke group, it may well have to be during extra support lessons or during mentor times.

There is still more research required here, however, I am already thinking about SLS activities in additional to SLS television and films. For example, I did connect SLS with changing the language settings on games platforms like XBOX and PSPs.  A possible ‘Create a Karaoke Track’ learning project with Karafun.

Meanwhile, sharing ‘SLS tips for parents.” and because SLS appears to be one of the few interventions I have researched that works effectively in both mixed ability sets or ability sets, a short pitch to colleagues and a whole school subtitles policy should be put forward.

I hope to come back to you later in the year with a programme, possibly even some results.

http://licorize.com/projects/Kristianstill/Same-Language-Subtitles

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Popularity: 15% [?]

CPD and INSET — No Comments
5
Aug 10

Fierce Reflections

Every summer I try and read at least three books to support my professional development, often read during a summer holiday. Fierce Conversations was recommended at a Middle Leaders training session, presented by a newly appointed Assistant Headteacher. Hampshire Teaching and Leadership College have a ‘Leadership Library,’ so I simply phoned, asked if they held a copy of the book. They did and three days later it arrived at school along with two other books I requested.

Fierce Conversations has clearly been a success and the brand has evolved. Susan Scott has clearly presents an intuitive emotional approach that managers and leaders can relate to. Basically it is a very good

‘How to prepare and organise the difficult conversations you need to have, but often avoid, at work’ guide. Although ‘Fierce Conversations’ is perhaps catchier title.

How much will you find useful?  If you tend to avoid the difficult situations, then the book offers some very useful approaches to those situations / conversations. If you tend to be a little bullish or reactive, you might recognise yourself in some of the examples and consider a more heartfelt thoughtful approach.

Alternatively, you could just review these little gems.

Consider the impact of replacing the ‘yes, but….’ with ‘yes and….’ (You really need to hear this for yourself to appreciate the marked difference.)

‘This is the way that I see things but I expect you have a different perspective.’ Share your points of view and invite others to contribute theirs. When someone takes you up on your invitation to challenge your strongly held opinion resist the temptation to defend your idea immediately.

Simple situations: The sequence is – make a proposal, check for understanding, then check for agreement.

There is so much more to listen to than words, listen to the whole person

Out beyond ideas of wrong doing and right doing there is a field are i’ll meet you there. Rumi

Nothing is more dangerous than an idea when it is the only one you have. Emile Cartier.

As a leader you get what you tolerate.

Hire attitude, train skill.

A personal reflection,when with the Directors of Learning in particular, I need to follow two simple rules. Resist advising. Ask more questions (and listen to the whole person answer).

Susan Scott talks of the decision tree. A process of deciding when and how to make decisions. This might be a good technique for second in departments.

  1. Leaf decisions. Make the decision. Act on it. Do not report the action you took.
  2. Branch decisions. Make a decision. Act on it. Report the action you took.
  3. Trunk of decisions. Make the decision. Report your decision before you take action.
  4. Root decisions. Make the decision jointly, with input  from many people. These are the decisions that, if made poorly can harm the organisation.

In addition to the book, there are now Fierce Programmes, Certifications, Keynotes, Workshops, Merchandising and Newsletters, a new book ‘Fierce Leadership,’ all a part of FierceInc, there is even Fierce in the Schools. Next on the list - The Spirit Level: Why More Equal Societies Almost Always Do Better.

Popularity: 16% [?]

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