Oliver Quinlan - Latest Comments

Re: Engaging interest, not just attention

Oliver Quinlan — Sat, 15 Jan 2011 10:46:25 -0000

Thanks! I started reading De-Schooling Society (Ivan Illich) a few weeks ago, need to return to it and finish it and consider it more deeply. I found it available online here: http://gyanpedia.in/tft/Res...

Re: Changing classroom relationships

Oliver Quinlan — Sat, 15 Jan 2011 10:43:13 -0000

Thanks for the comment Colin. You raise some really interesting points there. I think the longer people have worked in any system the more resistant they can be to change, and there are facets of many schools such as concentration on grades and standardized tests which really undermine a lot of what I am talking about, hence my argument that it needs to change.

If young people are resisting unfamiliar learning processes then I think that is a real problem, and something that needs to be addressed as quickly as possible as it's going to be a real problem for them in later life. I saw a programme a while back where Prof. Dylan Wiliam brought in pedagogical changes in a secondary school removing the giving of grades amongst other things and the pupils found that really hard to deal with. However, after some time they became more accepting of it, and it had a demonstrable effect on results. (The programme is detailed here: http://www.bbc.co.uk/progra...

Change is never going to be easy, and I don't think really deep learning is either. Unfortunately many of our older students are conditioned to a fairly easy, spoon fed approach to education- I know I certainly was when I was in school. I agree this is a big challenge, but I think it is one worth facing.

The point about the transactional model of education is also an interesting one. I am not suggesting that teachers do nothing at all, although the potential for learning to continue even if this happens could make us question teachers roles entirely. In the kind of activities I am talking about the teachers role moves from authority figure who delivers content to two distinct roles.

1. Creating the environment for learning, including finding resources and putting things in place to allow the learning to happen.
2. Being a coach, asking questions, finding out where students want to take their learning and helping them to define that path and the way their learning needs to go to follow it.

Both of these are very valuable roles, and I would hope that those approaching education with a business minded model could see that they are 'getting their moneys worth' from a teacher providing such services in these roles. I think this would need to be made really explicit and transparent though, to avoid the criticism I have heard students level at HE institutions time and again regarding the amount they pay for 'only' 8 hrs contact time a week.

Thank you for bringing a different point of view to this and challenging my thinking.

Re: Changing classroom relationships

Oliver Quinlan — Sat, 15 Jan 2011 10:31:34 -0000

Thanks Kiran.

Re: Changing classroom relationships

Colin Maxwell — Sat, 15 Jan 2011 10:22:03 -0000

I really like what you are doing, but have to ask, could these techniques be used with older learners? I feel older learners are too deeply immersed in old-style learning (at present) that they wouldn't participate in self organised learning or be comfortable with it. It is my experience that this is the case, and my students often resist participation in alternative or unfamiliar learning processes. I also feel that if people are paying for education, they feel they should be treated like customers, and expect to be given something for their money - they want to be taught. A business transaction has to take place for mature customers to be satisfied. I feel that older learners may feel short changed by a teaching/learning method that wasn't teacher led. This may not be the case in publicly funded, early years education, but it is in FE and HE.

Re: Changing classroom relationships

Kiran — Sat, 15 Jan 2011 10:11:14 -0000

Love it, I like the idea of allowing the students to choose their own learning path for a project in what they are passionate about! Inspirational stuff!

Re: Engaging interest, not just attention

Voice from the garage — Sun, 09 Jan 2011 04:44:31 -0000

Having followed your thinking for some time now - the following is a provocation -

From a book that that that had a profound influence on my teaching

1
What did you learn in school today, Dear little boy of mine? What did you learn in school today, Dear little boy of mine?
I learned that Washington never told a lie, I learned that soldiers seldom die, I learned that everybody's free, That's what the teacher said to me, And that's what I learned in school today, That's what I learned in school.
2
What did you learn in school today, Dear little boy of mine?
What did you learn in school today, Dear little boy of mine? I learned that policemen are my friends, I learned that justice never ends, I learned that murderers die for their crimes, Even if we make a mistake sometimes, And that's what I learned in school today, That's what I learned in school.
3
What did you learn in school today, Dear little boy of mine? What did you learn in school today, Dear little boy of mine? I learned our government must be strong, It's always right and never wrong, Our leaders are the finest men, And we elect them again and again, And that's what I learned in school today, That's what I learned in school
4
What did you learn in school today, Dear little boy of mine? What did you learn in school today, Dear little boy of mine? I learned that war is not so bad, I learned about the great ones we have had, We fought in Germany and in France, And someday I might get my chance, And that's what I learned in school today, That's what I learned in school
Introduction

This book is based on two assumptions of ours. One, it seems to us, is indisputable; the other, highly questionable. We refer to the beliefs that (a)in general, the survival of our society is threatened by an increasing number of unprecedented and, to date, insoluble problems; and (b) that something can be done to improve the situation. If you do not know which of these is indisputable and which questionable, you have just finished reading this book.

(book to credited by respondent? - an invitation)

Voice from the garage

Re: #YearInReview 2010

theheadsoffice — Mon, 03 Jan 2011 06:10:44 -0000

You certainly have had a great year Oliver! I have enjoyed sharing some of your achievements virtually. Good luck for 2011!

Re: Sentence writing with pictures

Mareofthestair — Thu, 23 Dec 2010 20:50:15 -0000

Kate Glavina rocks :-)

Re: Engaging interest, not just attention

Oliver Quinlan — Tue, 07 Dec 2010 10:46:20 -0000

Thanks Julia. I read up on the Ofsted thing, and apparently after threats of closure and protests, they had a successful Ofsted a few years ago. I read the report and there were some criticisms (as would be expected), but there were a lot of positives and the overall judgment was positive.

It's very interesting with me as a young teacher to see some of these ideas from some time ago. In many ways they seem more relevant now than some 'contemporary' educational thinking.

Re: Engaging interest, not just attention

jfb57 — Tue, 07 Dec 2010 03:36:26 -0000

That's a blast from the past Oliver! That book was on the reading list when I did my 'O' Levels. It has always maintained it's interest across the years. I think they were Ofsted-ed & came a cropper but then they would wouldn't they - not being run of the mill. As you say, it is about the mind set to learning. Thanks for the memories! Julia

Re: Measuring up

Oliver Quinlan — Thu, 02 Dec 2010 07:19:37 -0000

Thank you. I agree, and did not mean to criticize those who have tidy classrooms, as such things do have an importance.

Re: Measuring up

robertdrummond — Thu, 02 Dec 2010 07:15:17 -0000

That's a very thougthful piece of writing. A tidy classroom and vibrant displays are also the 'public face' of your classroom/area. They act as a shop window and as such can draw admiring comments from passers by, however, as you point out, this is only one part of a teacher's job - the inspiring lessons, meticulous assessment, promotion of individual learning etc are not 'shop window' areas yet these are equally important to learning in a school. It is important that as well as class teachers recognising this so do SMT and LEA advisors when highlighting good practice in schools.

Re: Measuring up

jfb57 — Wed, 01 Dec 2010 04:12:15 -0000

I do agree with you Oliveer. It is really difficult when you are new though to decide what should be the priority. Often we take others as our own at first. It is nice to see a reasonably tidy room but it about the work bieng done!

Re: Tuning in to children

Oliver Quinlan — Wed, 10 Nov 2010 06:11:37 -0000

Thanks Julia. You bring up an interesting point I hadn't thought of in terms of following the crowd.

Re: Tuning in to children

jfb57 — Tue, 09 Nov 2010 03:59:07 -0000

Well done Mr Quilan! It is so interesting how chldren will just follow the crowd even when their work is much better. I do hope she remembers this as there are so many occasions in life when we should stick to our plans!

Re: Can we ‘unplan’ the KS2 curriculum?

Claire Lotriet — Sun, 07 Nov 2010 15:57:17 -0000

I agree with much of what you've said here. This year my school is following The Rose Curriculum, which although thrown out by the new government, I'm really enjoying. I feel it leaves a lot more room for personalised learning than the old NC, where I felt forced to cram too much into a packed timetable. My partner teacher and I tried to be really brave last half term in terms of 'unplanning.' It wasn't easy to take that step back, but I feel it was really successful. For example, we had medium term plans (all linked to the topic 'East meets West') and although we had an overview of what we wanted to cover, we took our short term topic planning week by week and really tried to respond to where the children wanted to take things. This was particularly true of a D.T. project which involved building an Indian village hut and fitting it with an electric circuit and switch. I couldn't believe how much the children took ownership of their work because it really was THEIR work, lead by them. We (my partner teacher and I) reflected on last half term's work and we really want to replicate that sense of ownership and child led learning again this term if we can. Basically we're trying to give the children a framework, but still leave them with enough choices to make their own path. It's a tricky balance that I'm still working at!

Re: iPhone & Dropbox as a portable visualiser

Daniel Stucke — Sun, 07 Nov 2010 10:07:48 -0000

My first impressions: http://www.mrstucke.com/?p=...

Re: Poetry with Parents

jfb57 — Fri, 05 Nov 2010 02:19:47 -0000

you had me worried there bwecause I was sur eI had commented on this piece of work. I had but on the class blog! Phew!

Re: iPhone & Dropbox as a portable visualiser

Dogsbody — Thu, 04 Nov 2010 20:24:36 -0000

I can confirm that the Android Dropbox app has this functionality too :-)

Re: iPhone & Dropbox as a portable visualiser

Oliver Quinlan — Thu, 04 Nov 2010 07:45:31 -0000

Thanks for the comments. Use this this morning to capture work in our parent's workshop and parents were blown away. http://bit.ly/dbXLgT

Re: iPhone & Dropbox as a portable visualiser

ebd35 — Thu, 04 Nov 2010 03:06:42 -0000

Thanks Oliver, great idea! I already use my Dropbox so much that I've just signed up for paid account.

I have photograhed children's work before but then did the laborious chore of emailing it to myself with the added issues of checking emails in class.

This will make the whole process so much simpler! and safer!

Re: iPhone & Dropbox as a portable visualiser

Svanstraten — Wed, 03 Nov 2010 19:07:25 -0000

Fab idea. Thanks for sharing the innovative ideas Oliver!

Regards,

Sacha

Re: iPhone & Dropbox as a portable visualiser

Claire — Wed, 03 Nov 2010 19:01:49 -0000

Nice idea! My school does have a policy against taking photos of children on personal cameras, but you could argue that images of work are a different matter I suppose.

Re: iPhone & Dropbox as a portable visualiser

Fiona Grant — Wed, 03 Nov 2010 18:40:36 -0000

Thanks Oliver, have been using dropbox quite a bit lately on my laptop, downloaded the app but have not used on my phone yet...will definitely think a little more about the possibilities.

cheers,
Fiona

Re: About

Faff — Tue, 02 Nov 2010 18:59:23 -0000

I am interested in projec tbased and child centred teaching and learning. My current interest is the inclusion of parents with their student's learning uisng ICT. How are you progressing this idea?
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