Dean of Studies

If I don’t ask how will I know?

Is raising a hand in class to ask or answer a question an easy task? If not, can students be taught to participate in classroom discussions? The world of learning in classrooms is shifting to a mix of face-to-face and online learning, to varying degrees in schools and institutions around the world. In the traditional approach to classroom discussions, the teacher asks a question and waits for students to respond, hoping to engage and stimulate learning through conversation. Students continue the discussion becoming energised and stimulated as the teacher guides and directs them towards better understanding. Except when they don’t.

What if the class is silent and no-one takes up the challenge? What if the teacher is left wondering if they students even know what they are supposed to be learning? Or what if simply, the students want to share their thoughts and ideas but lack the confidence to speak up?

In 2011, Susan Cheng detailed her experience of having to teach herself to speak up in class in her article titled, “It’s time to raise my hand”[1]

“I spent much of my time in quiet frustration. I had carefully read the class materials, prepared the case, highlighted, outlined, and re-outlined the material the night before, only to sit silently listening as the classroom discussion unfolded. Sometimes, even when I knew I had something great to say, I left class disappointed, having remained mute for two hours.”

All students have ideas, thoughts on the topic of discussion and yet many will become anxious about what they want to say or the way in which they (might) say it. Raising a hand or participating in a group discussion takes courage, and our education system affirms those that can do this with confidence and ease. You’re rewarded when you put yourself out there, say something (or anything) and confidently dive in to have your ideas debated.For other students, they become caught up with thoughts that they can only speak when they have perfected what they want to say, waiting for the right moment to speak, except then the moment passes them by, and they retreat back to silence.

So should we create learning environments where every student puts their hand up, constantly speaking and crowding out the diamonds in the conversation? Not exactly. The shift to integrate online learning may encourage others to speak up – the Microsoft Teams platform actually has a ‘hand up’ icon that indicates a person is waiting to speak, whilst others find comfort in the chat modes or comments sections, where they can offer their ideas as the conversation continues around them. For other students, a smaller group or a one-to-one conversation, an email or direct message reduces the pressure to speak in front of the teacher or class.

Ultimately, teachers want to hear from their students, not just when they think they have the right answer. Students need encouragement with asking questions, seeking clarification, or knowing that it is ok to not know. Seeking to understand more or simply requesting to review a concept again is a powerful learning strategy. Active listening, questioning and curiousity develops deep and long-lasting learning, and effective and impactful learning happens when students have the desire to know more, to know how to improve and can see that their teacher wants to help them get better. 

If students can be encouraged to participate through listening first and then having the courage to find the best way to join in, we can create inclusive classrooms that allow all students to flourish. 

NAPLAN Online

Next week all students in Year 7 and Year 9 will participate in the NAPLAN Online. This will take place during their lessons with some adjustments to the lesson times to accommodate the tests.

NAPLAN Online tests include a range of question formats and interactive features. Students answer questions by clicking, typing and dragging; some questions include audio or interactive tools; all questions can be reviewed and answered, or flagged and returned to later. 

Adjustments for students with disability include audio and visual alternative format questions to assist students with disability to access NAPLAN Online. 

Tailored testing

NAPLAN Online numeracy, reading and conventions of language are tailored or adaptive tests. Tailored testing provides a more engaging test for students and a more precise assessment of student performance. Students at each year level start with a similar set of questions. Depending on each student’s answers, the next set of questions may be easier or more difficult, giving students greater opportunity to demonstrate what they know. 

Audio 

Headphones are required for some questions that include sound in the spelling, writing and numeracy tests. The conventions of language tests contain spelling questions that include audio dictation. Students with disability who cannot hear the audio can be provided with alternative questions without audio dictation.  

An audio file is attached to the writing prompt as well as to each numeracy question so that the literacy demands of the questions do not prevent accessing the test. Students can access the audio support without teachers’ help. Students using hearing aids or cochlear implants may use the specialised headphones that they typically access in the classroom.

Timer 

A timer on the screen shows the time allocated for NAPLAN tests under normal test conditions. Students can choose to display or hide the timer, but the timer will always display during the last five minutes of the actual test so that students have adequate warning that the time allowed is ending.  

Numeracy tools 

Some numeracy questions include access to online tools (ruler, protractor or calculator). When a ruler, protractor or calculator is allowed to be used, an appropriate icon appears in the top right-hand corner of the test screen. To use these tools, a student needs to click on the appropriate icon. Once active, the tool can be moved around the screen. Clicking the icon again will minimise the tool.  

Questions at the beginning of the Year 7 and Year 9 numeracy tests do not allow the use of the calculator. Students are alerted once they reach the point in the test where the calculator becomes active. Once the calculator becomes active, students cannot go back to questions that do not allow use of the calculator. 

Zoom tool

A magnifying glass icon, or zoom tool, appears in the top left-hand corner of the test screen. The zoom tool increases the size of the question on the screen. To enlarge the view to 150, 200 or 300 per cent, students need to click on the zoom tool. Clicking 100 per cent will return the view to original size. Students may need to use the scroll bar as a result of increasing the zoom.  

Progress summary 

The tests are designed in sections. A student’s answers to one section of the test will determine the next section to appear on the student’s screen, so it is important for students to check their answers at the end of each section. At the end of a test section, a notification screen reminds students to check their answers before proceeding to the next section. To navigate back, students need to click back or use the progress summary screen.  

Test schedule

Examination Timetable – Semester One

[1] https://news.harvard.edu/gazette/story/2011/12/its-time-to-raise-my-hand/

St Norbert Day

The celebration of the entry to eternal life for Saint Norbert is June 6th and it is traditional for the College to mark the occasion with a day of celebration. The format for the afternoon is rotated each year between a ‘market day’ where students in their Homerooms prepare an activity/stall and an “off-site organised activity” where students and staff choose. In 2021, the program will be the “off-site organised activity”. In 2021, St Norbert Day will be celebrated on Friday, 4 June.

*A student may be dismissed from the activity venue ONLY if the following conditions have been fulfilled:

1. A note from a parent/guardian has been provided prior to the day of the activity.

2. The parent/guardian has collected the student from the Activity Convenor.

Lunch

The College will provide morning tea for staff and students on the day and this will be distributed in the House areas. Students are requested to either bring their own lunch or purchase lunch at their activity venue if facilities are available. 

(The Activity Convenor will inform students prior to St Norbert Day if they are able to purchase lunch at the activity venue)

Uniform

Students must wear the full College tracksuit with their House shirt, or the College Winter Uniform if they do not have the College Tracksuit. The College expectations for grooming and presentation will apply, including footwear, hair and makeup and jewellery, and a student that does not attend to the uniform requirements may be issued with a Rostered Detention.

(The Activity Convenor will inform students prior to St Norbert Day if they require additional or specific attire and/or equipment) 

Activities

The College will organise transport arrangements following the confirmation of final student numbers attending. Should a student intend to be collected directly from the activity, written permission must be provided to the College no later than Tuesday 2nd June (8:45am).

Cost

The College encourages low cost activities in order to provide opportunities for student participation. Please ensure activity costs are accurate and updated prior to the final confirmation of the activity. 

Mr Rod Dowling (Dean of Studies)