Session 72 – Thursday 17th November 2011

Session Title:

How can we build children’s imaginations so that they have more to choose from for their writing?

Session Summary:

Once again, the discussion was fast but not furious as apart from the use of grammar (see below) there was a great consensus of opinion. The topic came from my role as producer of the 100 Word Challenge. This is a weekly creative writing challenge for children under 16. I set a prompt of a few words or a picture and the children have 100 words to write a creative piece. This is then posted on the class blog then linked to the Head’s Office where it is shared with all the children who have entered.

I am concerned that many children will write about blood and gore even when I have carefully (or so I think) set a ‘not gorey’ prompt!

The discussion was full of ideas to encourage creativity. From lots of reading out loud to using film, animations, cartoons, telling stories, using prompt writers, cover-it-live, wikis. A point that was emphasized throughout was to get a sense of audience so that there is a purpose to children’s writing. Obviously that brought in praise for class blogs!

There was a discussion around grammar and whether it was a necessary evil or a vital component to children’s writing. I think that one is like marmite – you either love it or hate it!

One strong thread was that all teachers should take on the responsibility to support creative thinking and writing. It should not be just an English teacher’s responsibility. Maths and geography teachers explained that they are involved in creative writing within their subject.

For my original concern @imrandjk suggested  – I dont necessarily think it’s about beating it (blood & gore) – more about embracing it

The use of questions was also emphasized as it was felt often children don’t know what they know. Play, drama and specific role play were also suggested as were music and the arts in general. Getting a cross curricular approach especially with areas like PSHE can provide the impetus for writing without it being a ‘writing’ lesson.

There were so many ideas and suggestions, I do recommend you look at the archive to get a fuller feel of what was discussed. http://t.co/8KaIKOi

Notable tweets from the session:

@photographamy – #ukedchat writing in different places and on different things. We have lots of whiteboards in EYFS. Chalkboards, ring bound notebooks etc.
@Educationchat – Get children to TALK together before writing.  Don’t accept their first answer – give them time to be more imaginative & model it #ukedchat
@_imaginaryme – SEAL resources, esp photocards, great for empathy #ukedchat
@deputymitchell – Writing shouldn’t be a lonely task! Pupils should plan through collaboration with support from peers. Ideas will flow, risks taken #ukedchat
@JCBarrington – #ukedchat Time is a big issue – Creativity can’t be forced into a short timeframe, it must be cultivated slowly.
@deputymitchell – RT @LeeDonaghy: Bit of a narrow #ukedchat tonight – one for the English teachers only. <–All teachers must have goods to offer on this.
@deerwood – #ukedchat has anyone tried writing film scripts? Even using cue prompters?
@teacherofyr5 – if you as a Teacher shows your PASSION for reading, you WILL inspire even the non-readers #ukedchat
@MissSMerrill – #ukedchat two picture books – The Mysteries of Harris Burdik and the Arrival. Great for sparking off talk for writing and drama!
@wildblu – #ukedchat Used online comic strip maker to create ‘Bullying’ story today, Y8 loved it
@kennypeiper – #ukedchat 750 words is great for senior kids 750words.com

Tweet/s of the Week:

Here are the thoughts of some children on our topic! http://t.co/Qhp7R0Qp @_imaginaryme   #ukedchat

@LawrenceBham -  the world is bigger than the class room, show them that! #ukedchat

Links from the Session:

Click to see all links...

About your host:

I am @theheadsoffice (Julia Skinner) & I’m a retired head teacher who has been given a second career  through class blogs and the 100 Word Challenge. Do go check it out and join in either as a class or as a commentator!

http://www.theheadsoffice.co.uk/how-can-schools-develop-imagination-ukedchat-homework/

Session Info:

Number of Contributors: 183

Number of Tweets:865

View the archive at: Scribd

Session 69 – Thursday 27th October 2011

Session Summary:

Being given the role of subject leadership within a school can either inspire or overwhelm colleagues. There was plenty of advice early on in the session which focused on vision, philosophy and leading by example. It was also evident that colleagues had been given subject leadership roles in subjects they knew very little about, seemingly with the ‘un-popular’ areas of teaching, with maths, literacy and science being given to more senior teachers. The best subject leaders, it was claimed, are those who love the subject, with that enthusiasm shining through for pupils and colleagues to see. As the role is about ‘sharing’, subject leaders need to empower and enthuse colleagues to ensure the subject is given the best coverage within the school.

Notable Tweets from the Session:

@PhilWheeler1: @chrisleach78 #ukedchat don’t think the world can be changed in a term, take your time, settle in and then drive change from the middle.
@StuartMaginnis: #ukedchat make sure you have a clear vision and set of values for dept to follow.
@Sundayteatime: #ukedchat I would say change one thing at a time so as not to upset colleagues.
@Kathrynwiki: #ukedchat Be the kind of leader YOU would like to follow and remember your subject is only part of their busy teaching load
@ICTmagic: @chrisleach78 The subject leader leads the subject. You can’t teach it for other teachers (no matter how much you want to!) #ukedchat
@BAFDiploma: @ukedchat I think it is a common mistake for a new leader to come in and think they have to change the world immediately,. #ukedchat
@KristianStill: Leading always looks easier from afar. Share, devolve credit – accept responsibility. #ukedchat When u need 2, redeem the credit in the bank
@mrjonesISM: @StuartMaginnis I agree #ukedchat clear philosophy and timeline for policies, integration, deployment etc help to clarify expectations
@Kathrynwiki: leading by example and driving change through positive experiences within your team #ukedchat
@BeeBecF: Its difficult when you have been given the subject as only subject leader vacancy and have no great love/knowledge of it! #ukedchat
@BillRoddick: #ukedchat New/all SLs should read the latest Ofsted report on their subject – make sure you know the big issues nationally.
@MattFothergill: Listen to the advice of others in the dep’t. Don’t claim ideas as your own, give credit where it’s due #ukedchat
@ICTmagic: You are the leader of a team, but you are still *in* that team. Draw on other people’s experience. #ukedchat
@BillRoddick: #ukedchat Lead collaborative discussion on priorities in your department. Get evryone to ‘buy in’ and take shared ownership
@bucharesttutor: I believe that before sharing a new team or department Sharing must be mentioned as one the traits a candidate needs to possess #ukedchat
@dukkhaboy: #ukedchat trust your dept to do their job well. Go out for curry together. Praise them when they do well esp. to SLT …. Er … That’s it
@steedie1980: Leaders should be able to come up with solutions to problems and lead by example in the classroom #ukedchat
@memarkyb: #ukedchat If you want to be thought of as a leader rather than just wearing the title you need to make things easier/better for colleagues
@ianaddison: Where do you start when leading a subject? Noone ever gave me any idea of what to do or what was expected #ukedchat
@HamptonEnglish: #ukedchat it’s important to empower people to work towards a common goal: encourage them to ask for forgiveness, not permission.
@little_whitebag: @ukedchat. Subject leaders should be bold enough to make decision and confident enough to support them. Too much discussion wastes time
@literacylender: #ukedchat don’t just give your NQT the subject no one else want’s
@Educationchat: #ukedchat The best SLs know their subject, love it, can help all age groups and know how to improve provision.
@chrisleach78: I think one of my main roles is to dislay real enthusiasm for the subject – “embrace the geekiness” as some of my kids say #ukedchat
@Teen_70: #ukedchat – as a newbie ICT Co-ordinator, some of the best advice I have had so far is from all of you
@innerquest: Leave the bag or crate of guilt at school! Only take home the pieces of paper you will actually look at! #ukedchat
@digitalmaverick: @chrisleach78 I am on my school’s Lesson Obs Working party & as such am *LOVING* seeing Eng, Geog, Sci, Maths, MFL, HEc lessons #ukedchat
@CarrotyCarrots: #ukedchat I do believe that it’s possible to be an excellent classroom teacher, but poor leader and vice versa. Few people can do both.
@tutor2u_econ: #ukedchat Idea: Anytime a colleague mentions meaningless educational or management acronym in conversation they have to eat a cream cracker
@StuartMaginnis: #ukedchat give all members of the team a chance to chair meetings. Must include sharing good practice.
@chrisleach78: Is ICT one of the hardesrt subjects to lead? – always evolving and expected to be embedded across other subjects? #ukedchat
@ICTwitz: Don’t know if it’s been said, but I think the difference of subject leadership between primary and secondary colleagues is HUGE #ukedchat
@SheliBB: @ICTmagic @ianaddison lol! All ICT coords I know on twitter are passionate about subject and lead by example #ukedchat
@little_whitebag: #ukedchat As a science teacher, seeing others run practical sessions and doing ‘master classes’ is always really useful
@steedie1980: Leaders need to be enthusiastic about harnessing good practice and find ways for it be shared effectively #ukedchat
@benwhite25: #ukedchat Once again always a pleasure to view the positive ideas and solutions get thrown around at this week’s ukedchat
@Paddymcgrath: #ukedchat would recommend teach like a champion by doug lemov for subject leaders. Some specific actionable techniques that staff can wok on
@JOHNSAYERS: #ukedchat this hour / hashtag proves that being open about experiences, knowledge etc improves us all as leaders of the students.

Tweet/s of the Week:

@little_whitebag: #Ukedchat. Good leaders can lead anything, It’s a state of mind.
@TeacherToolkit: As SLT, a good SL must know difference between leadership & management & know they can shape great teams & shape learning #ukedchat

Links Highlighted during the Session:

@chrisleach78: I use a blog to share example sof my departments work and to raise interest in the subject – http://t.co/MpmBCmAS #ukedchat
@MrNickHart: #ukedchat ‘Lesson Study’ has been great in applying subject specific pedagogies and refining staff practice. http://t.co/XAiMRhiy
@literacylender: which could be used to develop other subjects. http://t.co/X197s2tV is hoping to develop resources to save literacy leaders time #ukedchat
@ukedchat: A TES forum user is sharing a toolkit for new ICT coordinators if anyone is interested: http://t.co/2Y0Q5Dcq #ukedchat
@chris_1974: @MattFothergill http://t.co/oe26d1zl for what I do weekly. #ukedchat
@ICTEvangelist: Bit of a plug but can I share this resource about Google Forms I made this week – a really powerful tool http://t.co/XqHRJn6P #ukedchat

Session 67 – Thursday 13th October 2011

Session Title:

Can we really help our students to become independent learners or are there too many constraints?

Session Summary:

Clearly a popular topic, a number of people were chomping at the bit to get the discussion under way this week. When proceedings did begin, the focus of the discussion explored what is meant by ‘Independent Learning’. While there was some debate as to whether ‘Personalised Learning’ and ‘Independent Learning’ were synonymous, most people felt that ‘Independent Learning’ had more to do with the learner taking ownership of their learning rather than learning being tailored towards different learner needs. This was quickly followed by a brief consideration of the skills and attributes required to be an effective independent learner. Out of this initial phase of the discussion there were several common threads:
- Teachers need to take a step back and allow learners to to learn for themselves
- That there is too much spoon-feeding particularly at KS3/4
- That to be an effective independent learner students need to know what they are learning and how to learn it
- And that for learning to be genuinely independent there needs to be ‘choice’ available to the students.

Following on from this, the bulk of the evening’s discussion pivoted around the barriers faced by both learners and educators in fostering IL in the classroom. Many people acknowledged that the pressures of exams, grades, parents and a pre-defined curriculum all got in the way of independent learning. This resulted in considerable debate with a number of strong voices advocating the need for teachers to be brave; ready to take risks. It was pointed out that it is easier to take risks and offer a more student centred approach where an IL philosophy was adopted across a whole school. It was also acknowledged that many students begin their educational journey as independent learners and that IL skills and attributes are eroded by the school system.

Another interesting caveat of the discussion considered whether teachers have the skills to help students become independent learners or is it the case that teachers are taught to ‘teach’ rather than ‘facilitate’ learning? This is a question that I feel warrants further debate. Reading back over this it could appear that this week’s #ukedchat was a negative affair. However, I don’t believe that it was. While there was some debate over the degree to which an IL approach is achievable, nearly everyone involved agreed on its value and importance. Moreover, there was a definite sense that independent learning was imperative in preparing students to become life-long learners.

Notable Tweets from the Session:

@Rblteach a colleague said today..’my students think I’m their wet nurse!’!

@jamesmichie Agreed. For me Independent Learning is learning that is self-directed.

@Ideas_Factory Independant learning is an open-ended question, a thunk, an investigation and a problem with no right or wrong answer.

@oliverquinlan Independent learning has to start with pupil choice. Learners finding and defining their own real problems.

@MattFothergill Independent learning is knowing what you’re learning and knowing/finding out what you need to do to get there

@MrWickensPE the ideal Independent learning lesson: the teacher guides, but does not interfere!

@ShaunGosney @jamesmichie i call it 3D – Discipline, desire, determination!

@oliverquinlan Teachers are scared- of not proving their worth and expertise- of not achieving the grades. If it is important we need to be brave

@futurebehaviour We could all promote independent learning by just shutting up a bit more.

@SurrealAnarchy @jamesmichie main constraints are students, parents, teachers and schools

@TeacherToolkit @jamesmichie teachers, style of teaching, project, classroom dynamics, behavior, expectations etc etc.

@Romaaddict @jamesmichie re constraints – grade obsessed teachers under pressure from grade obsessed paretns!

@UberProfessor independence comes when they begin to lead their own learning, and teachers are empowered and prepared to take risks.

@philallman1 As teachers we should be trying to do ourselves out of a job – THAT IS THE POINT!

@mberry @mister_jim so there’s a learned incompetence – children start off as independent learners and then we teach them out of it?

@cristinataboada @vickystrat1989 So agree with this. Teachers should lead the process of reflection and guide their learners into understanding it.

@heartofsol teachers need to be free to allow students to try things that may not be in the syllabus – and not be criticised if they do!

@joanne_rich do students want IL or o they just want to be told what they need to pass next exam?

@jamesmichie As a teacher u r a learner too. Model great independent learning to your students. Talk abt ur motivation.

@alexgingell @MrWickensPE @jamesmichie think it also requires a brave school

@richards_james don’t be afraid of asking the pupil what they like and how they like to learn and work around them be flexible/creative

Tweet/s of the Week:

@theokk good q, learning’s a bit like hill walking, you climb to the top, then you see all the other summits you didn’t know were there

@SutchLord Teachers should be guide at the side not the sage on the stage

@ukedchat A great thing about IL is when pupils start teaching YOU because they’ve explored BEYOND your knowledge

@thingsbehindsun Teach pupils how to think, not what to think

@mister_jim Quote on my class wall “our greatest glory is not in never failing, but in rising every time we fall.”

Relevant WebLinks Highlighted During the Session:

@oliverquinlan How can we enable meaningful independent learning?- Relevant for tonight’s http://www.oliverquinlan.com/blog/2011/06/03/how-can-we-enable-meaningful-independent-learning/

@TeacherToolkit Some detail on #personalisedLearning by@NSCL http://www.nationalcollege.org.uk/index/leadershiplibrary/leadingschools/personalisedlearning/about-personalised-learning/what-is-personalised-learning.htm

@LearningSpy This is my favourite film clip for motivating students to learn independently: http://goo.gl/vDAPL

@sciteachcremin An example of IL? Pupils telling me how they are going to show their progress at end of topichttp://mrcremingcseblog. edublogs.org/2011/10/07/assessments-how-should-they-be-done/

@mister_jim Independent Learning: My class project day http://bit.ly/nhduEt

About your Host:

James Michie is Leader for Media Studies and Key Stage 4 English at The Chalfonts Community College, located in Buckinghamshire, England. He has been teaching for nine years and is currently studying towards a Masters in Education. He writes a personal weblog (http://jamesmichie.com/blog) about Education, Technology and Productivity and is an active member of the educational Twitter community.

Session 63 – Thursday 15th September 2011

Topic of Discussion:

Social media in the classroom – what are the must have tools and the dos and don’ts?

Summary of Discussion:
Well the vote seemed to be close until the last few hours and this topic certainly get everyone buzzing! We started off with a quick discussion about who used social media tools in the classroom and did they have any advice or ideas to share. A number of contributors flagged up examples of how they are using both Twitter and Facebook to increase parental engagement and how using hashtags on Twitter can be useful within a school setting. Other contributors discussed the fact that having certain tools available to use was pretty much a postcode lottery: some LAs block all sorts of social media tools making it impossible for schools to utilise them in a way they would like and there are still some LAs who are not able to see the benefits of using such tools (including blogs) to increase engagement in learners, teachers and parents.

This led onto a general discussion about why social media is seen so negatively by a great many people in education. Could this be a result of the press highlighting how some networking sites are used in a negative way (although it was pointed out that most news organisations embrace it themselves)? Would research into the impact social media is having on the educational landscape help the cause? Is a shift in educational leadership the key to improving things? These were many of the questions that were fervently discussed but left unanswered.

What was clear was that those people using the all the social media tools available to them in school felt they were of major benefit. It’s also true to say that there were some contributors (although they were in the minority) who felt that certain tools, especially Facebook, should not be used by educational establishments as it could give ‘the wrong impression’. As one contributor put it: ‘Twitter – good, Facebook – bad’. It was stressed by many, however, that the pupils in school today are often very savvy in the use of social media out of school and just need the guidance and support to get the most out of it and use it properly. I expect the same could also be said of many in people working in the education sector.

Eye-Catching Tweets from the Session:

@KV80: It’s about time! We need to demonstrate modern teaching for modern pupils-if nothing else to promote safe usage

@stuart_g_brown: social media have changed the way young people communicate – we must embrace it to ensure the best educational outcomes!

@oliverquinlan: Learners will use social networking anyway. Better it is open so issues r not hidden underground & learning discussions can hapn

@RobGeog: students using these technologies regardless – I’d rather be teaching responsible use than avoiding them but issues to consider

@mattpearson: education often puts too much faith in new technology (CD ROMS, VLEs etc) agree with social media perhaps too little

@Ideas_factory: Tried to convince HT of benefits of school FB page but can’t see past negative conotations-hardly any parents on Twitter

@JOHNSAYERS: Twitter has given me insight into ICT I never know and given me opps to self train! Give students that op! INDEPENDENT LEARNING

@bellaale: the real danger is NOT teaching pupils how to use these tools appropriately…

@ewanmcintosh: I’ve found it VITAL not to use the “f” word when talking social media. Refer instead to spaces of learning: http://t.co/Si98YbuQ

@marc_faulder: in my school it is passionate staff who continued to promote blogs. This year we have a PTA blog!

@audiobluez: Technophobia and irrational fears of the unknown means it’s easier for SLT to pretend the internet does not exist

@tombarrett: The question is where is this fear coming from? We often fear what we don’t understand… there is much that is misunderstood too

@ben_solly: we use both Twitter and Facebook to promote the school & engage parents & community @LongFieldMelton – no probs so far

@cherrylkd: twitter and FB banned in our LA. Only me and a TA use it in our school. Shame as we can’t even use it’s valuable resources

@phoenixsher: I’ve had some success with a core of staff using Twitter as CPD tool 4 self development, the enthusiasm is starting to take effect

@unblockedu: learning should be using new tools like mobile phones. They really are Weapons of Mass Education.

@katebook: I think that’s the only way forward – we have to start teaching pupils how to use SM responsibly!

Tweet of the Week:

@caroljallen: Social Media is like Narnia, once the students have visited that world, why should they be happy back in the wardrobe?

Useful Links Shared During the Session:
@ianaddison shared his school Facebook guidance web page that I’m sure other schools and educators would find useful: http://www.stjohnthebaptistprimary.co.uk/index.php?option=com_content&view=article&id=85&Itemid=98 and was also kind enough show how he had used Twitter to support a lesson: http://ianaddison.net/a-lesson-on-twitter/

@dawnhallybone was one of the people who mentioned how her school has now set up its own Facebook page: https://www.facebook.com/pages/Oakdale-Junior-School/142300282522141

@ewanmcintosh shared an interesting blog post on Spaces of Technology: http://edu.blogs.com/edublogs/2010/10/-cefpi-tep10-the-seven-spaces-of-technology-in-school-environments.html

Session 53 – Thursday 7th July 2011

Session Title:

Is it possible to measure successful learning without an exam-driven approach?

Summary of Discussion:

At a time when the government is bringing a different point of view to assessment, the question triggered a lively discussion and raised quite a few points, some of which reminded me of the #purposed campaign and all the blog posts that were written as part of that! Accountability and being able to show what students have learnt is obviously very important, as is deciding how well schools are doing their job. A range of approaches to assessment is really important.  It’s not always easy to measure learning as it is often a messy process and AfL was obviously valued by many as it gave a clearer picture of how to move learning forward with students. There was a debate (that went on into Friday!) about whether APP was an efficient or effective way of providing information about learning. Some had more positive experiences, some felt it had the right principles but the implementation had been too paperwork-heavy, some had developed their own school approaches to AfL. The introduction of distinction grades, A** and A*** was also discussed and it was pointed out that publishers and exam bodies have a vested financial interest in continuing the use of exams. The use of portfolios and e-portfolios was suggested as a way forward by some; it was also noted that the emphasis on exams in Wales, Finland and Denmark is slightly different. There’s no easy answers to the question of measuring learning, but there was a strong feeling that exams were not the only way forward.

Notable Tweets from the Session:
Dunfordjames : @janwebb21 I think a start would be a profession led from the top by teachers. If we weren’t a political football it would be great!

SheliBB:
@ukedchat @janwebb21 No need for exams if AFL is used properly and well.

Comprof1:
RT @ICTmagic: Don’t think there is one blanket method to accurately assess progress which covers all subjects – including written tests. #ukedchat

GaryAveryICT:
What is successful learning?? Passing tests or being all you can be (and more) #ukedchat

Mikeatedji:
RT @CreativeEdu: Don’t exams primarily test how good you are at exams? #ukedchat

PivotalEllie:
@barton1875 Yes I agree. Self-assessment and self-target setting can massively increase motivation. #ukedchat

Comprof1:
RT @ICTmagic: My class have just been and got back their SATs and I can say that they do not reflect the ability of the children. #ukedchat
USCTeacher:
Ton of ways to measure success – also a ton of diff ways to measure what success is – we need to know what we’re measuring first #ukedchat

hilldwellertom1:
Inspections? RT @astirrup34 #ukedchat if there were no exams how would schools be judged? Just asking?!

PostFilm:
#ukedchat in Higher Ed reasons for exams were (1) difficult to plagiarize (2) good test of ability to work under pressure (3) quick to mark

Mikeatedji:
#ukedchat also, how can exams possibly assess attitudes or values? They can’t surely…But exams skew the learning woefully

@nellmog: @janwebb21 none of the subjects I teach at A’level/BTEC have exam driven approach. Its impossible to teach to test>there isn’t 1 #ukedchat

Sundayteatime:
@CreativeEdu 8 times for me. It was a good lesson in failure #ukedchat

IaninSheffield:
Wondering what ‘successful’ learning looks like? Identify that and we can say whether exams are needed or not #ukedchat

KnikiDavies:
@janwebb21 @thomascutts #ukedchat Yes that is a very good point. “Levelness” is quite a hard thing to grasp sometimes

Dunfordjames:
#ukedchat change the factory model of education, treat children like individuals. Wide range of testing. Holistic view.

Natachakennedy:
#ukedchat the prob is simply that tests are not REALLY used to assess pupils progress, they are used to assess teachers. This is wrong.

tim7168: RT @natachakennedy: #ukedchat Consistenmtly the best ed system in the world, Finland, has NO tests/exams until you get to college.

PivotalEllie: RT @john_at_muuua: @mattbuxton10 @janwebb21 LOL. Data as a weapon is precisely what OfSTED ninjas use. #ukedchat

Tweet of the Week:
SusanElkinJourn: @CreativeEdu @john_at_muuua Well they (exams) might have a (small) role. But must’t let tail wag dog. #ukedchat

CreativeEdu: I think it’s important to have an open mind @john_at_muuua probably not a skill you learnt by sitting exams…. #ukedchat

Web Links Highlighted During the Session:

http://www.pivotaleducation.com/the-essential-guide-to-classroom-assessment/

http://www.hgfl.org/index.cfm?s=1&m=1&p=107,index&res=&kw=&el=&sc=1,2,19,20,21,22&start=81

http://www.lancsngfl.ac.uk/curriculum/math/index.php?category_id=240

http://seattleducation2010.wordpress.com/2011/05/14/mathematical-intimidation-driven-by-the-data-by-john-ewing/

http://ucasu.com/campaigns/ema_statement

About your Host:

Teacher and learner from Cheshire– secondary trained and experienced, now teaching primary; ICT coordinator; recently e-learning lead teacher then Primary ICT Consultant with local authority; Currently seconded to Microsoft – managing the Innovative Teacher programme as part of the Partners in Learning network. Interests include online collaboration tools – wikis, learning platforms, web 2.0 tools; using technology to enhance teaching and learning; trying out new ideas; studying for Masters in Education and researching Digital Learning Dialogue. Blogs at janwebb21.com and blogs.msdn.com/teachers

Session 52 – Thursday 30th June 2011

Session Title:
Why are some subjects considered more academic or worthy than others? Is there anything we can do to redress the balance.

Session Summary:

Wow! What a fast paced discussion this week. Due to a bit of confusion there were, at one point in the week, two polls running! I took the topic from the poll that had been originally set up but there was a different front runner on the other poll! Never mind – the creative curriculum will resurface soon I’m sure.
Back to the discussion. It seemed to come down to a few core things: what we felt was most important to us as teachers and how we could ‘empower’ students, what the perceptions were from those outside the profession (parents, future employers, government ministers etc. ) and how we could achieve a balance between skills, facts and other areas of learning. There were no easy answers.
One thing was clear: teaching children how to learn was key to their future development and, with that in mind, an emphasis on cross curricular and hands on learning (as seen in EYFS and FP settings), partnered with good strategies in other areas was mooted by many contributors, in many different ways, as desirable. Some contributors thought that the slant towards certain subjects being seen as more worthy lay at the door of testing and what were traditionally seen, by employers and many others, as subjects desirable in prospective employees. After all, it is easier to measure ability in a subject that can be tested (such as maths or history) than in a subject where things can be open to interpretation (such as art or drama). But should this matter?
Additionally, there were many points raised about pupils having choice. Is the curriculum too narrow? Do other countries have a better system? Does parental or outside pressure play a part in the choices made by pupils in the UK during Year 9? Do pupils tend to choose subjects where they know they will get on with the teacher rather than take a risk? Should the strategies and techniques being used in many primary schools across the country, such as thinking skills and cross curricular teaching, be carried into KS3 and beyond? All of these points were raised and discussed but at some point it seemed as though we were going around in circles and there were no simple conclusions or resolutions to any of the questions put forward. It was that kind of evening.
Although there were no easy answers to the questions raised one thing is certain: everyone believed that all talents and skills should be equally valued and that children should have the opportunity to develop whatever it is that they excel in. But that’s in an ideal world.

Notable Tweets from the Session:
@deerwood: Perhaps it is a legacy, if you need to use your hands more than your mind, is that subject is seen as less academic?

@mattbuxton10: Depends on view of education; For me it’s about self-realisation, For the govt is OECD rankings. Therefore I view subjects of equal worth, govt not so

@ICTMagic: I believe a diverse curriculum is vital & each child has different strengths, but in the end its employers that must value them.

@mikeatedji: doesnt academic also entail ability to make connctions across disciplines? Also its a certain habit of mind, disposition to learn

@GaryAveryICT: creative curriculum in primary really addressing this i think, if done well all subjects are equally important.

@SheliBB: Children should be helped to achieve their potential-they could be the next Vanessa Mae / David Bellamy.We should stop emphasising core subjects

@GaryH2UK: so much focus on facts for exams drives out creativity. Creativity great revenue earner for UK

@mattpearson: disciplined learning is important, and there is *some* sense in what Gove argues on subjects, but it’s very deeply hidden

@jamesmichie: I think there are certain skills / competencies that should be taught in all subjects/lessons to reinforce their value/worth.

@xPunzx: UK only place in europe where hist can be dropped at 14 – why? if we changed exams we could keep broader focus at GCSE?

@TimothyRaybould: some subjects are probably considered more worthy than others based on the salary you can get in the respective career

@RachelOrr: we’re teaching children today skills for jobs that haven’t even been invented or created – how do we know what they will need?

@misshbond: What are children going to benefit more from? Learning dates/quotes or learning how to question/engage/wonder/think for themselves

@PivotalEllie Parental perceptions have a big influence & they often refer to their own schooling.

@ChrisMartinE1: Conversations with Business and physics undergraduates demonstrate why some subjects are valued more highly than others.

@mikeatedji: learning to learn is crucial but we have to build in a value component surely. Education without values has proved dangerous

@TheHeadsOffice: IMHO EYFS have got it right!

@PivotalEllie: It is hard to move forwards in terms of developing curriculum, when so many people are looking back to what is traditional.

@mooshtang: Personally I think some have gone too far with this skills thing- you need a balance of knowledge and skills

@mattpearson: twitter has mobilised popular democrative opinion and amplified it in ways government does not understand

@mattbuxton10: EVERY subject should include knowledge&skills, creativity&functional skills, wow-factors & rigour – none more important than next

Tweet of the Week:

@TimothyRaybould: I believe all kids are good at at least one thing – what is that thing and how do we ensure the kids succeed at it?

Web-Links Highlighted During Session:

This wasn’t really the type of discussion that threw up any links – maybe next time…

About Your Host:

@bevevans22

I work as an ICT Leader and Co-ordinator in a large Welsh Primary school, with pupils ageing from 4 to 11 years.  I love using technology to enhance learning and have a particular interest in creating an inclusive and inviting environment that all children can access and benefit from. I also enjoy creating digital art and resources and run the educational resource site http://www.communication4all.co.uk/ in my spare time.

Forget the Big Society: Why the “Connected Society” will drive education policy

Published originally at lkm consulting, with permission from Laura McInerney (@miss_mcinerney)

In today’s blog, Laura McInerney – LKM Policy Development Partner – discusses how the power of Twitter may yet provide teachers with a representative voice in government policy.

Every Thursday hundreds of teachers voluntarily turn on their computers at 8pm and take part in a Twitter-led #ukedchat.  Each week the topic differs – discussions have included homework, the place of PE and the social divide – and conversations are archived so those unable to join in can read at a later point.  Forget a voluntary society of do-gooders, these teachers show that the Connected Society may become far more powerful.

For example, after a flurry of discussions on Twitter about the constrained nature of the English Baccalaureate versus the International Baccalaureate, teachers began to take control.  Led by Sentamu Academy, and now joined by the Association of School & College Leaders, teachers and school managers are rising up to take charge of this policy and create their own outcomes.  This isn’t about the voluntarism or ‘small state’ that Cameron talked about in the Big Society – instead it shows that collective action in a technologically Connected Society could bring better change to our classrooms than politicians alone.

Hence, last night on #ukedchat teachers chatted eagerly about “The Purpose of Education” with a particular thread highlighting the upcoming National Curriculum Review where only Headteachers and academics sit on the panel.  Given that teachers involved in #ukedchat use their own time to discuss and improve their practice, their resentment at being sidelined during such policy processed was unequivocal.  Feelings were neatly summed up by user, @Reteach10 who asked: “What if there was a policy shift in education caused by and led by teachers? What if the good classroom practice of tweeting teachers drove government policy?”

After all, having written a paper called “The Importance of Teaching” it makes sense to include those teachers in discussions, right?

Without doubt, policy advisors will respond and say that (a) teachers views are taken into account via focus groups and written invites for responses, and (b) it is difficult to include teachers in reviews due to their classroom commitments.  Policy advisors who perpetrate this idea are lazy; always a bad sign.  How do I know? Let me say this again: Every Thursday hundreds, possibly thousands, of teachers volunteer their time to provide informed opinion on education.  Go read the #ukedchat transcripts; even in 140-characters positive, constructive information is provided over and over again.

If truly interested in gaining teacher opinion policy advisors should use online means of gathering information.  Focus groups are selective, invited responses are analysed behind closed doors.  Even if I respond to the EBacc and National Curriculum consultation how can I know if my response is being read, thought about and reviewed?  By utilising public online forums, such as Twitter, for consultation teachers can see if they are being listened to.  Advanced data collection systems can quickly process a huge number of views and show what the dominant themes are, from which it would be incumbent on the government to respond to those views and show that concerns are being thoroughly addressed.

In doing so, this also resolves the problem of time.  Thursday nights, it seems, already gathers a storm of teachers ready to provide insight into their classrooms.  But why not take this further – Monday night online discussions?  Tuesday night policy voting?  Methods such as online policy delphis or virtual conferences are also used in medicine and business – why not education policy?

Perhaps this will not happen.  Perhaps I am overly optimistic and the government will be too scared of hearing the opinions of real teachers.  But remember, if discussions on #ukedchat are at all representative, teachers feel their voice is NOT being taken seriously.  These teachers are not the disgruntled, the burned out or the easily dismissed.  These teachers are engaged, proactive and many are top of their field.  They spend their Thursday nights sharing practice and many spend evenings and weekends at voluntarily-organised TeachMeets. These teachers will be the ones who champion new policies – giving INSET and encouraging change. Hence, ignoring them will be at the policy-makers peril. For while they are positive, these teachers are also the ones who will use the Connected Society to discredit bad ideas and call for others to subvert or abandon them.  Policy-makers, you have been warned!

Session 33 – Thursday 17th February 2011

Session Title:

Will the EBacc divide  Academic and Vocational Education or provide personalised pathways?

Session Summary:

A really emotive discussion, which started with a definition of the EBacc. The Government have decided that certain subjects make up the EBacc & schools now being judged against that as well as GCSE result. The English Baccalaureate will cover achievement in English, mathematics, sciences, a language and a humanities subject.

The majority of contributors found it hard to understand why the Government would restrict student choice although agreed there should be challenge in the curriculum. There was a consensus that it would be impossible to state what 5 subjects should make up an alternative EBacc as it wasn’t the subjects but the actual restriction in curriculum choice that was the issue of contention.

Participants seemed to feel that Vocational Pathways would lose support and that subjects in areas out with the EBacc might lose significance or staffing levels. While some people felt it was good that language was promoted others felt that they didn’t want students directed into their subjects if they had no desire to learn them. There was a general outcry that ICT was not included.

Discussion centered for a while around why there was very little press coverage and if parents really understood the ramifications of the EBacc then moved to the effect it might have on Primary schools. Would it mean the Primary Curriculum would narrow as well?

The lack of consultation was also held as a worry and contributors were concerned about the lack of educational pedagogy behind the proposal.

The closing discussion firmly stated NO to the EBacc.

Eye-Catching Tweets:

@Suze01: I worry that some students will feel *obliged* to follow EBacc route at the expense of what they enjoy or are good at.

@CarterHeadteach: #ukedchat tweeted some time ago that employers want skills, students want skills… All research since before 97 talked about skills…

@cherylren: We’ll respond as we always do. Strategic compliance with the meddling whilst covertly doing what we feel is right for our learners #ukedchat

@shurlandt will not provide personalised learning pathways as vocational courses will lose support as schools attempt to remain relevant

@ollyo2: #UKEdChat in favour of encouraging higher expectations (even for challenging pupils) but not forcing unwanted subjects on them. Ebacc.

@MattSl talking 2 worried yr 8 who wants to be engineer but now has 7 mandatory GCSEs & he won’t b able 2 select all the ones he needs

@Teachertalks Ironic that a Govt which supposedly believes in freedom is so prescriptive about what children learn

@tonycassidy: Speaking as a geographer, I don’t want studentsto be directed into my subject…

@mosquitomax At my school the perception was that the choices had becomelimited due to the “constraint” of the EBacc

@ColinGoffin Curriculum should be driven by what is appropriate for students andnothing else. This cannot be decided centrally.

@theokk: Arguing one subject more important than another becomes pointless & divisive distracts from real debate about education & learning #ukedchat

@tonycassidy I think it’s more important at 14 that studentshave a passion for learning in subjects they have interest in

@bucharestutor I studied n India where i had a mixed bag of art,music and sciences besides the usual PE n social sciences

@Reteach10: its the lack of consultation that is so worrying

@carterheadteacher  – change is good, but only when it is driven bydata and logic…

@Bafdiploma No he didn’t, he had somebody else dictate how he should think to him.

Tweet-of-the-Week:

@MattSL: #ukedchat we need to educate students for jobs that haven’t been created yet. Gove is educating students for jobs thatdon’t exist anymore

Useful Weblink/s Highlighted During the Session:

GOVERNMENT COMES UNDER FIRE FOR EBACC SUBJECT CHOICE” http://is.gd/LWdNRX

About your Host:

@Nevagonnabslim – Director of Business, ICT, Enterprise, Community and Vocational Education. Based in Kent but daydreaming of the Maldives.

Session 32 – Thursday 10th February 2011

Session Title

What’s the purpose of education? Are we heading in the right direction?

Summary of Session

An extremely difficult hour to summarise given the frantic pace of the tweets! There was certainly a feeling that the purpose of education is much more than simply gaining ‘good’ examination results; most weren’t happy with the way education is heading in the UK. Although there was a strong anti-Gove sentiment, the overall tone of the discussion and debate was positive, with a sense that there was enough grassroots feeling to make educators’ voices heard in Whitehall.

‘Confidence’, ‘passion’ and ‘skills’ were perhaps the most used words in 140-character contributions to the question of what constitutes the purpose of education. Tweets mentioning the importance of holistic education, of equipping young people with the ability to learn how to learn, and of raising aspirations were among the most retweeted.

Many contributors mentioned how refreshing it was to discuss the fundamentals rather than ‘the latest web 2.0 tool’. Although some expressed frustration at only have 140 characters to express themselves (along with the speed of the updates) there was an almost-tangible sense of people thinking deeply about their beliefs as educators about the purpose of their profession.

Eye-Catching Tweets:

 

About the Host:

@dajbelshaw – Husband, father, educator and Ed.D. student. Currently Researcher/Analyst at JISC infoNet after teaching History and helping set up an Academy as Director of E-Learning.

Session 21 – Thursday 11th November 2010

Session Title

The potential damage of funding cuts on Sports Colleges and their associated schemes. What will this mean to teachers?

Session Summary

The discussion was about the place of physical education in schools. It was about the past experiences of teachers and the similar present and future that they feel has influenced the subject. The UKEDCHAT participants were great and many acknowledged that physical education had not been a great experience for them and that they now engaged in physical activity despite, but not because, of their physical education learning experiences. However, it was acknowledged that many educators had noted the innovative practices of colleagues within physical education and felt that not all practitioners should be tarred with the same brush. It seemed clear that our experiences as students has a massive impact on future perceptions of, and participation in, physical activity and towards physical education.

Eye-Catching Tweets from the Session

daviderogers
Phys edu needs more outdoor edu focused on pers development to be more inclusive #ukedchat

janwebb21
@DrAshCasey we are really benefiting from our ssco #ukedchat

daviderogers
We are a sports college, but diff to see how it benefits wider sch

CreativeEdu
Some teachers are expected to teach PE with virtually no training, that must be very hard #UKEdChat

ivesey
@dailydenouement You shouldn’t – doing a ‘fencing’ project with English to bring Shakespeare plays to life! #ukedchat

GaryAveryICT
PE does seem to the one thing that doesn’t fit into the creative curriculum…or does it? #ukedchat

SusanElkinJourn
#ukedchat Would like PE include much more gentle stuff eg walking & hula hooping for non-competitive types like the sport-hating child I was

mikemcsharry
How do you get the ‘lost’ kids back quick. From age 9 to 16 sicknote, varrucas etc etc. I hated PE with passion #ukedchat

raff31
PE is encouraged to be competitive, which it can be, but not if not sporty/competitive are pitched against sporty types #ukedchat

missbrownsword
oh and it;s the one area where middle schools outshine primaries for KS2 kids, our facilities & teachers are brilliant #ukedchat

janeyk419
#ukedchat PE contributes loads in my sch. Leadership, creativity, cross-phase, community cohesion, SMSC. HoD relentless & +ve. Kids love it.

CreativeEdu
PE can provide a fantastic opportunity to find different leaders than those who emerge in the classroom too #UKEdChat

janwebb21
@VGoodyear Both – bleeding knuckles after being tackled by teacher put me off hockey! but I love teaching hockey! #ukedchat

RunFunStarz
Technology can play an important role. But its also vital teachers always strive to improve. A good balance of both @DrAshCasey #ukedchat

enterpriselynda
..and choosing the teams. Captains chose one at a time. Always me and the very big girl left at the end. They chose big girl. #ukedchat

colport
How much of P.E. should be about getting pupils out of breath, and physically working them hard? (fitness) #ukedchat

VGoodyear
@DrAshCasey @JaneDavis13 @SusanElkinJourn changing rooms is where the learning begins and a challenge at times #ukedchat

JaneDavis13
@VGoodyear @DrAshCasey @SusanElkinJourn changing rooms can be v difficult for some learners on the autistic continuum #ukedchat

petemona
@VGoodyear thinking and independent learning is a massive part of PE that is missed by lots of teachers tech is underused in pe #ukedchat

Sport_ed
#ukedchat PE teaches students so many life skills. Benefits of diff types of exercise. Why exercise, nutrition. Motor/psychomotor skills

Tweet of the Week

ivesey
#ukedchat Is PhysEd all about what the teachers are comfortable teaching or want to teach?

Useful Weblinks Highlighted During the Session

www.peprn.com

About the Host

I was a full-time physical education teacher for 15 years. For the last seven I undertook a MSc and then a PhD explore alternative approaches in teaching that would better help my students to learn about and through physical education rather than simply learning what to do. I know work as a teacher educator and am keen to work with teachers in an effort to jointly reason a future of education that puts the child before the teaching.