Creative Teaching & Learning

Project plan: Making your own country

Kerrie Sharron explains how helping students invent their own country teaches them about government systems. The pack includes three lessons - where the country is invented in a state of anarchy, a military coup establishes a dictatorship then an underground resistance begins.

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      string(5662) "meet their needs within an appropriatetimeframe requires professionals to set aside much of the culture of their training and practice.On average, care proceedings take a year to complete; data collected between 2008 and 2011 indicate that courts in only elevenlocal authority areas meet the previous target of 40 weeks.Factors that contribute to delays in completing care proceedings include: resource issues; waiting for parenting assessmentsand the results of attempted placements with parents; resolution of disputes and changes of plan.Repeated assessments of birth parents are a major source of delay, as are sequential assessments of different groups ofrelatives. These are sometimes undertaken in spite of obvious contraindications. There is a stark contrast between thefrequency of parenting assessments and the paucity of paediatric assessments to ascertain the impact of abuse and neglecton children’s development.The more complex the case, the greater the proliferation of expert assessments and the longer the delay.Professionals encounter numerous difficulties in trying to retain a focus on the best interests of the child: attempts to ensurethat parents’ rights and needs are respected can conflict with those of their children.Most children placed for adoption are aged two or older before they reach their adoptive families. This timeframe is atodds with research evidence that indicates that babies who are placed early for adoption are most likely to form secureattachments with new carers.Delayed decisions mean that children experience the cumulative jeopardy of lengthy exposure to abuse and neglect;disruption of attachments with temporary carers; unstable placements at home or in care; and prolonged uncertainty abouttheir future.There is a relatively short window of opportunity in which decisive actions should be taken to ensure that children at risk offuture harm are adequately safeguarded. Delays close off those opportunities.nnnnnnnnnn12Vol 3.3 n www.teachingtimes.comDevelopments/reportsEvery Child JournalAlthough the law and guidance says that independent visitors are most likely to be needed by children who do not have muchcontact or many visits from their families, few children who had an independent visitor either thought this is why they were offeredone or said that this is why they had wanted a visitor. Those without a visitor did not say this is why they might want one either.Few children said that they would prefer to have visits from their families instead of their independent visitors. They did not appearto see an independent visitor as in any way linked to not having much family contact, or as making up for lack of family contact.Children were clear that having an independent visitor is mainly to give you someone you can talk to and who listens to you, andwho can give you help and support.Both those who had independent visitors and those who didn’t saw these as the main good things about having an independentvisitor.Independent visitors clearly do give these things to children – they do listen, help and support. But in practice, many also do a lot oftaking children out and doing activities with them. This is of course a way of keeping in touch and talking together, but being takenout and doing activities are not actually things that children especially wanted independent visitors for.It looks as if children who want independent visitors want them as listeners and helpers who are there for them, especially if theydon’t work for social care services, rather than as people to take them places.Not surprisingly, the main quality of a good independent visitor, according to children, is to be a great listener.However, there can be worries about being offered an independent visitor. The main ones are that they might not be someonethe child gets on well with, and that having an independent person means having another person joining your life and knowingall about you. These weren’t the main reasons for children turning down offers to have an independent visitor, though. The mainreason was simply feeling that you didn’t need one.Independent visitors are wanted and valued by many children – but as independent people who listen and help, rather than aspeople to take them out for activities, and rather than as visitors to make up for any lack of family contact.nnnnnnnnnRecognised as the most cutting edgecurriculum magazine in the country,Creative Teaching and Learninginvestigates innovations in thecurriculum, exploring how thinkingskills approaches can be embeddedwithin learning environments throughsubject and project-based teaching.Teachers at all levels will benefi t from shared bestpractice, expert advice to make learning more imaginativeand inspiring, and project resource plans in every issue,giving project work more pedagogic depth.CreativeTeaching & LearningRecent Creative Teaching and Learning articles have included:• Drama and Proud!• Hands up, hands down! Who thinks they can teach music?• I want to tell you a story• Excitement in ScienceRecent Cross-curriculum project plans:• Ocean environments• Making your own countryUp and coming:• Cross-curriculum project plan: Contemporary SlaveryA comprehensive and thought-provoking resource plan for use in theclassroom with key stages 2 & 3.To subscribe to Creative Teaching & Learning:Call the Subscriptions Orderline 0121 224 7578 or email sandie@imaginativeminds.co.ukSubscribe online at: http://www.teachingtimes.com/publications/creative-teaching-and-learning.htm"
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Inclusion

ECJ 3.3 Reports

21 Dec 2012

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      string(5227) "facilitator, we haven’t ticked any boxes and done any formal tracking, but bythe end of the year the children are in excess of what we thought they would attainwithout us doing any formal teaching. The children choose how, where, when andwhat to write – there are no constraints. The biggest surprise was the impact onreading – the results of the tests have amazed and delighted me. This project wasaimed at improving writing and oracy, the impact on reading is a very welcome bonus.”There are good reasons to believe that the children’s participation in the storytellingproject promoted their literacy development. The story dictation and subsequentstorytelling to the class with the opportunity for peer review provided a model forall children in creating stories and improving their narrative skills. Later, as theyappropriated the mechanics of writing for themselves, there was a clear increase inwriting skills. The gains in reading were unprecedented and outstanding.Children’s agency was recognised. The teacher did not ‘make’ the children doanything. Participation was voluntary, children were allowed to tell any story theywished at their own pace, reflecting their own interests, concerns and abilities.Sian supported the children with encouragement and excitement, she was thrilledwith the children’s stories and as they gradually turned into writers as well as tellersof stories, she reveled in their new-found mastery. Sian built on and mobilised thechildren’s own abilities, motivations and modes of understanding.The contrast with a drilling-and-testing approach to writing is marked. The childrenappropriated the skills of writing, they weren’t taught them; they used writing for theirown communicative purposes as they were driven to produce stories.■■■87Vol 4.3School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesKnowledge trails1) Edge-of-the-seat learning – Seeking stories tohook learners. Hywel Roberts explains how building ahealthy learning tension can trigger creative thinking.http://library.teachingtimes.com/articles/ctl32p3033edgeofseatlearning.htm*2) Storytelling websites – A look at some keywebsites that promote story writing and storytellingin the classroom and at home.http://library.teachingtimes.com/articles/storytellingwebsites.htm*3) I want to tell you a story – Examining theunforeseen benefits of storytelling that go beyondimproving reading and writing skills and extend intothe broader curriculum.http://library.teachingtimes.com/articles/ctl_2_1_i_want_to_tell_you_a_story.htm**All of the above articles are available in CreativeTeaching & Learning on the Professional LearningCommunity (access by subscription)The move away from a transmissionapproach to teaching reading and writing, theabandonment of direct teaching, of a step-by-step planned approach to literacy developmentopened the way for children’s emotionalengagement and gave them ownership of theirliteracy.It would be premature to draw firmconclusions on the basis of data from one schooland one class. Nevertheless there is evidenceto suggest that the children’s participation instory dictation and subsequent telling of theirstories to the class, combined with a curriculumimmersed in story, role-play, puppets and otherdrama-based approaches has led to high levelsof achievement in the four key language skills:speaking, listening, reading and writing.We believe it is the cultural practice ofstorytelling that has given meaning to thecultural artifacts the children have produced;learning has come from the practices theyengaged in together, not from a planned step-by-step approach to teaching literacy. This hasimmense implications for teaching literacy.Dr Sue LyleAn extended version of this article will beavailable in issue 3.3 of Creative Teachingand Learning.Recognised as the most cutting edgecurriculum magazine in the country,Creative Teaching and Learninginvestigates innovations in thecurriculum, exploring how thinkingskills approaches can be embeddedwithin learning environments throughsubject and project-based teaching.Teachers at all levels will benefit from shared bestpractice, expert advice to make learning more imaginativeand inspiring, and project resource plans in every issue,giving project work more pedagogic depth.CreativeTeaching & LearningRecent Creative Teaching and Learning articles have included:• Drama and Proud!• Hands up, hands down! 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Leadership

The Storytelling Curriculum

30 Oct 2012

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      string(4345) "this effective feedforward visible and effective across subjects. Whoopsof delight could be heard in English classrooms across the country as students exclaim“It’s alright Miss, we get SOLO, we do it in History!”.24Vol 4.2School Leadership Todaywww.teachingtimes.comLeadingLearningThinkingSkills So how would you introduce SOLO Taxonomy toa class? Well, I would encourage the constructivistapproach of creating an opportunity for your studentsto ‘get it’ on their own. I used sets of five quotesand statements on subjects that are relevant to mystudents – The X Factor and Leeds United. I then askedstudents to place the statements on the SOLO stagesand explain and justify their decisions. Using a gridwith each stage simply explained, allowed the classto complete the task with minimal difficulty (this mayhave had something to do with the carefully plannedsubject matter!), as soon as they master the hierarchicaltaxonomy, which depends on the abilities of the groups– you’re ready to go!And finally, for all you Ofsted hoop jumpers outthere (I guess, we all fall into that category at somestage!) what better way to show real progress oflearning in your lessons than using SOLO Taxonomyand asking students to assess theirs and others learningthroughout the course of a lesson? If they started atprestructural (and many might if it’s a new conceptthey are learning) and then reach multistructural duringthe first part of the lesson it stands to reason they havelearnt more and progressed.You must try SOLO Taxonomy as a frequently usedpedagogical principal in your classroom, I guaranteeyour students will have a much better understanding ofhow well they are learning. Even more importantly theywill be able to know how to reach deep and profoundlearning.Tait Coles is Assistant Principal for Learning atTemple Moor High School, Leeds.Knowledge trails1) Taxonomy heaven – Research oneverything you ever wanted to know abouttaxonomies of thinking skills2) LogoVisual Thinking – According toLVT our understanding is increased by: (a)Exploring connections and revealing patterns(b) Visible and moveable ideas (c) Reviewingand refining understanding throughexpression. So, do teachers value this?Articles available in Creative Teachingand Learning on the Professional LearningCommunity (acess by subscription)1) You’ve got to be Kidding? – Debra Kiddgives her opinion on the controversial topicsof the moment: Ofsted and the obsession withlearning objectives.(from SLT 4.1 – need link; not uploaded)Recognised as the most cutting edgecurriculum magazine in the country,Creative Teaching and Learninginvestigates innovations in thecurriculum, exploring how thinkingskills approaches can be embeddedwithin learning environments throughsubject and project-based teaching.Teachers at all levels will benefi t from shared bestpractice, expert advice to make learning more imaginativeand inspiring, and project resource plans in every issue,giving project work more pedagogic depth.CreativeTeaching & LearningRecent Creative Teaching and Learning articles have included:• Drama and Proud!• Hands up, hands down! Who thinks they can teach music?• I want to tell you a story• Excitement in ScienceRecent Cross-curriculum project plans:• Ocean environments• Making your own countryUp and coming:• Cross-curriculum project plan: Contemporary SlaveryA comprehensive and thought-provoking resource plan for use in theclassroom with key stages 2 & 3.To subscribe to Creative Teaching & Learning:Call the Subscriptions Orderline 0121 224 7578 or email sandie@imaginativeminds.co.ukSubscribe online at: http://www.teachingtimes.com/publications/creative-teaching-and-learning.htmFurther informationMore information of my SOLO Taxonomyadventures and other learning exploits can befound on my blog http://taitcoles.wordpress.com/ and please feel free to follow my onTwitter @Totallywired77http://library.teachingtimes.com/articles/taxonomyheaven.htmhttp://library.teachingtimes.com/articles/logo-visual-thinking.htmhttp://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/"
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Leadership

Navigating the learning journey

30 Oct 2012

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      string(3551) "is much internationalinterest in this new phase of English school reform.Some years from now, stories of this period of changewill be told. There will be official accounts aplenty,and researched academic commentaries. What aboutthe voices of the practitioners who lead their schoolsand classes through these uncharted waters? Neverhas there been a more appropriate time for reflectivepractitioners to shape the future, and to record theirjourneys of discovery in professional literature.Raphael Wilkins is Assistant Director, Institute ofEducation, University of LondonContact: R.Wilkins@ioe.ac.ukReferences: Alavi, Z., Modi, F. And Mukhi, M. (2012) ‘Assessmentfor Learning: a bridge not a barrier’, paper presented to TAKETime Out: www.take.pk ■ Brock, C. (2011) Education as a GlobalConcern, London: Continuum. ■ Brundrett, M., Fitzgeral, T. andSommefeldt, D. (2006) ‘The creation of national programmes ofschool leadership development in England and New Zealand:a comparative study’, International Studies in EducationalAdministration, 34, 1, 89-105. ■ Javed, K. (2011) ‘To what extentcan international exposure lead to the growth of a teacher’,paper written for TAKE: www.take.pk ■ MacBeath, J. (2008)‘Stories of compliance and subversion in a prescriptive policyenvironment’, Educational Management, Administration andLeadership, 36, 1, 123-148. ■ McKinsey&Co (2009) Shaping thefuture: how good education systems can become great in thedecade ahead – Report of International Education Roundtable,7 July 2009, Singapore, London: McKinsey&Co. ■ McKinsey&Co(2010) How the world’s most improved school systems keepgetting better, London: McKinsey&Co. ■ Nye, J. (2011) TheFuture of Power, New York: PublicAffairs. ■ Ozga, J. and Lingard,B. (2007) ‘Globalisation, Education Policy and Politics’, in Lingard,B. and Ozga, J. (Eds) The RoutledgeFalmer Reader in EducationPolicy and Politics, London: Routledge. ■ Paulson, J. (Ed) (2011)Education and Reconciliation: exploring conflict and post-conflictsituations, London: Continuum. ■ Wilkins, R. (2010) ‘The globalcontext of local school leadership’ in Coates, M. (Ed) Shaping anew educational landscape, London: Continuum.Recognised as the most cutting edgecurriculum magazine in the country,Creative Teaching and Learninginvestigates innovations in thecurriculum, exploring how thinkingskills approaches can be embeddedwithin learning environments throughsubject and project-based teaching.Teachers at all levels will benefi t from shared bestpractice, expert advice to make learning more imaginativeand inspiring, and project resource plans in every issue,giving project work more pedagogic depth.CreativeTeaching & LearningRecent Creative Teaching and Learning articles have included:• Drama and Proud!• Hands up, hands down! Who thinks they can teach music?• I want to tell you a story• Excitement in ScienceRecent Cross-curriculum project plans:• Ocean environments• Making your own countryUp and coming:• Cross-curriculum project plan: Contemporary SlaveryA comprehensive and thought-provoking resource plan for use in theclassroom with key stages 2 & 3.To subscribe to Creative Teaching & Learning:Call the Subscriptions Orderline 0121 224 7578 or email sandie@imaginativeminds.co.ukSubscribe online at: http://www.teachingtimes.com/publications/creative-teaching-and-learning.htmhttp://www.take.pkhttp://www.take.pk"
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Professional Development

Internationalism in reflective practice

4 Jul 2012

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