Creating A News Literate Generation

Year 5 teacher Roz Porter Tibbey, from Grafton Primary School in London, explains how delivering the NewsWise programme has helped improve pupils’ critical literacy and engagement in the news. She shares her experience and the impact teaching critical thinking through fun and engaging lessons has had on her pupils.

We as teachers, are seeing children absorbing information from many different sources online. As the rise of digital and social media is transforming their experience of news, they have to be able to process material from a wider variety of sources than ever before. For many, the online world is a convenient and instantaneous source of information, but they aren’t often able to assess how reliable a story is, especially with the increasing presence of advertising and algorithms which have a big influence on the content they see on their newsfeeds and search results.

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      string(5602) "Using social media in the classroom is for many is a new frontier for learning. For most teachers the learning takes place in the classroom, and occasionally with homework, at home. However, if you think about the spaces the learners inhabit regularly, the classroom and home fall into third place compared to the virtual spaces online.Many of these spaces are the ones occupied by social media. This comes in several forms, and for most teachers the training provided is out of date. Does your school ban Facebook? That may be the case… but in honesty most of  the pupils we teach have long since migrated to other forms of social media not inhabited by their parents. Buckle up – there are myriad types of social media that teachers need to understand. Every teacher needs to be a teacher of e-safety – believe it or not, in the new computing curriculum your ICT teachers don’t have a lot of time devoted to this. Using social media responsibly, is the job of every teacher in the school to role model. Alongside this is the challenge of embracing using social media to take the learning to the spaces pupils already inhabit. Ask yourself – are your students more likely to check their email for a assignment notification, or are the more likely to  respond to a tweet or Tumblr notification?Integrating social media into the schoolThe use of social media in school is two-fold. The first is about creating a climate where children are being taught to use social media safely, and in a way where their teachers can role model it’s effective and positive use. Initially the most important thing is to make sure you have an effective usage policy in place, and that this is widely shared with staff and students. This needs to clearly address the responsibilities that the school has in terms  of keeping learners safe, but also stipulates the ways in which learners must conform to rules when using IT in the school environment. These can be easily adapted to include the use of social media by pupils, and can be signed at the beginning of the year. This might sound insignificant, but when dealing with those who have broken the rules, having the right policies in place will help appropriate sanctions to be applied. When applying sanctions, it must be considered that using technology is nothing particularly new. So, for example, iMessaging in class is the digital equivalent of passing notes. Teachers need to be empowered to tell students when technology should be used, and feel confident in asking them to put it away when they ask. If there is any misbehaviour, the teachers should imply equivalent sanctions to similar fractions of the rules that take place without the use of technology. Some of this will of course take time for teachers to acclimatise too, but some simple behaviour management techniques, such as occasionally teaching from the back of the room, will quickly help you see any students who are off task and using technology. Deal with this on the spot if you can. There should be consequences for breaking the rules in a classroom. Teachers are more than used to dealing with rule-breakers, and just because this involves the use of technology makes it no different. Empower staff to know how to deal with infractions, and have a clear chain of command of how to escalate or query any issues that may occur. In my school we have a detention system, but we have found that a lunchtime session based around e-safety is more productive in terms of the impact it has on students.Teachers, SLT, Governors and parents need to work together to best equip those in school to deal with social media in a safe way. This should be done through PSHE, but also in tutor group time. Teacher cross-subjects should always work when using social media to ensure that their use is within the lines agreed by the school – this is not a case of asking for forgiveness rather than permission. Work with your SLT and teaching staff to ensure that the aims of using social media are transparent, as well as agreed by the school.For many this can be a big step. Many schools are reluctant to actively use social media. This is a real shame as they are missing out on chances to connect with other schools, parents and the wider world. There is no ignoring the increased use of schools and departments of twitter in this respect, and there are some excellent examples of good practice and the sharing of ideas. The perils lie in having a social media profile on a platform, such as twitter, which is not regularly updated or ignores messages. You need to be certain that anyone running a school or department account updates it regularly, and is aware of basic e-safety, for example of twitter, not following individual students as this is when direct messaging (private messaging) can occur, which could potentially be problematic. The advantages of using social media as a school far outweigh the negatives. For those schools who are tentative, they could try setting up a twitter account that tweets from the RSS feed of the school news website. It is worth having a positive presence online, which will help to reach out, not only to current parents, but also to those considering your school.Useful examplesFacebook is a social media platform that has been much demonised in the education sector. However, following the work of the Education Foundation, many teachers are now using it to lead lessons, such as setting up private class groups, and public groups which use Facebook as a free VLE as a response to budget cuts. 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Creative Teaching & Learning

Snapchat, selfies, and teaching

20 Jun 2017

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      string(3658) "Prince Philip with John and Ann CrickIt’s hard to believe, but the very first iteration of Clicker was launched 26 years ago. How far we’ve come! The idea for Clicker came to me in the early 1990’s when I was working in a special school for children with physical disabilities. These new things called ‘computers’ had begun to appear, and we started exploring how we could use this new technology to help our kids. It was a really exciting time; getting children connected up with trackerballs and switches, creating new output opportunities for them – it was just wonderful. We wanted to get them progressing with their literacy and language development, but there wasn’t anything around that could give kids access to writing, and in terms of putting sentences together, it would take them way too long to do this letter by letter – they wouldn’t be able to sustain the use of the switches for that long.   I startedformulating this idea… wouldn’t it be great if you could have an applicationwhere you’d have a grid with words that would go into a word processor when youselected them, that was scannable, and that enabled the teacher to tailor itinstantly without having to go into some complicated editor. Twelve months ofhard work and a lot of 2am programming sessions later, Clicker was born! Universal designWhen I started testing it, my wife Ann (also a teacher) came in and looked at what I was doing, clicking on words and sending them into the word processor, listening to them speak and so on, and she said that this would be a fantastic tool for the kids she was working with, to help them with their writing. A Clicker grid  for fairy talesAt that point, the light bulb lit up… we sat down together and said, wow, what we’ve got here is something that isn’t just a very specialist tool for switch-users, as important as that function is, but something that could help every child become a better, more confident writer. In a sense, we stumbled upon universal design by accident, before it even became part of our terminology! You think about supporting the least able users and you suddenly realise – oh, this is actually better for everybody.  After that, Annand I started working on Clicker full-time, and seven versions, 10 languagetranslations and eight BETT Awards later, Clicker is being used to supportyoung writers in thousands of schools around the world.Building a brandAs new devices came into schools, our product offering expanded, including our range of Clicker Apps for iPad and Chromebook. We are constantly adapting and keeping an eye on that ever-changing education horizon, whilst always staying true to the essence of what Clicker is, and the impact it has on teaching and learning. ’This is what it’s all about for us: opening up new learningdoors for students and giving everybody the same opportunities to progress and achieve.And every year, we’re very excited to help a whole new generation of learnersto discover Clicker and experience those same feelings of pride, success, andinclusion.Clicker in 2020…Crick Softwarehas launched two major Clicker updates for 2020 – Clicker 8 for Windows/Mac andClicker Writer foriPad/Chromebook. Having supported thousands of schools around the world withfree access to Clicker during the COVID-19 school closures, Crick is nowfocussing on showing teachers how Clicker can be used to bridge potentiallearning gaps and support blended learning strategies this year. Find out moreby signing up for one of Crick’s free Clicker webinarsthis term."
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Digital Learning

The Clicker Story - a quarter of a century supporting literacy

9 Oct 2020

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      string(5639) "Thinking students of today are very different than those of just 10 years ago. In the Pre-Facebook era when Google was just a search engine, teachers needed to teach. Teachers would spend great efforts to learn subjects and find ways to get their students to learn them. Thinking meant studying and recapping the knowledge in tests. But today’s students are very different. Statistically, Gen Z (today’s students) are learning at least one new skill or concept per week from YouTube according to their interests. They find learning fun and are motivated to do it if it has a purpose or practical outcome. Because they are exposed to a literal ‘world of information’, they often know more about many subjects than their teachers… and often judge their teachers according to what they believe is important, which usually corresponds with information or content they personal pursue.  Is this fair to teachers? It doesn’t matter, fairness is subjective because students no longer value ‘information’. Information is free, easily available and it is pursued in line with something relevant to their life. What is valued is how information can be applied to practical outcomes relating to student goals and/or purpose. And for students who have no current purpose, they value the opportunity to discover it and achieve things in the process. So, today’s education requires a new strategy. One that supports the state of technology, humanity and achievement. The Kingsley Leadership Academy, an International Leadership Boarding School in Kuala Lumpur Malaysia, has addressed these and other issues with education to not only develop Thinking Students, but students who can think and have the discipline and ability to lead themselves and others to success. Putting communities are at the core When students arrive at the school, they are placed into ‘Hives’ that are connected to their motivational profile and personal interests.  There 5 Hives in total, which are: Thinkers, Warriors, Futurists, Explorers and Guardians. Think Harry Potter Houses, but where different houses share different core values and there is no antagonist house of dark wizards. The Hives are set up this way to ensure that all members have a shared sense of direction and members do not disengage when collectively choosing team projects and defining their purpose.Within each Hive, there is a ‘Wisdom Team’ consisting of diverse individuals who have a specific mix of Emotional Drives who are purposefully chosen and arranged to create high-performance teams. Each Wisdom Team is composed of 5 students and each student has a role in developing and teaching the curriculum. Each student researches their portion of the IGCSE curriculum and works with teammates, coaches and clinics to organise it into a knowledge transfer plan. Each student then works with the team to ensure that everyone on the team is clear on the specific subjects that have been shared. Each Wisdom Team has a name, colours and a personal mission statement. When awards are achieved, the team’s colours (banner) are displayed in the Hall of Fame for that quarter.Once the teams are set up, we add the science of group dynamics to the equation. Students are trained in Directive Communication psychology, which is a methodology that incorporates the latest breakthroughs in motivational and genetic psychology, and applies them in improving personal peak performance through cultivating a superior team environment. This psychology is applied to the creation of a learning culture where students and teachers have fun in the process of achieving learning objectives. It supports students in understanding their role in affecting people around them, in learning how to influence groups and in how to develop self motivation. It helps students set themselves and others up for success through awareness of how and why people do what they do, and how that affects our actions and reactions to our objectives and surroundings.Reinventing teachersAt Kingsley Leadership Academy, we have transformed the role of the educator. Instead of having teachers, our educators have the role of a coach. People do not remember those teachers who disseminated information, we remember those who made us feel that we could become more. We easily recall those who inspired us and helped us find purpose, strength and courage. To create ‘Thinking Students’ we must first stop spoon-feeding them information they can easily find themselves. So at Kingsley, each student is responsible for one part of their Wisdom Team’s curriculum and teaches the other 4 students in the team. This works because there is no ‘Single Teacher Bias’ of the process or what is important from the content, so students get a wider perspective that they feel is relevant to them and their team through their research. Additionally, the new knowledge is presented to the other students from a specific perspective and examples that connect with their generation and life style. This improves retention on multiple levels, relevance to personal life, projects and issues. And teaching others exponentially reinforces material compared to simply being taught it. The coaches support the students in becoming great teachers. Transforming the classroom spaceIn order to allow for leaders to develop and groups to thrive, the traditional classroom configuration is completely inadequate. At Kingsley we have created PODS (Personally Organised Development Space) that are built to support the"
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Leadership

Reinventing the School: Kingsley Leadership Academy and Education of the Future

13 Nov 2018

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      string(5617) "Change Forces with a Vengeance, Routledge FalmerGrensing-Pophal, L, 2001, Who are Your Next Generation Leaders,www.shrm.orgHadfield, M, Chapman, C, Curryer, I and Barrett, P, Building CapacityDeveloping Your School,Nottingham, National College for School LeadershipGrowing Tomorrow’s School Leaders © Hay Group 2006 page 69 of 78Harris, A and Muijs, D, 2002, Teacher Leadership: Principles and Practice,Nottingham, National College for School LeadershipHayGroup, 2001, The Retention Dilemma: Why productive workers leave,HayGroupIPPR, 2002, The Future of the Teaching Profession, Management inEducation, 15 (3)Kenning, S, 2002, The Intelligent Gaze (NCSL research associate report),Nottingham, National College for School LeadershipMcCall, M Jnr, 1998, High Flyers – Developing the Next Generation ofLeaders, Harvard Business School PressNCSL, 2001, Leadership Development Framework, Nottingham, NationalCollege for School LeadershipNCSL, 2002, Building Capacity: Developing Your School, Nottingham,National College for School LeadershipOliver, K and Vincent, R, 2000, Management Development – What GetsResults? SDR, 16 (6),Schall, E, 1997, Public Sector Successes: A strategic approach to sustaininginnovation, Public Administration Review, 57(1), 4–10Senge, P, 1999, The Dance of Change, New York, DoubledaySouthworth, G, 2003, Balancing Act, Ldr, February 2003 No 6, NCSLStoll, L, Fink, D and Earl, L, 2003, It’s about Learning (and its about time),Routledge FalmerTranter, S, 2003, Talent Spotting (NCSL research associate report),Nottingham, NCSLGrowing Tomorrow’s School Leaders © Hay Group 2006 page 70 of 78AcknowledgementsWe would like to thank the following headteachers and advisers for theirsupport during this research project:Dianne Barker, Violet Lane Infants School, TamworthHilary Berry, Over Hall Community School, WinsfordBrenda Bigland, Lent Rise Combined Schools, SloughSue Blair, Moor Edge Primary school, KillingworthLinda Burridge, Belfairs High School, SouthendJo Campbell, St. Luke’s CE Primary, GlossopBob Clayton, Bedfordshire LEAKen Cook, South Yorks Leadership CentreJonathan Gosling, Centre for Leadership Studies, University of ExeterRoger Goulden, Trinity and All Saints CollegeTerry Creissen, Colne Community School, BrightlingseaCaroline Gruen, Doncaster LEACatherine Guelbert, NHS Leadership CentreChris Hummerstone, Arnewood School, HantsJan McKenley, NCSLLarry Montague, St. Peters RC High School, GloucesterPhil Moore, Mangotsfield CE (VC) Primary School, South GloucestershireSandra Norgate, Silverstone Infants School, NorthantsNoel O’Neill, St. Austin’s RC Primary School, LiverpoolWendy Parmley and Sharon Ferrell, Archbishop Michael RamseyTechnology College, CamberwellColin Pheysey, Stratton Upper SchoolAnne Rivett, MD Family Firm, LondonMaggie Roger, Surrey LEAKate Spiller, Sweyne Park School, RayleighGordon Vincent, Bucks LEADavid Walmsley, Jeff Joseph Sale Moor Technology CollegeNicola Walters, Wood Green High School, SandwellSteve Whitely, Landau Forte College, DerbyTerry Williamson, Bristol EAZAlso we are grateful for Geoff Southworth and Martin Coles at NCSL for theirongoing advice, encouragement and support.Growing Tomorrow’s School Leaders © Hay Group 2006 page 71 of 78Appendix A: Outline of the projectThis small-scale project started in January 2003 as part of the NCSL’sresearch into leadership development and capacity building.Aims of the projectThe project had four main aims:gather and assess leadership succession planning practices in organisationsoutside of the education sectoridentify innovative practices in this area in schools and LEAsassess what schools could learn from these practices in other organisationsmake recommendations of actions that all schools could take to developleadership talentThe focus of the project was on the development of staff for headteacherpositions.Design of the projectThe project was carried out in three stages:1. Data gathering and analysis from outside of the education sectorGathering of data from organisations outside of the education sector;primarily through the Hay Group client baseReview of literature in this areaAnalysis of this data into key themes/good practicesPresentation and discussion of this analysis with NCSL2. Data gathering and analysis of practices within schools and LEAsGathering data from schools and LEAs through the NCSL e-newsletterDiscussions with all respondentsInterviews/visits with some respondentsAnalysis of data into key themes3. Preparation and discussion of reportPreparation of draft reportPresentation to NCSLDiscussion with a group from NCSL’s research associates networkRevisions to reportProduction of and presentation of final report to NCSLGrowing Tomorrow’s School Leaders © Hay Group 2006 page 72 of 78Appendix B: Three case studiesCase Study A: Financial Services Company (UK andEurope)The businessThe core business is financial service – life assurance, pensions andinvestment products. The UK and Europe operation employees about 8,000staff. The business has a stable history with a ‘talent-management system’ (thecompany’s preferred term) that is flexible enough to respond to a changingenvironment. People-planning systems have developed into an integrated,constantly evolving process.Drivers for leadership succession planningThe talent-management system is influenced by many different requirements:Creating an infrastructure that includes functional specialists, eg marketing,finance, personnel, as well as rounded general managersDeveloping the human capital in the"
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Leadership

Growing Tomorrows School Leaders: The Challenge

6 Jul 2017

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      string(4631) "the final document.14 A similar concern with traceability may be considered ahallmark of effective information use and, therefore, a high level of informationliteracy.“It may be,for example,that moredetail needsto be addedor the materialalready setdown must beplaced in awider contextand both canbe achievedby ‘mining’the sourcecontentaround theinformationthat has beenused ”41Volume3.3nCreativeTeaching&LearningInformationSkillsWays ForwardSo as to combat the potential problems associated with ‘blended memory’ it isimportant that learners accept four key principles:Although work in relation to many academic assignments involves the keystages of identifying what information is required, looking for it and then puttingthe appropriate material that has been found to use in a way that satisfies theneed, these phases do not always proceed in a clear, sequential manner. Itmay be, for example, that, even when the learner believes that their work isnearing completion, they realise that it is necessary to go back to the literaturein order to add more material on a particular matter.The revisiting process is often simplified if the learner keeps records ofwhich information has come from which sources. The recording process mayembrace the making of notes, the annotation of printouts and photocopies,and the addition of cross-references.Such records should include the full bibliographic citation of the work thathas been consulted. This enables the pupil to locate the source in questionas speedily as possible and, when incorporated into the final assignment,the references help the reader to assess the soundness of the learner’sarguments.It is unwise for the pupil to assume that, at some point in the future, theywill be able to remember accurately and in detail, without documentaryassistance, the origin of particular information that is found in the work thathas been produced.Whilst these principles can be justified on the basis that they amount togood academic practice, ‘selling’ them to pupils through reference to specificscenarios, like situations where blended memory can cause confusion, maystrengthen the educator’s hand by giving them added weight.Dr. Andrew K. Shenton is the Curriculum and Resource Support Officerat Monkseaton High School in the north-east of England.nnnnReferences1. Durrance, J.C. (1984) Armed for Action: Library Response to Citizen Information Needs. New York, Neal-Schuman.2. Świgoń, M. (2011) Information limits: definition, typology and types. Aslib Proceedings, 63(4), 364-79.3. See, for example: Pattee, A.S. (2008) What do you know? Applying the K-W-L method to the reference transactionwith children. Children and Libraries, 6(1), 30-39; Rowlands, I. et al (2008) The Google generation: the informationbehaviour of the researcher of the future. Aslib Proceedings, 60(4), 290-310; Shenton, A.K. (2010) Etic, emic, orboth? A fundamental decision for researchers of young people’s information needs. New Review of Children’sLiterature and Librarianship, 16(1), 54-67.4. Walter, V.A. (1994) The information needs of children. Advances in Librarianship, 18, 111-29.5. Shenton, A.K. (2009) Young People’s Information Universes: Their Characteristics and Development. Saarbrücken,VDM.6. Shenton, A.K. and Hay-Gibson, N.V. (2011) Modelling the information-seeking behaviour of children and youngpeople: inspiration from beyond LIS. Aslib Proceedings, 63(1), 57-75.7. Shenton, A.K. (2009) Search images, information seeking and information literacy. Library Review, 58(2), 109-15.8. Robinson, S. (2011) The cheating memory. Doctor Who: Day of the Daleks. DVD [disc two]. BBC.9. Chen, C.-C. and Hernon, P. (1982) Information Seeking: Assessing and Anticipating User Needs. New York,Neal-Schuman.10. Poston-Anderson, B. and Edwards, S. (1993) The role of information in helping adolescent girls with their lifeconcerns. School Library Media Quarterly, 2(1), 25-30.11. Bates, M.J. (1996) Learning about your users’ information needs: a key to effective service. In: Cohen, A. (ed)The Fifth Pacific Islands Association of Libraries and Archives Conference, 6-10 November 1995. Federated Statesof Micronesia, Pacific Islands Association of Libraries and Archives, 5-12.12. Tarter, A.-M. and Hyams, E. (2010) Teaching students to become independent learners. Library and InformationUpdate, August, 28-30.13. Dervin, B. (1977) Useful theory for librarianship: communication, not information. Drexel Library Quarterly, 13(3),16-32.14. Pickard, A.J. (2007) Research Methods in Information. London, Facet."
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Special Needs

Why can’t I find what I’m looking for?

16 Apr 2018

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