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      string(3653) "guidance on quality first teaching of metacognitive & self-regulated learning strategies as a response to the impact of school closuresImproved metacognition and self-regulated learning for all pupils across CELT regardless of backgroundGreater understanding amongst school & curriculum leaders on how to make and act on evidence-informed ‘best bets’Enhanced wraparound support for schools serving areas of high disadvantage, recognising the specific challenges they face in serving their communityDeveloped school improvement practices at the leadership level, using the best available evidence on effective implementation to complement existing CELT capacity and expertise.Developing coaching protocolsThere is a huge emphasis on schools to ‘make a difference’ through education, especially for those pupils who are subject to society’s ills and inequalities. For these young people, we recognise the challenges that they must surmount in order to rise up and overcome the many barriers and disadvantages that block their path; low-income, deprivation, limited aspirations, word-poor, financial security.We believe that CELT can learn to better understand these challenges by creating a collective approach to deepen our knowledge of the ‘lived experiences’ for our disadvantaged pupils, across the Trust. We also believe that engagement and communication with these young people and their families is at the heart of progress and as such we want to coach these pupils and provide them with the support and guidance they need – to give them agency and ownership of their education. Our experiences and influences from working with the Kunskapsskolan group of schools has shown us the positive impact coaching can have on developing agency.Each school within the Trust, has agreed to participate in a ‘Coaching for Progress’ improvement strategy by identifying a small cohort of pupils, who will receive regular and consistent coaching and support from a key worker. We plan to document the challenges, interventions and progress of these pupils through a coordinated approach, drawing on the learning in each school and phase, with the aim of identifying the practices that have the most effective impact for our dis-advantaged pupils, through building case studies.Professional learning communityHaving set out to ‘simplify’ our approach across the Trust, we have repeatedly found ourselves wanting to do too much. So, reflecting on this consulted and considered this, we have continually refined our strategies for school improvement and envisage that this will be a continual investment. The reading, coaching and metacognition strategies have already brought together over a hundred staff from phases and schools across the Trust. This has created an emerging professional learning community and specific targeted networks of expertise, all exploring key aspects of our strategies.‘Coming together is a beginning, staying together is progress, and working together is success’ReferencesHopkins, D.,Craig W. and Knight O. (2015) Curiosity and Powerful Learning mcREL Gilbert, C. (2018) The Working Class Independent Thinking Press Hutchinson J., Reader M., & Akhal A. (2020) Education in England : Annual Report 2020 Education Policy Institute.  Quigley, A, (2018) ‘How to Close the Vocabulary Gap in the Classroom’ 2018 https://schoolsweek.co.uk/how-to-close-the-vocabulary-gap-in-the-classroom/EEF Guidance Report (2019) ‘Metacognition and Self-Regulated Learning’ https://educationendowmentfoundation.org.uk/public/files/Publications/Metacognition/EEF_Metacognition_and_self-regulated_learning.pdf"
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'How to do it' Guides

How to… Implement A School Improvement Strategy Across A Trust

30 Jul 2021

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      string(2240) "Information and Computer Education Journal, 2(4), 491-502. ix Dvir, Y., Maxwell, C., & Yemini, M. (2019). ‘Glocalisation’ doctrine in the Israeli Public Education System: A contextual analysis of a policy-making process. Education Policy Analysis Archives, 27(124), 1-21. DOI: 10.14507/epaa.27.4274x Sumi, A. (5th February 2020). Glocalization: a happy blending of globalization and localization. Available at: https://english-meiji.net/articles/48/ xi Sahlberg, P. (2004). Teaching and globalisation. Managing Global Transitions. 2(1), 65-83. Sanderson, G. (2004). Existentialism, globalisation and the cultural other. International Education Journal, 4 (4), 1 – 20.xii Chiang, T-H. (2020). Is Cultural Localization Education Necessary in Epoch of Globalization? An Analysis of the Nature of State Sovereignty. In G. Fan & T. S. Popkewitz (eds.), Handbook of Education Policy Studies: Values, governance, globalization and methodology (vol. 1) (pp.329-341) Singapore: Springer Open. DOI: 10.1007/978-981-13-8347-2_15 xiii Khondker, H. (2005). Globalisation to Glocalisation: A Conceptual Exploration. Intellectual Discourses, 13(2), 181-199. xiv Dvir, Y., Maxwell, C., & Yemini, M. (2019). ‘Glocalisation’ doctrine in the Israeli Public Education System: A contextual analysis of a policy-making process. Education Policy Analysis Archives, 27(124), 1-21. DOI: 10.14507/epaa.27.4274 Iwuohaa, V., Ezeibeb, E. & Ezeibe, C. (2020). Glocalization of COVID-19 responses and management of the pandemic in Africa. Local Environment. 25(8), 641-647. xv Brooks, J. & Normone, A. (2010). Educational Leadership and Globalization: Literacy for a Glocal Perspective. Educational Policy. 24(1), 52 –82 xvi Smit, B. & Scherman, V. (2016). A case for relational leadership and an ethics of care for counteracting bullying at schools. South African Journal of Education, 36(4), 1-9. DOI: 10.15700/saje.v36n4a1312 xvii Brooks, J. & Normone, A. (2010). Educational Leadership and Globalization: Literacy for a Glocal Perspective. Educational Policy. 24(1), 52 –82. xviii Marx, G. T. (2006). Using trend data to create a successful future for our students, our schools, and our communities. ERS Spectrum. 24(1), 4-8."
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Professional Development

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29 Jul 2021

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      string(4970) "Perhaps one of the main difficulties encountered over the years is a lack of clarity about what personalised learning might mean, with vague notions about individualised learning or learning at one’s own pace. This has led some to seeing it as an unattainable chore: “Personalized learning is hard work. And when poorly planned and executed, it does not work well at all.”iHowever others see it as something more fundamentally related to power and who is in control of the learning endeavour. When the US Secretary of State for Education under President Obama, Betsy DeVos, was quizzed about addressing the disparities in education she responded: “ we need to be really intent on focussing on the needs to each individual student”. So … the needs of the individual to the benefit of the individual.iiFor David Hopkins, who over many years has pioneered and brought rigour to our understanding of personalised learning, the needs of the learner should be the locus around which the whole educational enterprise should be fashioned: “It is re-imagining the education system around the learning needs and talents of young people that is the basis for every school becoming great.”iii He goes on to cite Charles Leadbetter in what serves as a banner cry declaration for anyone involved in the education of young people: “The child/learner should be seen as active, responsible and self-motivated: a co-author of the script which determines how education is delivered.ivThis then is the true gauntlet challenge laid down by personalised learning. And it is a challenge that is being enthusiastically taken up by Kunskapsskolan-related learning. At the core of its approach is a shared philosophy to personalise learning around a clear set of individual goals … and most importantly put the learner at the helm of the whole process. John Baumber, Director of Kunskapsskolan UK, is clear that personalised learning is an untenable expectation for teachers to fulfil and only becomes attainable when placed into the hands of learners themselves:“Individualized learning is not manageable for a teacher, but to give young people agency over their learning with choices and decisions specific to them creates this powerful personalisation opportunity. It provides an option to shape the learning to each individual, rather than shaping the student to fit into the school system.”vKunskapsskolan has drawn on twenty years of expertise to develop an approach and supporting tools to help achieve this. One of the most important elements is for students to be coached so they can hold themselves to account against challenging goals and find a way forward even when they get off track. It also needs to be accompanied by other structural changes in the nature of pedagogy and in the shaping of the curriculum “so students know what they must do to complement the teaching, what success looks like and to know when they have truly mastered and retained learning.”vi In essence, it entails a culture shift to foster motivated young people working on authentic tasks and supported by strong inter-relationships with teachers and peers.The latest issue of Professional Development Today (22.2) is entirely devoted to exploring and learning from the Kunskapsskolan experience. Around the world, Kunskapsskolan has established and managed schools within its own organisation. It has also been active in supporting the development and use of the Kunskapsskolan philosophy and approach in existing schools in the UK, USA and the Netherlands, helping them craft this in their own bespoke setting.These schools collaborate and are supported through the Student Agency in Learning (SAIL) network, linked to the International Centre for Educational Enhancement at the University of Bolton. Here their Kunskapsskolan personalisation development is integrated with the Unleashing Greatness Framework innovation that David Hopkins is leading. These links operate at leadership, teaching and student levels and are reflected within the range of articles in this issue of PDT. These contributions also consider professional development implications and provide HOW TO guidance to the Kunskapsskolan approach. We hope you enjoy the issue.graham@handscomb-consultancy.co.ukReferencesBushweller, K (2019) Personalized Learning: Challenges Ahead, Mistakes to Avoid. Personalized Learning: Challenges Ahead, Mistakes to Avoid (edweek.org) Watters, A (2017) The Histories of Personalized Learning. OEB MidSummit 2017. http://hackeducation.com/2017/06/09/personalization Hopkins, D (2019) Leadership of personalised learning. AEL 41 Issue 1 Lead Article 2019. Leadership of PL, AEL – Vol 41 Issue 1 2019.pdf (profdavidhopkins.com) Leadbetter, C. (2004). Learning about personalisation: How can we put the learner at the heart of the education system? Nottingham, NCSL: Department for Education and Skills Baumber, J. (2021) The essence of Kunskappskolan. Bolton University Ibid"
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Blogs

Kunskapsskolan – The Approach That Really Delivers Personalised Learning!

29 Jul 2021

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      string(1707) "as increased general, or extra-curricular, knowledge.Can tech offer an alternative to testing?One alternative to standardised tests is relying on teachers’ observations. Teachers are best placed to find out where young children are and what they need to learn next on the basis of observing and working closely with them. An assessment based on a teachers’ observations of a child over a prolonged period would be a more accurate representation of the child’s development and learning as a whole, rather than what they are capable of on a particular day.However, this perhaps puts too much pressure on the teacher to notice and record developments in a significant number of children. It is possible to use education technology to monitor progress on an ongoing basis. This offers a more holistic view of development and gives educators an insight into development without the stress for children and their families of working up to a big test. Technology gives us the ability to embed learning within processes children are already engaging in, such as through games on a smartphone. If children’s screen time is rising anyway, then it seems to make sense to harness their time spent on devices by gamifying learning and monitoring their progress in this way.If children’s progress were to be tracked through edtech, then there would be no stressful process of a big testing event followed by formalised results. The removal of formalised testing would liberate children from a significant amount of the anxiety they encounter in the classroom today, giving them the opportunity to “fail successfully” – to learn from their mistakes without the demoralising barriers of test-based outcomes."
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Creative Teaching & Learning

Should We Be At The End Of Test-Based Learning?

15 Jul 2021

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    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(21) "Non homepage"
        ["matchLevel"]=>
        string(4) "full"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "homepage"
        }
      }
    }
  }
}

Creative Teaching & Learning

Recording: Session Three: Using Visual Tools Course

2 Jul 2021

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