Digital Doorways Unlocking Scientific Potential

Becky Sage shows how new technology is bringing interdisciplinary and creative thinking to the science classroom, opening up new opportunities for students to use their imaginations and make connections. e-Learning Update issue 63/64

Students learning science from interactive software on a laptop 2

STEAM learning is a phrase that we hear a lot, and over the last year I have heard it referred to in many different contexts. While the broad definition stays the same, the meaning seems to get confused. Based on the panels, discussions, research and interactions I have had with teachers and education professionals, I think that STEAM means an interdisciplinary approach to learning, which gives a more holistic, skills-based learning opportunity than when the subjects are taught in isolation. To me it seems that STEAM is essentially STEM with 21^st-century skills thrown in.

Create an account to read this article

£5.83+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#44316"
  ["title"]=>
  string(34) "Opening Doorways to STEAM Learning"
  ["categories"]=>
  array(4) {
    [0]=>
    string(32) "Creative Teaching & Learning"
    [1]=>
    string(11) "Imagination"
    [2]=>
    string(5) "STEAM"
    [3]=>
    string(41) "Technology-Enhanced Teaching and Learning"
  }
  ["url"]=>
  string(46) "https://www.teachingtimes.com/openingdoorways/"
  ["post_date_timestamp"]=>
  int(1531833017)
  ["objectID"]=>
  string(12) "post-44316-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(251) "Traditional approaches to science, technology, engineering and maths seem to be missing the crucial element of arts and imagination. Becky Sage shows how some new technology is bringing interdisciplinary and creative thinking to the science classroom."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(398) "... get their hands on.Build a community. We bring together teachers, learners and researchers from all across the scientific ecosystem.Through this interdisciplinary approach to scientific learning, we believe that innovative technology has the power to change students’ lives.  By opening doorways to students so they can develop accurate scientific ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(43) "Opening Doorways to STEAM Learning"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "doorways"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Becky Sage"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(251) "Traditional approaches to science, technology, engineering and maths seem to be missing the crucial element of arts and imagination. Becky Sage shows how some new technology is bringing interdisciplinary and creative thinking to the science classroom."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5698) "position. Using interactive, immersive, task- or project-based learning, we can now help learners to develop curiosity, creativity and collaboration while working towards learning the content that students require to pass exams. Ultimately, I would like to work with exam boards to determine how we can use edtech in new ways to assess progress, which I think is ultimately how we free up teachers and institutions to align learning with the development of skills that learners will need to thrive in their careers and their lives.Nano Simbox allows students to learn science differently. It exposes them to abstract science concepts, digital technology and self-guided exploration. We contextualise the science in a web of content, with major global challenges as a starting point, to enable students to develop a sense of responsibility and possibility with regard to the challenges they can be part of solving. Although the opportunity is there for free exploration, many teachers need to focus on working towards exams, so we link all our learning experiences to the curriculum, allowing the users to find new media to help explain tricky concepts. “Particularly around the virtual reality, augmented reality side of things, to actually go in and see molecules in the full round and climb inside a nanotube was just mind blowing.”Ian Major, Clevedon School.Opening the door to inclusivityScience is often only accessible to those who have a high aptitude in their school science subjects or those who have role models working within in the science industry and so it can seem scary to many students. The science industry still has some problems to overcome with regard to creating gender balance and attracting employees from a broad socio-economic background, but edtech can help find ways to overcome some of the barriers to entry. In the review of SES and Science Learning in Formal Educational Settings an attainment gap between students from different socio-economic backgrounds has been highlighted. “Unfortunately, existing research on pupils’ attainment in science in U.K. schools has consistently shown an uneven spread of scientific knowledge. There is a consistent link between pupils’ socio-economic status (SES) and their attainment and participation in science learning at school.” There are a number of hypotheses suggested in the report, as to why the current paradigm for science learning is not effective for low SES students, including: Lack of learning opportunitiesLack of interest in scienceLack of specific cognitive skills: literacy, scientific reasoning and meta-cognitionAll these hypotheses come down to one thing – learners don’t have the opportunity to develop confidence in tackling science or related subjects. They are too afraid or demotivated to even open the door to scientific exploration.By making science learning engaging, exploratory and creative, we begin to open the door to a wider range of learners being inspired through STEAM learning.“It was very apparent that [Nano Simbox] was extremely immersive and that was helping students to break down this barrier of feeling like ‘science is scary and I don’t get it’.”  Dr David Glowacki, Royal Society Fellow.This is just the first step to inclusivity, as we make more plans to make science accessible and attractive to anyone. Opening the door to connecting with other peopleIt is important that learners can connect with role models who are working within the science industry so that they can create a connection between what they are learning and potential careers in science. We are building a community of science researchers, communicators, learners and educators to enable students to connect with science research that is taking place all over the world.For some children scientists are seen as people who are locked in a room with lots of chemicals swilling test tubes and that’s not right. We really need to show children what real scientists do – they’re real people every day using their knowledge, their intelligence, their thoughts and their research to develop new and exciting things.”   Phil Brook, Teacher Selwood Academy.Many students feel that STEM practitioners come from a different species and this is because they are missing out on role models. Through our work at Integrative Scientific we connect them in several ways:Give them the same tools as science researchers use – Nano Simbox is also used in universities and research labs around the world. Show them that science is a way of exploring and connecting to the world, rather than simply consisting of a bunch of facts to be learned. We believe that innately humans are all creative, curious and progressive – we are all scientists. Make a direct connection. We are working on different ways to directly connect science problems in research with people who are learning science. I can’t think of a better way of showing someone that they can solve scientific challenges than giving them real world problems to get their hands on.Build a community. We bring together teachers, learners and researchers from all across the scientific ecosystem.Through this interdisciplinary approach to scientific learning, we believe that innovative technology has the power to change students’ lives.  By opening doorways to students so they can develop accurate scientific models and an advanced understanding of science, we hope to also help open the doors to careers and future opportunities students of all backgrounds and"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(7) "digital"
        [1]=>
        string(8) "doorways"
        [2]=>
        string(10) "scientific"
        [3]=>
        string(9) "potential"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(11) "Imagination"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(5) "STEAM"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(41) "Technology-Enhanced Teaching and Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(7) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "collaboration"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(22) "Collaborative Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(10) "Creativity"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(9) "exploring"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(9) "modelling"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(10) "technology"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Opening Doorways to STEAM Learning

17 Jul 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#57776"
  ["title"]=>
  string(43) "Unlocking Potential  with Digital Textbooks"
  ["categories"]=>
  array(5) {
    [0]=>
    string(17) "Digital Classroom"
    [1]=>
    string(10) "Leadership"
    [2]=>
    string(18) "Learning Analytics"
    [3]=>
    string(24) "Teaching With Technology"
    [4]=>
    string(10) "Technology"
  }
  ["url"]=>
  string(73) "https://www.teachingtimes.com/unlocking-potential-with-digital-textbooks/"
  ["post_date_timestamp"]=>
  int(1548247800)
  ["objectID"]=>
  string(12) "post-57776-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(228) "Intelligent textbooks empower students to be at the centre of their learning and to create better communication flow between learners and teachers. Karin Bjerde shows how Box Hill School is benefitting from their implementation."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(339) "... is as smooth, beneficial, and empowering as possible. Karin Bjerde is the Head of Strategic Growth at Kognity, a Swedish EdTech company which publishes intelligent, digital textbooks now used in over 90 countries, for the GCSE, IB, and IGCSE curricula. The content is interactive with text, videos, animations, and 3D ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(70) "Unlocking Potential  with Digital Textbooks"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(7) "digital"
        [1]=>
        string(9) "unlocking"
        [2]=>
        string(9) "potential"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Karin Bjerde"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(228) "Intelligent textbooks empower students to be at the centre of their learning and to create better communication flow between learners and teachers. Karin Bjerde shows how Box Hill School is benefitting from their implementation."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(2384) "‘we want learner autonomy and intelligent textbooks do this. We will continue using it because it ultimately is the most effective way to provide textbooks for students and, from the educational point of view, we get positive feedback from students so want them to continue.’Intelligent textbooks as an example of how technology can work for schoolsUltimately, any EdTech product should strive for this—engaged students who find learning enjoyable and rewarding. Intelligent textbooks are an evolved version of something that has existed in the classroom for centuries, but had not been adapted to the rapidly changing landscape of education. It is, in my opinion, a great example of how we don’t need to tear up everything and start again—incremental changes designed with the right intentions of empowering teachers to teach and students to learn can cause widespread, positive effects. What it takes is a willingness to look at problems with a different mindset and design products that work for the ecosystem, teachers and students. We have to take responsibility to ensure that the transition to a more technology-based classroom is as smooth, beneficial, and empowering as possible. Karin Bjerde is the Head of Strategic Growth at Kognity, a Swedish EdTech company which publishes intelligent, digital textbooks now used in over 90 countries, for the GCSE, IB, and IGCSE curricula. The content is interactive with text, videos, animations, and 3D graphs, students receive automatic feedback on their progress, and teachers can send assignments that are automatically corrected.Kognity is a Swedish EdTech (Education Technology) company launched in 2014 by former International Baccalaureate (IB) students. Having realised that technology, with all its potential, had had little significant impact on learning efficacy in classrooms around the world, Kognity aimed to do something no one else was doing—making the textbook a living resource, aimed to empower the teacher and engage the student on their individual learning journey. Since launching in 2014, schools in over 90 countries have chosen to implement Kognity’s intelligent textbooks, with great results. In one customer survey, 87% of students who replied claimed that Kognity helped them improve their grades and 95% of teachers said that it helped their students learn. "
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "digital"
        [1]=>
        string(9) "potential"
      }
    }
    ["categories"]=>
    array(5) {
      [0]=>
      array(4) {
        ["value"]=>
        string(26) "Digital Classroom"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(7) "digital"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(18) "Learning Analytics"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(24) "Teaching With Technology"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(10) "Technology"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Classroom

Unlocking Potential with Digital Textbooks

23 Jan 2019

array(8) {
  ["distinct_key"]=>
  string(10) "post#43694"
  ["title"]=>
  string(43) "Unlocking The Potential of Digital Learning"
  ["categories"]=>
  array(2) {
    [0]=>
    string(17) "Digital Classroom"
    [1]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(54) "https://www.teachingtimes.com/digital-learning_030717/"
  ["post_date_timestamp"]=>
  int(1498751573)
  ["objectID"]=>
  string(12) "post-43694-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(333) "More than half (54%) of educators in further education (FE) colleges list having to work out of office hours among their biggest challenges in their current role according to this report by YMCA Awards. This report looks at how maximising digital tools to their full potential learning environments are transformed."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(388) "... is necessary to meet the growingdemand of students for such tools.Week Commencing3rd July 2017http://www.ymcaawards.co.uk/sites/ymcaawards.co.uk/files/reports/unlocking-the-potential-of-digital-learning-ymca-awards.pdfhttp://www.ymcaawards.co.uk/sites/ymcaawards.co.uk/files/reports/unlocking-the-potential-of-digital-learning ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(70) "Unlocking The Potential of Digital Learning"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(7) "digital"
        [1]=>
        string(9) "unlocking"
        [2]=>
        string(9) "potential"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(333) "More than half (54%) of educators in further education (FE) colleges list having to work out of office hours among their biggest challenges in their current role according to this report by YMCA Awards. This report looks at how maximising digital tools to their full potential learning environments are transformed."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "digital"
        [1]=>
        string(9) "potential"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4283) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.UNLOCKING THE POTENTIAL OF DIGITALLEARNINGKeywordsDigital Learning,furthereducation,learningenvironments,digital tools,potential,benefits,efficiency, FEteachersSummaryMore than half (54%) of educators in further education (FE) colleges list having to work out ofoffice hours among their biggest challenges in their current role according to this report byYMCA Awards. This report looks at how maximising digital tools to their full potential learningenvironments are transformed.However, educators are clearly enthusiastic about the potential of digital tools, with 70% welcomingbenefits that they bring to help them meet these types of problems.Two thirds (66%) are keen to see software used to increase efficiency and ease the burden ofmarking, while more than half (58%) would like greater support in course delivery, helping transformFE classrooms.Half (50%) of FE teachers would also like to see digital learning tools such as online educationalquizzes used to help enhance the learning experience for students.44% of institutions admitted having access to digital tools, but using them infrequently. While 12%reported not using digital tools at all.Main Findings:■ The majority of institutions are yet to fully embrace digital learning tools. 56% either use such toolsin their delivery or (more likely) have access to tools but aren’t using them on a regular basis.■ Just 44% have invested heavily in digital learning and an equivalent number (42%) are starting tosee greater efficiencies in course delivery because of these tools.■ 70% of those who responded to the survey said that they welcomed the benefits that digital toolscould bring to improve their ability to meet future challenges, with under 4% actively opposing therise of digital learning.■ While not the majority view, 23% said that they are worried that low quality training might startemerging in the market and that efforts need to be made to ensure standards are maintained.■ 19% of those responding to the survey recognised that progress is necessary to meet the growingdemand of students for such tools.Week Commencing3rd July 2017http://www.ymcaawards.co.uk/sites/ymcaawards.co.uk/files/reports/unlocking-the-potential-of-digital-learning-ymca-awards.pdfhttp://www.ymcaawards.co.uk/sites/ymcaawards.co.uk/files/reports/unlocking-the-potential-of-digital-learning-ymca-awards.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.■ A significant number (15%) were open to the introduction of more digital learning, but felt that theymight not have time to learn how to make full use of its potential.■ The top two challenges were resource issues (e.g. having too much marking to be completed) andhaving to work outside of contracted hours.■ Over a third of FE professionals (38%) said that learning how to incorporate digital learning intolesson plans was a major challenge within their current role and 40% said that this was one oftheir key concerns for the future.■ The potential of digital tools in helping transform classrooms was high on the list of priorities –whether that’s easing the burden of marking students’ work or reducing admin time (hours spentaway from teaching and student support).■ Many also wanted digital tools to help enhance the learning experience for students. There wasalso considerable interest in tools that students can then take into their professional lives.WEB LINKUnlocking The Potential of Digital Learninghttp://www.ymcaawards.co.uk/sites/ymcaawards.co.uk/files/reports/unlocking-the-potential-of-digital-learning-ymca-awards.pdf"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(7) "digital"
        [1]=>
        string(9) "unlocking"
        [2]=>
        string(9) "potential"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(4) {
        ["value"]=>
        string(26) "Digital Classroom"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(7) "digital"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Classroom

Unlocking The Potential of Digital Learning

29 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#38723"
  ["title"]=>
  string(20) "Unlocking Creativity"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(50) "https://www.teachingtimes.com/unlockingcreativity/"
  ["post_date_timestamp"]=>
  int(1298566169)
  ["objectID"]=>
  string(12) "post-38723-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(83) "Robert Fisher reports on creative teaching and learning at Ridgeway Primary School."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(361) "... learning provides scopefor individual creativity and the development of thinkingskills. It assumes that all are gifted and talented in some wayand that all have the potential for achievement. Enrichmentof the curriculum is provided in lunchtime clubs that includeJapanese (run by a parent), Drama, Chess and Maths. Whatunderlines the school’s ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(29) "Unlocking Creativity"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(9) "unlocking"
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(83) "Robert Fisher reports on creative teaching and learning at Ridgeway Primary School."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5613) "– embodying the belief that ‘all children aregifted and talented’. Teachers strive to ‘take every child as faras they can’ rather than focusing on target groups of children.Their focus is on learning not levels. Value is placed on allsubject disciplines. Enquiry-based learning provides scopefor individual creativity and the development of thinkingskills. It assumes that all are gifted and talented in some wayand that all have the potential for achievement. Enrichmentof the curriculum is provided in lunchtime clubs that includeJapanese (run by a parent), Drama, Chess and Maths. Whatunderlines the school’s philosophy is that children andadults who are stimulated, motivated and challenged, andare given room for creative self expression, have a healthyself esteem as well as a continuing thirst for learning.Creative contexts for learningThe school aims to create a holistic curriculum with themeslike spirituality and citizenship immersed in all areas ofteaching. With an agreed framework that reflects anintegrated approach using a few sustained themes, short-term planning becomes the focus for teachers’ energy andcreativity. Sustained themes become important in avoidingthe problems of short-term, quickly-forgotten anddisembedded experiences that are a feature of someapproaches to traditional lesson planning (including theliteracy hour). One teacher observes that ‘in writing theyhave so much to say because they know much more aboutit in a sustained theme.’There are three Contexts for Learning (or sustainedthemes) each year, making links across the curriculum wherepossible. The Contexts give coherence to what is learned,and provide for a highly planned, broad and balancedcurriculum. The Contexts give the big picture, freeingteachers to concentrate on details and day-to-day planning.The Contexts centre on the child’s curiosity to find out aboutthe world. They often have a scientific core. Examples ofcurrent contexts of study include ‘Island destinations’ in YearOne, ‘Water’ in Year Four, and ‘Save the Planet’ in Year Six.The teachers’ medium-term plans start with questions –‘What are the plus, minus and interesting points of living onan island?’ – not with learning objectives. Teachers then usethe Primary Strategies to inform their planning byhighlighting relevant objectives.  They are not constrainedby the suggested yearly progression (‘imagined worlds’ forexample may be linked to Year 3 rather than Year 4). Theyare not constrained by the given yearly format. Like theStrategies, their Contexts for Learning are not set in stone.Each year the teaching team review, revise and develop thecontext themes.Assessment for learningAssessment rather than reward system drives the learningat Ridgeway. Alongside teacher assessment, focused onhelping children to improve their learning, self-assessmentby children is encouraged in all years. Children areencouraged to create their own learning targets. A year 1child ends his self assessment sheet: ‘I would like to be abetter thinker’, a year 3 child promises to: ‘concentrateharder on the carpet.’ Portfolios showing achievements inlearning follow each child through the school. They includeevidence of creative work across the curriculum. A strongfeature of the portfolio process is the use of digitalphotographs. From the nursery stage, children and teachersuse classroom cameras to record their learning experiences.Photographs are used to record and show evidence ofprogress. The school uses photos to show parents thatlearning is a process.There is a strong focus too on developing visual skillsthrough observational drawing, both to record and toassess visual learning.There is a focus in the school not only on creative activity,but on the thinking that children need to do to turnexperience into learning. For example, a display of creativework carries the heading: ‘Reception have been thinkingabout …’ The language of creativity is used from the earlyyears. One class display is headed: ‘I have used careful mark-making and shading to create the effect of texture indrawings.’ Throughout the school there is an emphasis ona thinking visual environment; as one sign says: ‘Using yourobservational skills – what can you see?’ Teachers use plentyof pictures to stimulate literacy learning and classroomdiscussion. Displays are often accompanied by the question‘What do you think?’There are no extrinsic reward systems in the school. Thefocus is on intrinsic motivation. The school’s ‘open doors’policy is in keeping with the spirit of open mindedness. AtRidgeway they believe that creativity in the classroom ischaracterised by a focus on:49Teaching Thinking  Autumn 2003www.teachthinking.com CreativityCreativityCreativityCreativityCreativity● Creative thinking: encouraging children to behaveimaginatively● Cultural learning: placing a high value on culturalartefacts● Enquiry-based learning: by the provision of open-endedchallenges and problems● Collaborative learning: through socially based learningopportunitiesCreativity is underpinned by individual choice. From theearly years onwards there is an emphasis on developingindependence and self-direction in learning. The schoolbelieves in giving both teachers and pupils as muchcreative autonomy as possible. There are no set playtimesat Key Stage 1; teachers choose when (and if ) to takechildren out to play according to the needs of the day. InYear 1 children are given their own Inventions Book in whichto design creative solutions to problems. The emphasis ison"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(10) "scientific"
        [1]=>
        string(9) "potential"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Unlocking Creativity

24 Feb 2011

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£5.83+ VAT

Register for free

Cookies