Soul and Chips

Connecting the enlivening capabilities of computers to the spirit of schools rejuvenates the RE curriculum. Professor Julian Stern gives some tips for bringing the digital age to the religious sphere. e-Learning Update issue 63/64

Teacher teaching pupils how to use a computer

Because IT’s There

In the film Where the Money Is, a journalist asks an aging criminal: “Why do you rob banks?”, expecting a self-pitying list of childhood traumas, poverty and social exclusion. “Because that’s where the money is”, the robber answered.

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      string(4627) "huge body of evidence suggests that by providinga systematic and adequate approach to remedying‘deficient cognitive functions’, FIE can equip youngpeople with the cognitive wherewithal to cope withschool curricula and to succeed in post-school education and training. Thisevidence also suggests that the approachcan reverse links between disadvantagedcircumstances and difficulties withfundamental cognitive functions.The FIE programme consists ofpaper-and-pencil exercises that havebeen grouped into 14 ‘instruments’ (setsof activities) designed to enable learnersto practise cognitive functions that areconnected with achieving success in school,in the workplace and in everyday life. Thesecognitive functions underlie competencesimportant in schooling and elsewhere, suchas control of impulsivity, developmentof intrinsic (self ) motivation, workingsystematically with and imposing structureon strands of information, looking forevidence, making comparisons and formingand testing hypothesis. Deliberately freeof school curricula content, each of theFIE instruments provides learner activitiesaimed at developing cognitive functionsunderlying not only school tasks butalso everyday or workplace tasks such asSpecial Issue65……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………assembling flat pack furniture, diagnosing machineryfaults, parking a car, map reading or co-ordinating foodpreparation.The FIE trained teachers in the Borders IE pilotproject evidenced a significant shift in attitudes towardslearning and learners reported that they were acting inaccordance with their changed understandings. Theseshifts relate to a belief in and an ability to engage ina more open and powerful type of dialogue that islikely to develop young people’s ability to learn forthemselves. These teachers support the continuance ofthe programme and the implementation of a mediatedlearning approach throughout the schools. They believethat the Feuerstein version of mediated learning islikely to enhance the aims of other initiatives (e.g. ACurriculum for Excellence; Assessment is for Learning)and contribute to National Priorities. They alsobelieve that the Feuerstein approach offers a coherentframework for accommodating ideas presented in otherCPD programmes and, in particular, provides tools forenhancing the abilities of all pupils. The FIE trainedteachers were more enthusiastic about the training thanthe Newly Qualified Teachers, possibly because theywere able to locate the ideas in their richer classroomexperience.Overall, the findings from the various sourcesof data indicate that the FIE trained teachers weregenerally very positive about the impact of theirtraining on professional practice. The effectivenessof the programme was reflected in positive outcomesincluding raised awareness and reflective practice,particularly in relation to cognitive functions andtackling deficiencies. The FIE instruments (learneractivities) were typically found to be useful andeffective in facilitating relationship building andenhancing focus on teaching objectives. ScottishBorders Council had the project development officertrained as an IE trainer and IE training has continuedas part of the CPD training on offer to teachers acrossthe local education authority.One of the most significant findings is that teachersreported progress over six months for over three-quartersof the sample of 67 pupils that they rated on 6 aspects ofcognitive functioning targeted by the FIE programme,……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Learning how to learn ■■■■■66all of which are connected with school attainment. Itis impressive that teachers reported that 98 per centimproved on one particular and important aspect:‘correction of deficient cognitive functions’.The younger FIE pupils (nursery-P4) had higherscores than their control group on a FIE related task. Theolder FIE group pupils (P5-S3) achieved higher scoreson FIE related"
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Professional Development

Learning how to learn

17 Dec 2015

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      string(344) "... intelligent learning program that raises attainment in secondary education that is now used by more than 500 schools. For a free download of Tassomai’s new report, Edtech in science education – building back better in a post-pandemic world, is available at https://www.tassomai.com/edtech-in-science-education"
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      string(5653) "Science at Torquay AcademyIndustry NewsAs the creators of a learning app used extensively in schools, especially science departments, we were very aware of the pressures the past year has placed on secondary science learning.Science has in the past been regarded as a poor relation of the core subjects. We convened a roundtable that brought together teachers, leaders and representatives of key education and edtech organisations. We learnt that science was in fact a hotspot of innovation and rapid change and that education technology, quickly adopted during the pandemic, was a firm part of its future plans.We’ve captured the discussions – and the key themes that emerged – in a new report. Those themes include:1  The science education community rose to the challenges created by pandemic disruptionThe innovation and learning of the past year will help them build back better and also create more digitally literate students. Many found the change from in-person teaching to online created unexpected challenges and opportunities for skills development. Science educators developed clever solutions to the lack of practicals. Virtual practicals using simulation software, freely available online, was one approach.Individual teacher ingenuity was supplemented by wider support from the science education community. Major organisations stepped up to support the profession in this and many other areas of concern. For example, science education organisations such as the Association for Science Education, Institute of Physics, STEM Learning and Royal Society of Chemistry have offered support including remote training, webinars and podcasts to support teachers on the use of technology to deliver remote learning. 2   Feedback – and parental support – is vital to maintain student engagement and edtech platforms are in a good position to facilitate thisMany felt that one of the chief merits of many online learning platforms was their capacity to assess with pinpoint accuracy. One science teacher told us such platforms will have their place, adding that students appreciated that online learning helped build recall and knowledge and helped them to become more digitally literate learners in the future.One science department is collating feedback from every edtech learning platform used by students and then sending parents a visual progress report. The approach has helped to drive up engagement in online learning by more than 20 per cent.3   Edtech platforms will continue to play an important role in blended learning well into the future, building and reinforcing student knowledge and recall in science while face-to-face learning – and practical science – gets back up to speedOur round table felt that in the past year edtech had proved its value in helping science learning and this meant it was set to play a greater role in education. Technology’s ability to give teachers a way of instantly assessing whether the class ‘got’ a learning point before moving on, would be invaluable. The ability of edtech to provide schools with a dashboard of student information to inform parent-student conversations was also highlighted. 4   The needs of every student should be taken into account when it comes to choosing edtechMany households have no or limited access to up-to-date technology so edtech developers and schools need to take this into account in their planning for remote learning. Ensuring that all students, including those from disadvantaged homes, can access learning with ‘legacy’ technology is an important consideration. It was suggested that some edtech providers and some educationalists had been “putting the cart before the horse” with technology and that they didn’t pay enough attention to the fact that many families aren’t well equipped with the latest laptops, tablets and smartphones.Government schemes and sourcing by individual schools and trusts had gone some way to plugging that technology gap but a dose of realism was still needed, delegates agreed. Nesta’s decision to share parent, teacher and student feedback with edtech companies to help them refine their tools and platforms and design them with the needs of the most disadvantaged students in mind, would help to deliver that dose of realism and was welcomed by our round table.5   Collaboration between teachers, sharing resources, advice and support, is increasingly important for efficiency because online and blended science learning is so resource hungryWell-planned, well thought out remote learning can work well, but it does create a greater demand for resources than in the classroom. We heard that in Scotland science teachers had collaborated to create a resource library containing a full list of resources they had used for certificate level science and then shared it nationally through the Institute of Physics. Similar initiatives have been created by Twitter science teaching communities. ‘The aim has got to be ‘curate, not create,” said one leader. ‘If you write things from scratch therein lies madness. We have to work together.’Learning and revision expert Murray Morrison is the founder ofTassomai, an intelligent learning program that raises attainment in secondary education that is now used by more than 500 schools. For a free download of Tassomai’s new report, Edtech in science education – building back better in a post-pandemic world, is available at https://www.tassomai.com/edtech-in-science-education"
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Digital Learning

Five Themes For A New Future Of Science Teaching

27 Mar 2021

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      string(5625) "doespredispose children and young people to poor outcomes in the longer term. It is thereforeessential that those who are working with young children, both in the learning andsocial contexts, aim to minimise the number and extent of risks that they are exposedto. It is not always possible to remove the risk itself but an awareness of the presence ofrisk can quite often change the way that adults understand a young person’s needs andrespond to them. It is vital at the outset that school-based staff, for example, have access toinformation which would ensure the identification of any potential risk factors or existingrisk factors for individual children and young people. These can include the following:n genetic influences;n learning difficulties;n specific development delay;n communication difficulties;n a difficult temperament;n physical illness;n previous academic failure;n low levels of self-esteem.Predisposing factors within families can also include the following:n overt parental conflict;n family breakdown;n inconsistent or unclear discipline in the home;n hostile and rejecting relationships;n failure to adapt to the child’s development needs;n physical/sexual abuse and/or neglect or emotional neglect;n parental psychiatric illness;n parental criminality, alcoholism, drug abuse and personality disorder;n death and loss including the loss of friendships.Predisposing factors in the wider community can include the following:n socio-economic disadvantage;n homelessness;n disaster, accidents, war and other overwhelming events;n discrimination;n other significant life events.Vol 4.6 n www.teachingtimes.comWellbeingEvery Child Journal34Promoting resilienceIt is vital therefore that school-based staff engage in the process of promoting resilience inchildren and young people in all key stages and particularly upon the stage of transitionbetween Key Stage 2 and 3.Newman defined a resilient child as one who “can resist adversity, cope withuncertainty and recover more successfully from traumatic events or episodes”3. 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These are as follows:n Secure base;n Education;n Friendships;n Talents and interests;n Positive values;n Social competence.The idea of such ‘resilient strings’ is similar to Rutter’s protective mechanisms. Theseare processes which interact with each other over time in order to reinforce the level ofresilience a child or young person actually has. It is also likely that in resilient children, onedomain of resilience will positively impact on another. For example, a young child who has amusical talent and who is asked to perform in a school band or choir is also likely to developfriendships and as a result will take up a higher profile social role in the school which is morevalued. This in turn will promote his or her educational outcomes in the long run.Resilience in the childResearch has consistently identified the following protective factors for children’swellbeing and mental health:n Female (in younger children);n Secure attachment experience;www.teachingtimes.com n Vol 4.6Wellbeing Every Child Journal35n Outgoing temperament as an infant;n Good communication skills and sociability;n Being a planner and having a belief in control;n Humour;n Problem solving skills and a positive attitude;n Experiences of success and achievement;n Faith or spirituality;n Capacity to reflect;n At least one good parent/child or carer relationship/supportive adult;n Affection;n Clear, consistent discipline;n Support for education;n Supportive long-term relationships or the absence of severe discord;n Wider support networks;n Good housing;n High standard of living;n High morale at school with positive policies for behaviour, attitudes and anti-bullying;n Opportunities for valued social roles;n Range of sport and leisure activities.Building resilienceAs stated previously, resilient children are those who can resist adversity, copewith uncertainty and recover more successfully from traumatic events or episodes.Psychologists have long recognised"
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Special Needs

Building resilience

11 Dec 2014

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      string(345) "... proposed role of research evidence in England’s self-improving’ school system?, Oxford Review of Education, 43(4), pp. 433-446. ■ Goldacre, B. (2013) Building Evidence into Education. London: DfE. www.gov.uk/government/news/building-evidence-into-education ■ Guile, D., Lambert, D. and Reiss, M. (Eds) Sociology ..."
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      string(5577) "covered.  While Young and his colleagues reassert the role of formal academic knowledge in the development of education both as a discipline and as a field of practice, others, following Schon (1983), see practical and integrated knowledge traditions as the way forward in professional education.  In contrast to those two camps, Karl Maton has offered what in our view seems a more plausible way forward, which is to argue that powerful professional knowledge entails mastery of how different knowledges are brought together and changed (see, for example, Maton, 2014).If we accept each of these premises – the value of an inclusive approach to research use, and of weaving together different knowledge traditions – the professional development priorities that follow from that include:a grounding in social research methodologies to aid judgement about what different kinds of research evidence can offer the practitioner;engagement with ‘what works’ studies, but also work that asks why an approach works and for whom, as well as work that addresses more fundamental questions, such as what education is for;opportunities to engage in action research as a further means of developing a ‘research orientation’;having the space to draw together evidence and insights from research and professional experience and judgement.This is all with a view to the practitioner being able to commit to systematic reflection on their practice with the full range of research at their disposal, and to reflection that extends beyond immediate questions of classroom practice.  As indicated in the final bullet point, such a model will require an overall system in which policy rhetoric, research funding and commissioning, school accountability, and models of teacher professionalism (among system and school leaders and teachers alike) all come together with a shared perspective about the breadth of research and its relation to practice.  This unified outlook would in particular, see value across the spectrum of research methodologies and purposes of research engagement.  In the case of England, that will require adjustments on all sides. ReferencesAldridge, D., Biesta, G., Filippakou, O. and Wainwright, E. (2018) Why the nature of educational research should remain contested, British Educational Research Journal, 44(1), pp. 1-3. ■ Atkinson, E. (2000) In defence of ideas, or why ‘what works’ is not enough, British Journal of Sociology of Education, 21 (3), pp. 317-330. ■ Bell et al (2010) Report of Professional Practitioner Use of Research Review:  Practitioner engagement in and/or with research.  http://www.curee.co.uk/files/publication/1297423037/Practitioner%20Use%20of%20Research%20Review.pdf ■ Biesta, G. (2006) Beyond Learning: Democratic Education for a Human Future. VA: Paradigm Publishers. ■ BERA-RSA [British Educational Research Association and Royal Society for the Arts] (2014) Research and the Teaching Profession: Building the Capacity for a Self-Improving Education System.  https://www.bera.ac.uk/project/research-and-teacher-education ■ Coldwell, M. et al (2017) Evidence-informed teaching: an evaluation of progress in England. London: DfE.  https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/625007/Evidence-informed_teaching_-_an_evaluation_of_progress_in_England.pdf.  Appendices: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/625477/Evidence-informed_teaching_-_an_evaluation_of_progress_in_England_Appendices.pdf ■ Collins, K. (2016) Disciplined Innovation: Harnessing evidence to support and inform improved pupil outcomes.  Lecture at the What Works Global Summit, London, 27th September. ■ Furlong, J. (2013) Education – An Anatomy of the Discipline: Rescuing the university project?, Abingdon: Routledge. ■ Furlong, J. (2019) Quality, impact and knowledge traditions in the study of education, in Brown, A. and Wisby, E. (eds) (2019) Knowledge, Policy and Practice: The struggle for social justice in education – essays in honour of Geoff Whitty. London: UCL IOE Press. ■ Furlong, J. and Salisbury, J. (2005) Best Practice Research Scholarship: an evaluation, Research Papers in Education, 20 (1), pp. 45-83. ■ Godfrey, D. (2017) What is the proposed role of research evidence in England’s self-improving’ school system?, Oxford Review of Education, 43(4), pp. 433-446. ■ Goldacre, B. (2013) Building Evidence into Education. London: DfE. www.gov.uk/government/news/building-evidence-into-education ■ Guile, D., Lambert, D. and Reiss, M. (Eds) Sociology, Curriculum Studies and Professional Practice.  Abingdon: Routledge. ■ Hammersley, M. (2005) The myth of research-based practice: The critical case of educational inquiry, International Journal of Social Research Methodology, 8 (4), pp. 317-330. ■ Leat, D., Lofthouse, R. and Reid, A. (2013) Teachers’ views: perspectives on research engagement.  Report for the Research and Teacher Education: The BERA-RSA Inquiry. https://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-Paper-7-Teachers-Views-Perspectives-on-research-engagement.pdf?noredirect=1 ■ Maton, K. (2014) Building Powerful Knowledge: the significance of semantic waves. In B. Barrett and E. Rata (Eds) Knowledge and the Future of the Curriculum, London: Palgrave Macmillan, pp. 181-197. ■ Rose, J. et al (2017) Research Learning Communities: Evaluation report and executive summary, London: EEF"
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Leading Professional Development

Weaving together the evidence – what really works in research, practice and professional development?

13 Feb 2019

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