Leadership

Sensor-Based IoET To Facilitate Learning For Children In Rural Thailand

The use of Internet of Things devices in the classroom can have major educational benefits and appeal to both genders if designed and used in the right way, according to new research carried out by the University of Kent.

Researchers from the School of Engineering and Digital Arts (EDA) worked in primary schools in northern Thailand to test how a specially designed Internet of Educational Things (IoET) device could improve both active learning engagement and outcomes.

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      string(405) "... approach to new pedagogical methods and philosophies.In collaboration with Rosan Bosch Studio, the Vittra schools created a design manual for all their schools where learning zones facilitate differentiated learning and accommodate Vittra’s active efforts to incorporate digital media and digitally based didactics. Here, laptops are the children’s ..."
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      string(5838) "activities. The design of the library has integrated physical movement and knowledge in various spatial scenarios. Spatial differentiation support different learning situations and opportunities for gaining knowledge for children and adults. The design prioritizes imaginative furnishings over bookshelves and traditional library interior. The interior now features striking characteristics such as a yellow desert with a termite tower, green rice fields and a blue jellyfish – all designed to activate new ways of behaving at the library and interacting with the surroundings. 20150215_PLAN 1_200_TGThe design is based on a system of shelves and storage modules built into a landscape that also allows for new ways of curating books, music, art and other theme based exhibition elements. Libraries are traditionally places where noise is forbidden and people keep to themselves. In the Children’s Library, people can interact with other people. Social interaction stimulates learning and creativity. The library in Billund is a textbook example of the needed innovation in libraries all around the world and how to create a library that disseminates knowledge in new ways to all ages.Learning Landscapes in the Vittra SchoolsVittra is the largest private school provider in Sweden and operates 25 schools throughout the country. The school is not an exclusive setting for the privileged few but operates under the Swedish “free school” system that offers an alternative to public schools, still mostly publically financed. This system is known from other Nordic countries and the “free schools“ often have a more progressive approach to new pedagogical methods and philosophies.In collaboration with Rosan Bosch Studio, the Vittra schools created a design manual for all their schools where learning zones facilitate differentiated learning and accommodate Vittra’s active efforts to incorporate digital media and digitally based didactics. Here, laptops are the children’s most important tool – whether they are working sitting down, reclining or standing up.  The Vittra School at Telefonplan in Stockholm has become widely known as an example of an educational environment that offers an eye-opening alternative to conventional educational spaces. With its open, imaginative, and dynamic interior, the physical space promotes modern and flexible methods and principles. Instead of a classic classroom with desks and chairs, a giant iceberg with a cinema, a platform and room for relaxation and recreation forms the setting for different types of learning situation. The school demonstrates how design can be the physical reflection of a pedagogy and built on unique user needs. It comprises spaces for differentiated learning and a physical environment that enables educators to work individually with each child. The learning environment acts a third teacher and becomes a tool:  through studies and user involvement, the design was based on the children’s learning personalities. The design activates the children and sets them free from the uncomfortable position with a laptop at a desk.The Vittra School Telefonplan is a differentiated learning environment that enables all students to ‘learn how to learn’.  As these schools were among the first schools to be designed by Rosan Bosch Studio, they have also played an important role as the starting point for the development of the six design principles that the studio continues to work with.Transforming Secondary Schools in ArgentinaCurrently, Rosan Bosch Studio is collaborating with Ministry of Education in Argentina to transform the country’s public secondary schools. The collaboration started up in 2017 and ten urban and rural schools have been selected to be pilot projects. The studio is developing design manuals that will guide the changes. 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Disruptive Designs

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      string(5726) "rear with aVGA sensor on thefront.Apple has packed ahuge amount morepixels into the 9.7-inch screen – 1536 x2048. However, we’relooking at a screenthat’s technically alot less sharp than theiPhone 4 (which has 330 PPI density)– around 264PPI.Apple has got around this fact by stating thatthe screen is meant to be held at 15 inches from theface, rather than the iPhone’s 10 inches, and as such thesharpness is the same.The colour reproduction is pretty close to reality – it lacks the http://www.teachingtimes.comThis month’s New Productspunch of the Super AMOLED HD screens seen on the likes ofthe Samsung Galaxy Note for instance, but it will depend onpersonal preference as to whether that’s a good thing.Internet browsing, photo viewing and movie sessions are allmuch improved over the iPad 2. The home screen is laid outin a very similar way to the iPhone, except we’re seeing somemuch larger icons for the apps you’ve downloaded. 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The governmenthas sought to address them bynumerous initiatives… But none ofthese initiatives have succeeded asthey might have done because theyignore the key question. ‘What sort ofteaching is needed to achieve thesegoals?’Intelligent Learning is a teachingpractice course, executed throughsix half hour video sessions, whichaddress in detail the changes inpedagogy you and your school needto introduce to start addressing theissues of motivation and becoming athinking and learning community.The central theme of the course is togive students the skills to ask moreand searching questions. …it’s thequestioning skills, not of the teacherbut of the student that really countsin developing their cognitive abilitiesand engagement. 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It helps me understand how I can develop effectivequestioning within my classroom – lots of ideas which I shall try.’North Tyneside EAZ Network Learning CommunityIntelligent LearningAll for less than the cost of one consultant forone day…or one teacher on a one day course!Is there a better CPD spend than this?Written and presented By Steve WilliamsAcclaimed by the NUTIn the pack are:Six half hour videos on DVDSupporting guides for each video, written by programme users in schoolsthemselvesA CD of supporting articles and materials to stimulate professionaldevelopment and curriculum design•••Price:£235.00+ vatTo order call: 0121 224 7599 or Fax orders: 0121 224 7598intelligent learning ad.indd   1 8/6/10   16:13:40The materials in this pack will help all teachers to:Connect children directly with a picture or paintingGive children a personalised starting point for learningGet children asking authentic questions (the questions they reallywant to ask and answer)Encourage exploratory talking and thinkingStart the processes of critical and creative thinkingBuild confidence in making judgements, taking decisions andmaking choicesExplore six techniques in detail and learn how to apply these tolessons they have already plannedRefine and adapt the techniques to meet the needs of specificgroups of pupils including able learners■■■■■■■■Using art to developcreative and criticalthinkingLearning Without Limits 1How to challenge"
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Digital Learning

New Products Update: April

19 Apr 2012

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      string(5647) "draining anddemoralising aspects of the job. Fantastic progress in theschool often doesn’t make it beyond the gate.Latent prejudices and negative mutual perceptions canform high walls that parents , staff and pupils mustconstantly attempt to climb. This is not the case for allschools. Many enjoy the benefits of a highly supportivecommunity. However, where relations are difficult, theroad to improvement is so much steeper.Taking a strategic approach to community engagementcan help heads to break down barriers. I t can help toreduce the impact of scrutiny or poor communicationsand facilitate new oppor tunities for the school.3. Take a new approach to behaviour managementBeha viour is constantly cit ed as one of the mostchallenging areas for heads to deal with. When behaviouris poor, pupil learning and safety in the school suffer. I t isalso demoralising for many staff and pupils at all levels inschools. The role of headship can be rather depressingwhen you know your staff can ’t wait to leave the buildingat the end of the day.There are coun tless bo oks, w orkshops andtechniques on improving behaviour. S o, if this is anarea of concern for you, why not try something moreradical? One e xample is the approach used in SanDiego. S ome schools there use a behaviour databaseto carefully monitor and resp ond quickly to behaviourissues. Teachers have a ‘behaviour buzzer’ that theycan press to aler t a couple of ‘Cagney and Lacey-style’charac ters from the community who are based in theschool. The y immediately respond and the behaviourissue is  dealt  with outside the classroom. Thisapproach is already being successfully used by someschools in the UK.In one school in the north of England, the database islinked through to children’s services . Social workers arealerted of problems at the earliest opportunity. At the clickof a mouse, a teacher can see who last contacted a pupil’sparents and when. This enables them to respond moreappropriately to their needs. This secondary school isconsidering the restructuring of TLR requirements as a43January 2006 Managing Schools TodayHeadshipHeadshipHeadshipHeadshipHeadship Recruitmentthe job. ‘Be the best leader you can be’ may sound a littletrite. However, a renewed focus on you as a leader shouldprove fruitful in your quest for greater enjoyment.Although some people seem to be natural leaders,extensive research suggests that the competencies ofeffective leaders can be learned and developed. Muchwor k has gone into building our understanding of thesecompetencies, and opportunities are available to headsto explore them.Have you considered the opportunities available fromNCSL or other organisations specialising in leadershipdevelopment? Have you signed up for the LeadershipPr ogramme for Ser ving H eadteachers (LPSH), forexample? Those who have will already have had anoppor tunity to get feedback from colleagues about theleadership styles they use and climate they create.Take time to consider the type of leader you want tobe and the type of leader you tend to be. This can helpyou to identify your strengths t o help improve yourleadership. Boyatzis would argue that you should focusmost of your energy on using the things you’re good atto achieve your goals. Although you should not ignoreyour weaknesses, a deficit model of personaldevelopment is fundamentally uninspiring.System changes6. Offer deputies transfer feesThe notion of transfer fees is more commonly associatedwith football clubs. But what if schools could pay transferfees for deputies?Scho ols need to b e proactively developing theirtalented middle leaders and deputies for headship. Thetime bomb described in Growing Tomorrow’s Leaders(NCSL) needs to be disarmed. But some schools arereluctant to groom their talented deputies only to seethem leave. A good deputy is hard to find. So should a raftof potential incentives be intro duced to encourageschools to develop the headteachers of tomorrow?The proposal here is that every time someone becomesa headteacher, the government pays a ‘transfer fee’ to eachof the schools they have worked in. This is on the groundsthat those schools have contributed to their development.This would provide a real incentive for developing leadersand encouraging people to move forward. It would alsohelp recoup the costs of professional development.Already the schools tha t invest in their staff attracttalented people seeking to develop quickly. They alsobenefit from their skills while they’re there. If schools wereto financially benefit from investing in futur e leaders,would they be even more inclined to do so?7. 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Leadership

A Job With A Future: Part 2

1 Jan 2005

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      string(4153) "villages.We – both men and women – are happier, healthier and more resistant to disease and despair if we satisfy the need for meaningful human contact. Our loads seem lighter, the hills literally less steep. Genuine social interaction is a force of nature. (Pinker 2014, p.309)There are some primary and secondary schools that have been designed to facilitate social interaction and successful learning. All too often, however,schools are essentially a series of corridors with rooms off them designed to accommodate 30 young people and one adult. With the addition, in many secondary schools, of tables set out in rows, it becomes clear that this is the architecture of teaching and managing rather than of learning.It is equally clear that the organisational structure is essentially linear and hierarchical based on age, perpetuating the myth that learning takes place in homogeneous cohorts with automatic progression for all – irrespective of their stage of development.  The Dunbar ‘number’If the concept of the Dunbar number1 is accepted as an indicator of potential community effectiveness and the ‘village effect’, then the size of a school might be a significant factor in terms of its potential to develop a community culture.The School Census for 2018 shows that the average size of an English secondary school is 948 students, while primary schools average 281 pupils and special schools 114 pupils (Department for Education 2018). While many children do well in the prevailing model of schools as organisations, for a significant number of children school is an alien way of life.Many of the issues with mental health, engagement and wellbeing might be related to the poor emotional engagement with school for some children. If form does follow function, then it might be that the current form of many schools is not wholly fit for purpose.Hypothetically, achieving a better structure might draw on the following principles, using the broad numerical groupings from the Dunbar number model:Students are allocated to a family (or team) of between five and eight students drawn from all year groups, with senior students as leaders. Three to four families make up a clan, with one or two adults as mentors. Four to five clans make up a ‘learning village’. Six learning villages make up a learning community/school ‘It takes a village to raise a child’ is one of the great clichés but also one of the great truths. The authentic village is a context in which everyone thrives in thebroadest sense. However it does require very different approaches to leadership in order to enable the structures and processes described above to work, become embedded and so create a new paradigm for what a school might become.Authentic communitiesThere are, of course, many examples of schools achieving high levels of social sophistication using alternative approaches to the ones we describe. Special schools and early years provision are powerful examples of different assumptions and philosophies that lead to authentic communities.Perhaps the most challenging aspects of the principles that we describe in Flipping Schools involve rethinking the norms that define our understanding of leadership. In many ways we are still working with a model of leadership that resonates with historical legacies of hierarchy, control, dependency and deference.A leadership culture that enables and enhances social capital, and so community, is essentially a microcosm of the qualities of the community as a whole. Our hope is that as social capital grows, so cultural capital grows, and we move towards schools that are authentic communities manifested in kindness, quality relationships and the achievement of social justice.ReferencesDepartment for Education (2018) Schools, pupils and their characteristics: January 2018. London: The Stationery Office.Dunbar, R. (2010) How many friends does one person need? London: Faber & FaberPinker, S. (2014) The village effect: why face-to-face contact matters. London: Atlantic Books."
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Flipping Schools : Now Is The Time To Turn Schools Inside Out

3 Jun 2020

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