Creative Teaching & Learning

Its all in the mind

John Dabell explores the benefits of introducing children to the concept of thought experiments in the classroom

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Leadership Briefing 11.02(122)"
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      string(4829) "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.MIND THE GAPKeywordsTechnologyskills, digitalrevolution,talent, computerscience,qualifications,UK students,supply anddemand, digitalskills, global techindustry, lifelonglearningSummaryThis report on the UK’s technology skills landscape by Hired shows that the pipeline ofhomegrown talent using the digital revolution is worryingly weak. 74% of tech workers have adegree, but the number of UK students graduating with computer science qualifications hasdropped considerably since 2002. Yet the research also indicates that supply and demand forcertain digital skills differ greatly.This report provides a unique insight into the UK’s skills landscape, and will inform the debate aboutwhat the UK needs to do next to maintain its position at the forefront of the global tech industryThe report brings the issue of the skills gap to the fore and highlights the need for a new andinnovative approach in the UK to growing our skills base. It emphasises the need to look to culture,and shift to a model of lifelong learning, plus a commitment to challenging employees and peers tolearn new skills, or to update their current set, to ensure the UK remains ahead of the curve.Key Findings: ■ We are facing a skills gap in the key areas of data, security, Python, Ruby, UI and UX. Marketappetite for these skills is far outstripping supply today; we need to take stock and invest inupskilling to ensure we are equipped for the future. ■ Supply and demand could be challenged further with Brexit. Britain’s position as a digitalpowerhouse has been dependent on bringing in high-skilled workers from across the globe tosupplement homegrown talent. The skills gap will only worsen if the UK can’t continue to attractthe best talent. ■ The UK’s global competitiveness remains a concern. Average salaries for tech workers in Londonare substantially lower than those of San Francisco and New York. A brain drain is a possibility ifwe don’t balance the benefits. ■ The pipeline of homegrown talent is worryingly weak. 74% of tech workers have a degree,but the number of UK students graduating with computer science qualifications has droppedconsiderably since 2002. With a large number of developers now self-taught, employers mustconsider passion and commitment alongside formal qualifications. ■ There is a significant gap opening up between the skills employees have and the skills employerswant, especially in four key areas: data, security, UI and UX.Week Commencing 26th September 2016https://hired.com/skills-gapLeadership 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. ■ Growing demand for security engineers follows a number of high-profile data breaches in the UKover the past several years. ■ Data engineers are becoming increasingly sought after as data becomes a more valuable asset tobusinesses. ■ Demand for other skills such as Python, DevOps and Ruby considerably outstrip supply. ■ Developers are a highly educated group: nearly three-quarters have an undergraduate degree orhigher. ■ Imperial tops the chart for developer degrees, reflecting its status as the UK’s leading science-focused institution. ■ Top tech-centric universities including Manchester, Bristol and Southampton all feature heavily. ■ There is a burgeoning group of “self-taught” developers; 26% list no university education. ■ The starting salary for software engineers is £30,000-35,000. ■ On average, developers can expect to earn from 7 to 25% higher than their graduate counterparts. ■ London’s software engineers earn 38% less than their peers in San Francisco.Conclusions: ■ The data has found some significant gaps in the UK’s current tech skills base. In important areassuch as UI and UX, data and security, businesses are demanding skills that we currently don’thave enough of from our home grown talent pool and are failing to adequately attract fromoutside the UK. Over the coming years, with market uncertainty fuelled by the Brexit decision,we must look to tackle these issues as an industry if we are to help the UK remain a globalpowerhouse. ■ If the UK is to maintain its position as a digital leader, the members of the UK’s tech ecosystem– including start-ups and larger businesses, schools and universities, local and nationalgovernment – need to address the skills gap that’s starting to open up.WEB LINKMind the Gaphttps://hired.com/skills-gap"
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Leadership

Mind the Gap

22 Sep 2016

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Professional Development

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13 Mar 2015

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      string(5097) "metaphoric extension of thesespatial concepts to time, on Saturday in 2001, after theflood, before the Millennium, between 1990 and 1995.The newspaper passages show the huge differencesbetween the ways of thinking of educated and uneducatedpeople.To return to the two extracts, News of the World readersare confined to the personal tragedy of Damilola’s death. Afurther analysis of the verbs would show the helplessnessof the bereaved parents.Readers of the Observer can relate the event to thepolitical and social realities of our society. They are in touchwith the forces that exert power over people and may hopeto influence them.The Observer passage shows clearly why, according toAdshead, “both politics and bureaucracy required the newhigher literacy of classical languages”. Both classical andmodern societies depend on institutions imagined andmaintained by abstract language. It is very clear how “thenew classical languages widened horizons”.In the 1970s there was a widespread awareness ofthe importance of language in education. It flounderedbecause no linguistic analysis of the special features ofacademic language was available.In the ‘70s, and again in the ‘90s, linguists were ableto produce materials which would crack the problem oflanguage across the curriculum. They produced Languagein Use and the LINC materials, exciting insights intolanguage but very general.It requires applied linguists – specialists in teachingEnglish as a foreign language – to find the methodologyto tackle this problem. The applied linguist analyses the20 Creative Teaching & Learning n Volume 2.1Focus on: English Languagelanguage the learner already knows, and the languagethey need here; academic language. A syllabus isconstructed to move the learner from the first to thesecond. This is the rationale of Breakthrough to Learning,which was tested at every stage in Shelvington HighSchool, Wigan, where all the pupils were native speakersof English.Breakthrough to Learning helped to almost double thenumber of pupils gaining five GCSE grades A to C – fromthe national average of 30% to 57%.In the ‘90s smaller more informal trials were run atBordesley Green Girls’ School, Birmingham, where 98%of the pupils were speakers of English as an additionallanguage. The results were positive, 46% of those whohad worked through book three of the course gainingfive GCSE grades A to C, compared to 25% of those whohad not used the book.The results have been sent to successive ministersof education and their advisers. They rarely evenacknowledge the information. Have I dreamed that theyare interested in raising standards?Much of Breakthrough to Learning can be used inprimary schools – the work on grammar and languagein book one and the structure of stories in book three.However, the move from concrete to abstract languagedemands a degree of maturity. The older students are, theeasier they find this crucial element of the course.With Linda Anderson, from Solihull College of FurtherEducation, I have compiled a fast-track course suitablefor post-16 students. This is used in some colleges, witha positive response from many different kinds of learners.No students who have completed the fast-track coursehave dropped out of college.Birmingham Advisory Support Service is trying toreplicate the Wigan results in some secondary schools inthe city. They propose to use the fast-track as a one-yearcourse in year ten.A school that has pioneered this approach is VilliersHigh School, Southall, London. There, the English-as-an-additional-language and science departments co-operatedin putting half of their year ten pupils through the course,and using the other half as a control group. The results weremodest but positive.CourseAverage NFER score in year seven. 88.6Average GCSE point score 8.28ControlAverage NFER score in year seven. 91.6Average GCSE point score 8.11The University of Central England in Birmingham, throughits learning methods unit, has appointed two tutors to takethe fast-track book into local sixth forms and colleges ofFE. The aim is to increase the take-up of university coursesby students who may otherwise feel inadequate for thedemands of higher education.Breakthrough to Learning, still the only course thatrecognises the importance of language in academicachievement, has analysed the language needed, andteaches it systematically.I have recently had discussions with a big publisher tosee whether it can be fitted into the latest ad hoc thoughtsof the Qualifications and Curriculum Authority on thinkingskills. Some aspects can – for instance the discoursestructures – but the crucial features considered here areoutside the scope of what passes for thinking at QCA.As the philosopher Ludwig Wittgenstein said: “Languageis thinking and thinking is language and the rest issilence.”Mary Mason is a research fellow in the faculty ofeducation at the University of Central England.For details of Breakthrough to Learning contact theBusiness Development and Marketing Unit, Wiganand Leigh College, PO Box 53, Parsons Walk, WiganWN1 1RS."
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Creative Teaching & Learning

Mind your Language

1 Jun 2011

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      string(1442) "anyof the branch lines, including group headings and statements,can be linked, within the program, to a text note of any length.This provides an opportunity for groups of pupils to explainany of their decisions in writing. It is not only useful forencouraging some extended writing about reasoning but alsoassists students with a presentation to the class. In addition,the note-making facility allows the teacher to do some sharedwriting around a mystery with her class.If pupils work at a whole mystery on computer, themaximum group size is three. Why not try it with some ofyour students?Steve Williams is Editor of Teaching ThinkingReferencesHarris, I and Caviglioni, O (2003) Thikink it – Map it!Network Education Press Ltd.Mind Manager SoftwareMind Manager is available from Mindjet Ltd:www.mindjet.com/ukThe version of Mind Manager you use for this task mustallow you to change the font sizes of text on all thebranches and to drag and drop between branches. Atpresent current options are:● Mind Manager 2002 Business £149● Mind Manager X5 £149 (For Windows 2000 andXP only)● Student price £59● Multi user licences and site licences for schools areavailable38 Teaching Thinking  Spring 2004www.teachthinking.comMysteriesMysteriesMysteriesMysteriesMysteriesFigure 1Figure 239Teaching Thinking  Spring 2004www.teachthinking.com MysteriesMysteriesMysteriesMysteriesMysteriesFigure 3Figure 4"
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Creative Teaching & Learning

Mind Maps for Mysteries

25 Feb 2011

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Digital Learning

Mind mapping for dyslexics

19 Jul 2009

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