Creative Teaching & Learning

Thinking about the ‘How’

Steve Padget explains why LogoVisual Thinking Kits offer a dynamic medium of thought in English at Key Stage 3

thinking-about-the-how.pdf

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      string(320) "The English education system is experiencing an era of unprecedented change, at least as significant as the move to Local Management of Schools after 1988. Nowhere are these changes more keenly felt than amongst the leadership teams and governing bodies of the country’s schools. This research offers a fascinating ..."
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      string(278) "... servicesof a school chain3 2 7 +5A specialist leader ofeducation (SLE)2 1 5 +4Other 8 7 7 0No response 2 5 8 –N = 833 827 826 –Note: More than one answer could be put forward so percentages may sum to more than 100.The percentages in this table are ..."
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      string(535) "The English education system is experiencing an era of unprecedented change, at least as significant as the move to Local Management of Schools after 1988. Nowhere are these changes more keenly felt than amongst the leadership teams and governing bodies of the country’s schools. This research offers a fascinating consideration of the schools’ landscape and clearly highlights how it has evolved over the 10 years since the first review of school leadership in England in 2002. By the National College for School Leadership - 2012"
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      string(5605) "of externalsupport now (tickonly 3)%C. Probable threemost importantsource in 18months’ time (tickonly 3)%Anticipated changein the three mostimportant sources(B minus C)Percentage pointsThe local authority 87 54 29 -25The schoolimprovement partner77 52 32 -20Informal supportfrom another stateschool56 37 31 -6Professionalassociation/union56 23 23 0National College forSchool Leadership46 19 19 0Ofsted 35 13 15 +2A private educationalconsultant or smallconsultancy28 19 20 +1Diocese board orchain28 13 13 0Schools forum (egfinance support)22 7 7 0Commercialorganisation19 9 15 +6Specialist Schoolsand Academies Trust15 6 11 +5National or localleader of education(NLE/LLE)11 6 14 +8A teaching school 8 4 13 +9The central servicesof a school chain3 2 7 +5A specialist leader ofeducation (SLE)2 1 5 +4Other 8 7 7 0No response 2 5 8 –N = 833 827 826 –Note: More than one answer could be put forward so percentages may sum to more than 100.The percentages in this table are weighted by school type and student FSM eligibility.Source: NFER and IOE leadership survey for the National College, 2012The trends in support expected by headteachers were broadly consistent with the actions they reportedundertaking or planning to undertake at a whole-school level.98 © National College for School LeadershipOn teaching schools, as Table 7.2 demonstrates, 2 per cent of respondents in the survey sample reported thattheir school was already in the process of becoming a teaching school. A further 9 per cent were planning tosubmit an application to become a teaching school. A further 10 per cent were already participating formallyin a TSA, with about one-fifth (18 per cent) planning to do so in the future. However, despite the importanceof TSAs within the current policy framework, 70 per cent of headteachers had no current plans to participateformally in a TSA and 61 per cent had no plans to work informally with a teaching school in their area. Wenote that the National College’s annual survey, undertaken at about the same time, reported that 27 percent of heads found the model of teaching schools appealing, with secondary schools (54 per cent) andacademies (52 per cent) most likely to consider working as a part of a TSA in the next 12 months. However,only a third of primary (35 per cent) and special (36 per cent) schools had such plans.On local authority services, 41 per cent of headteachers had stopped or intended to stop using servicesprovided by their local authority. A majority of respondents (69 per cent), however, also reported that theywere already or planned to collaborate with other schools to fund aspects of the local authority improvementservice to ensure specific services were sustained. This suggests that while a significant minority of schoolsmay soon stop using a range of local authority services and diversify their support, many schools may also(simultaneously) recognise that their local authority provides (a number of) effective and beneficial services.Interview and case study participants also described a range of examples of the demise of local authoritysupport services, in keeping with the broader, changing role of the local authority described in chapter 4.Where local authorities were effectively redesigning (or rebranding) coherent packages of support, however,schools and especially primary schools readily bought into these. In a number of contexts, engagement (ordisengagement) with the local authority appeared to be driven more by the local authority’s capacity tocontinue to deliver services and support rather than schools making a concerted decision to disengage –particularly where relations were historically strong.Table 7.2: Current whole-school support services (headteachers)Has your school, or is your school,planning to:Alreadyhappening%Planning to%Neither%No response%become a teaching school? 2 9 86 2participate in a teaching school alliance? 10 18 70 2work with a teaching school in your area? 15 22 61 2contract support or advice from anotherstate school? 18 13 66 2contract support or advice from acommercial organisation? 19 15 64 3stop using services provided by the localauthority? 25 16 58 2collaborate with other schools tofund aspects of the local authorityimprovement service to ensure thoseaspects are sustained?40 29 30 2N = 833Note: From a series of single-response itemsThe percentages in this table are weighted by school type and student FSM eligibility.Due to rounding, percentages may not sum to 100.Source: NFER and IOE leadership survey for the National College, 201299 © National College for School LeadershipThe current importance of the local authority was also reported by middle/senior leaders. The middle/seniorleader survey presented respondents with an open-ended question asking them which three most importantsources of support and advice they expected to use over the next 18 months (rather than the list of sourcespresented to headteachers in Table 7.1). As demonstrated in Table 7.3, the most frequently cited source wasthe headteacher/deputy head of the school (one-third of middle/senior leaders stated this). The other mainsources of support and advice mentioned by middle/senior leaders were the local authority (29 per cent),school/cluster network (20 per cent) and the National College (16 per cent).Table 7.3: Sources of support and advice (middle/senior leaders)Most important sources of support and advice %Headteacher/deputy head of this school 33The local authority 29School cluster/network 20National College for School Leadership 16Peers/colleagues in other schools"
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Leadership

Review of the school leadership landscape

6 Jul 2017

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      string(362) "... in press). Uncertainty Processes in Learning for Understanding. Submitted to Dapim. ■ Schur, Y. (1998). A ThinkingJourney to the Moon, Ma’alot Press, Jerusalem, p. 216. ■ Schur, Y. & Orion, N. (2002). “From Earth to the Moon”. Weizmann Institute. Rehovot.■ Schur, Y., Brand, R. & Yair, Y. (2002). ”Thinking Journey ..."
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      string(5644) "processes enables mediators to connect to thereal worlds of students. The mediator should have empathyfor the uncertainty processes that the learners go through.In many knowledge exchange processes, both theteacher and the students stand on firm ground. There is noneed to change, and the goals of teaching are very clear. Butteaching for understanding requires the students to go outof their egocentric points of view and to experience change.The same challenging assignments enable students toexperience meaningful learning and uncertainty processes,resisting the change processes and being attracted to it.Teaching for understanding requires being brave, becauseone has to take risks in order to enable students to get out oftheir comfort zone and to experience change processes. Onecan learn from Reuven Feuerstein the need to constructunexpected mediated interactions as a means to enablestudents to experience meaningful learning.Thinking Journey is a means to enable students tounderstand concepts and for teachers to connect withstudents during the learning process. The journeyitself enables the students to free themselves from theconstraints of their known reality, of the difficulties ofspace and time that makes it hard for them to cope withthe learnt concept. The journey is constructed frommediated interactions that are based on Feuerstein’sMLE, that enable the mediator, the teacher, to have ameaningful dialogue with students in the class.In teaching for understanding using the ThinkingJourney method, one has to go through unexpectedreactions, whilst at the same time give students a chanceto reach out to new territories in their understanding.Yaron Schur is is based at the David Yellin AcademicCollege, Jerusalem, Israel. Email Schurfa@netvision.net.ilReferences: Carey, S. (2009). The Origin of Concepts. Oxford: Oxford University Press ■ Driver, R. and Easely, J. (1978). Pupils and paradigms: areview of literature related to concept development in adolescent science students, Studies in Science Education, (5) , 61 -84. ■ Driver, R.,Guesne, E. & Tiberghien, A. (1985). Some features of children’s ideas and their implications for teaching. In R. Driver, E. Guesne & A. Tiberghien,(Eds.), Children’s Ideas in Science. NJ: Open University Press, Milton Keynes ■ Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (1994).Making Sense of Secondary Science: Research into Children’s Ideas. New York: Routledge ■ Feuerstein, R., Feuerstein, R.S., Falik, L. & Rand,Y. (2006). The Feuerstein Instrumental Enrichment Program. ICELP Publications. Jerusalem ■ Feuerstein, R., Feuerstein, Ra. & Schur, Y. (1997).Process as Content – in regular education and in particular in education of the low functioning retarded performer. In A.L. Costa & R.M.Liebmann (Eds.), If process were content: sustaining the spirit of learning. Ca: Corwin Press. ■ Feuerstein, R., Rand, Y., Hoffman, M., Egozi, M., &Ben-Shachar-Segev, N. (1991). ‘Intervention programs for retarded performers: goals, means and expected outcomes.’ In L. Idol & B. Jones (eds.),Educational Values and Cognitive Instruction: Implication for Reform. Erlbaum, Hillsboro, NJ, Vol. 2, pp. 139-178. ■ Galili, I., Schur, Y., Weizman,A., Stein, H., Eckstien, O., Nezer-Tarcic, Moria. (2012). Science Education in Israel: Perspective on the Situation and Problems of Innovation.TRACES final report. ■ Marton, F. & Tsui, A.B.M. (2004). Classroom Discourse and the Space of Learning. Lawrence Erlbaum, Mahwah, NJ. ■Nussbaum, J. (1985). The Earth as a cosmic body. In Driver, R. Guesne, E. & Tiberghien, A. (eds.), Children’s Ideas in Science, NJ: Open UniversityPress, Milton Keynes, . ■ Posner, G., Strike, K., Hewson, P. & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory ofconceptual change. Science Education, 66, 211-227 ■ Schur, Y. & Galili, I. (2009). Thinking Journey: A New Mode of Teaching Science. InternationalJournal of Science and Mathematics Education. 7, 627-646 ■ Schur, Y. & Valanides, N. (2005). Earth in the Sky: Cultural and Personal Aspectsof the Concept of Earth. In D. Koliolopoulos & A. Vavouraki (Eds.), Science Education at the Crossraods: Meeting the Challenges of the 21stCentury (pp. 135-149), EDIFE, Athens, Greece ■ Schur, Y. (2012). Mediation of a Conceptual Change of the Earth. The Circles of Education. Vol. 3p. 59 – 85. ■ Schur & Nevo (in press). Uncertainty Processes in Learning for Understanding. Submitted to Dapim. ■ Schur, Y. (1998). A ThinkingJourney to the Moon, Ma’alot Press, Jerusalem, p. 216. ■ Schur, Y. & Orion, N. (2002). “From Earth to the Moon”. Weizmann Institute. Rehovot.■ Schur, Y., Brand, R. & Yair, Y. (2002). ”Thinking Journey to Mars”. Open University. Tel Aviv. ■ Schur, Y. (1999). Constructivism and MediatedLearning Experience as a Basis for a Process of Conceptual Change in Students’ Concepts of Earth, Unpublished Ph.D. thesis, University ofWitwatersrand, Johannesburg, South Africa ■ Schur, Y., Galili, I. & Shapiro. T. (2009). Multiple Perspectives of Science Learners using ThinkingJourney for Understanding the Day-night Concept. Journal of Science Education, 10(2) ■ Schur, Y., Skuy, M., Zietsman, A. & Fridjhon, P. (2002).Thinking Journey based on constructivism and mediated learning experience as a vehicle for teaching science to low functioning studentsand enhancing their cognitive skills. School Psychology International 23, 36-67 ■ Schwarz, B., Schur, Y., Pensso, H."
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Professional Development

Thinking journeys in the classroom – the power of uncertainty and mediation

17 Dec 2015

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      string(323) "... York: Russell Sage Foundation. ■ Fielding, M. (2004) ‘New wave’ student voice and the renewal of civic society’, London Review of Education, 2 (3):197-217. ■ Friere, P. (1993) Pedagogy of the City, New York: Continuum. ■ Giddens, A. (1984) The Constitution of Society: Outline of the Theory of ..."
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      string(5582) "schools that are dynamic and wonderful places to be, places of belonging where young people are encouraged to think and question and challenge. The fight back against bigotry – now a vital imperative across the Globe – is about enabling young people to read not only the ‘word’ but also the ‘world’, as Paulo Friere described it (Friere,1993).  This is what will help keep our children safe. And this is what will enable our young people to recreate a world of possibilities in which truth and social justice, care of our planet and for the well-being of others will prevail. Leaders can shine a light on the road ahead. Kathryn Riley is Professor of Urban Education, UCL, Institute of Education and, with DancePoet TioMlina, co-founder of the Art of Possibilities.Further contact informationEmail: kathryn.riley@ucl.ac.ukWeb: www.theartofpossibilities.org.uk Information: http://www.ucl.ac.uk/ioe/about/ioe-life/academics/kathryn-rileyRead Kathryn’s blog on place and belonging: https://ioelondonblog.wordpress.comAcknowledgmentsThis article draws on presentations made to the International Conference for School Effectiveness and Improvement (ICSEI) Ottowa, January 2017 and a key note address in Kingston Jamaica, February 2017 at a Conference organised by the National College for Educational Leadership.The research and development project School – A Place where I belong? involved a UCL, IoE Research team (Dr Dina Mehmedbegovic, Dr Max Coates and Rhoda Furniss) and thirteen London schools: five involved in the core research (Corelli College, Elizabeth Garret Anderson School, Mulberry School, St Paul’s Way Trust School and Upton Cross Primary School) and eight in the Newly Qualified Teachers’ Network, led by Newport School.Download the Videos in the Art of Possibilities Series  (2016)Video 1: Place, Belonging  and Schools in our Global World https://youtu.be/wjzdwlHSBRAVideo 2: A Place to Be: Student-Researchers Show the Way https://youtu.be/pSPXX_ReRUQVideo 3: Rethinking Classrooms Teacher-Researchers Learn from their Students https://youtu.be/_HHLTKYF6tUVideo 4: Using Poetry Performance to Create Place and  Belonging https://youtu.be/pMj1-yEcdOcVideo 5: Making Belonging Work  in a Volatile World  https://youtu.be/wUVOUk83hngNOTES1. Riley & Rustique-Forrester 2002; Riley, 2013a & b; Riley et al, 2016; Riley 2017a  & b.2. These findings reinforce the work of many other writers on student voice and research engagement, such as Mary Kellet (2010), Jean Ruddock (2007) and Michael Fielding (2004).3. Findings which support the work of Timperley and Earl (2011) who have developed a helpful framework on collaborative inquiry.ReferencesBryk, A. and Schneider, B. (2002) Trust in schools: a core resource for improvement, New York: Russell Sage Foundation. ■ Fielding, M. (2004) ‘New wave’ student voice and the renewal of civic society’, London Review of Education, 2 (3):197-217. ■ Friere, P. (1993) Pedagogy of the City, New York: Continuum. ■ Giddens, A. (1984) The Constitution of Society: Outline of the Theory of Structuration, California: University of California Press. ■ Goffee, R and Jones, G. (2006) Why should anyone be led by you?  What it takes to be an authentic leader, Boston: Harvard Business School Press. ■ John, G. (2016) See Video 1 in the Art of Possibilities Series: Place, Belonging and Schools in our Global World https://youtu.be/wjzdwlHSBRA ■ Kellet, M. (2010) Rethinking Children and Research: Attitudes in Contemporary Society, London: Bloomsbury. ■ Louis, K. S. (2007) ‘Trust and improvement in schools’, Journal of Educational Change, 8 (1), 1–25. ■ O’Donoghue, J. (1998) Eternal Echoes, Exploring our Hunger to Belong, London: Bantam Books. ■ Putnam, R.D. (2015) Our Kids, The American Dream in Crisis, New York: Simon & Schuster. ■ Riley, K. (2013) Leadership of Place: Stories for schools in the US, UK and South Africa, London: Bloomsbury. ■ Riley, K. (2017a) ‘Community collaboration and partnership in volatile times’, in  P. Earley and T. Greany (eds), School Leadership and Education System Reform,  Chapter 13, London: Bloomsbury. ■ Riley, K.  (2017b) Place, Belonging and Leadership: Researching to make the difference, London: Bloomsbury. ■ Riley, K.,  Montecinos, C. and Ahumada, L.  (2016) ‘Effective Principals Serving in High Poverty Schools in Chile: Managing Competing Realities’, pp 1-8 , Procedia – Social and Behavioral Sciences, Available online at http://dx.doi.org/10.1016/j.sbspro.2017.02.181 ■ Riley, K. A. and Rustiqure Forrester, E. (2002)  Working with Disaffected Students: Why students lose interest in school and what we can do about it, London: Chapman Sage. ■ Ruddock, J. (2007) ‘Student voice, student engagement, and school reform’, In D. Thiessen and A. Cook-Sather (eds), International handbook of student experience in elementary and secondary school (pp 587-610), Netherlands: Springer. ■ Sergiovanni, T.J. (1992) Moral Leadership: Getting to the Heart of School Improvement, San Francisco, CA: Jossey-Bass. ■ Timperley, H. and Earl, L. (2011), ‘Professional Learning’ in ‘State of the Art – Teacher ■ Effectiveness and Professional Learning, Paper presented at the 24th ■ International Congress for School Effectiveness and Improvement, Limassol, Cyprus, 4-7 January 2011, https://www.icsei.net/http://www.icsei.net/icsei2011/State_of_the_art/ ■ State_of_the_art_Session_B.pdf. ■ UNHCR (2015) Figures at a Glance,"
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Professional Development

Re-creating Schools as Places of Belonging: The Art of Possibilities

20 Jun 2017

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      string(4608) "reduction in numbers in the IE group isexplained by the fact that they have in the main movedup a class from being in the lowest attaining class groupto a higher level group. In one case, a boy from the IEgroup became Head Boy in his final year.There was considerably less movement in the ControlGroup. Here students either left the school or wereexpelled before the end of Year 10.There is an even balance of male and female in the twogroups by the end of the project. It has been interestingto notice the gender differences and similarities inresponse to the IE programme in particular. Some ofthe instruments are preferred by one gender more thanthe other. For example, boys do less well on instrumentssuch as Comparisons but prefer instruments such asNumerical Progressions.A study which looked at the differences in more detailwould be interesting, but in the current study therehave been differences inthe performance of boysin the IE group whencompared with boys inthe control sample.■■■ GCSEexaminations takenThis data indicates thatthe IE group sat andachieved grades in moresubjects than did theControl group. While20% of the Controlgroup achieved no GCSEs, only 5% of the IE arerecorded as having none. On the other hand, 19 of the63 IE students (30%) achieved 8 or 9 GCSEs, while only3 of the Control group of 85 students (3.5%) were ableto record the same achievements. Finally, 39 of the IEgroup (61.9%), recorded grades in 5 GCSEs. Fifty ofthe Control group (58.8%) did the same.Table 3: Gender balance:Student gender (count & %)Female Male TotalCount % Count % Count %Intervention 33 44 30 41.1 63 42.568Control 42 56 43 58.9 85 57.432TOTAL 75 100 73 100 148 100……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Learning how to learn ■■■■■74Analysis of the grades achieved by the students in thetwo groups reflect significantly better results withinthe IE group. They have more grades A* to C than theControl group and fewer grades in the lower grades ofE, F and G. The girls have done well in the top gradesbut the boys in the IE group have done considerablybetter than boys in the Control group.This summary table provides a clear contrast between theachievements of the two groups. There are 141 GradeA* to C (45%) in the IE group, while only 77 (25%)in the Controls. The Control group has more grades inthe D-G grades than the IE group.The IE group also records fewer U grades: 4 asopposed to 10. Again, the IE boys have achieved morethan the boys in the Control group.Table 4: GCSE grades A* to U, achieved by gender:GCSE GRADE ACHIEVED BY GENDER (count & %)Intervention ControlFemale Male Total Male TotalCount Count Count % Count Count Count %A* 0 0 0 0 0 0 0 0.00A 5 1 6 1.9544 2 0 2 0.66B 26 9 35 11.401 11 0 11 3.62C 49 51 100 32.573 30 34 64 21.05D 42 43 85 27.687 41 30 71 23.36E 15 21 36 11.726 39 29 68 22.37F 20 8 28 9.1205 28 21 49 16.12G 3 10 13 4.2345 14 15 29 9.54U 2 2 4 1.3029 5 5 10 3.29TOTAL 162 145 307 100 170 134 304 100SUMMARY GCSE GRADE ACHIEVED BY GENDER (count & %)Intervention ControlFemale Male Total Female Male TotalCount Count Count % Count Count Count %A*-C 80 61 141 45.93 43 34 77 25.33D-G 80 82 162 52.77 122 95 217 71.38U 2 2 4 1.30 5 5 10 3.29TOTAL 162 145 307 100.00 170 134 304 100Table 5: Summary of GCSE grades achieved by gender:As with all public examinations at this level, eachgrade has a different weighting, as agreed by QCA, theexaminations’ quality control body. The total weightingin the IE group is 10644, against 9030 by the Controls.This is particularly significant where it is noted thatthere are 22 more students in the Control than in theIE group.■■■ GCSE weightings per gradeSpecial Issue75……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………■■■ Conclusion/recommendations:Standards set by The N. Ireland Department ofEducation require schools to increase the percentageof students who achieve five GCSEs at Grades A* toC, including"
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Professional Development

Closing the achievement gap in Ulster

17 Dec 2015

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      string(2578) "University Park Press. ■ Feuerstein, R. , Feuerstein, T.S., & Falik, L. H. (2010). Beyond smarter: mediated learning and thebrain’s capacity for change. New York: Teachers College Press. ■ Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.■ Goldberg, E. (2001). The executive brain: Frontal lobes and the civilized mind. New York: Oxford University Press. ■ Hilliard, A. (1977).Classical failure and success in the assessment of people of color. In M. Coleman (Ed.), Black children just keep on growing. Washington,DC: Black Child Development Institute. ■ Holloway, M. (2003). The mutable brain. Scientific American, 289 (3), 79-85. ■ Jackson, Y. (2001).Reversing underachievement in urban students: Pedagogy of confidence. In A. Costa (Ed.), Developing minds. Alexandria, VA: Associationfor Supervision and Curriculum Development. ■ Jackson, Y. (2011) Pedagogy of confidence. New York: Teachers College Press. ■ Jensen, E.(1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development. ■ Maslow, A.H. (1943). Atheory of human motivation. Psychological Review, 50(4), 370-396. ■ Medina, J. Brain rules: twelve rules for surviving and thriving at work,home, and school. Seattle: Pear Press. ■ Piaget, J. (1950). The psychology of intelligence. New York: Routledge. ■ Sternberg, R. (1998). Allintelligence testing is “cross-cultural”: Constructing intelligence test to meet the demands of person x task x situation interactions. In R.Samuda (Ed.), Advances in cross-cultural assessment (pp. 197-217). Thousand Oaks, CA: Sage Publications.These bright, cheerful and humorousphotocopiable activities have been designedin particular for children who havedifficulty in word and number recognition.All of the games can be adapted to meetthe specific needs of children of varyinglevels of ability, and although there can bea winner each time the objective of all ofthe games is to make learning fun.ISBN: 1-898149-25-9Price: £17.99Designed as a natural progressionfrom Early Learning Games, this packis intended for children from Year 2to Year7, depending on their level ofability and their sophistication.ISBN: 1-898149-26-7Price: £17.99EARLY LEARNING GAMESHelen Edge and Chris WraggEARLY LEARNING GAMESLEARNING GAMES 2 LEARNING GAMES 2Educational Games Resource PacksEducational Games Resource PacksOrder Hotline: 0212 224 7599 Fax: 0121 224 7598www.teachingtimesbookshop.co.uk/product-category/early-years/For postage and packing add: £4.00 UK – £10.00 overseas"
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Professional Development

Pedagogy of Confidence – applying Feuerstein’s Theory to dispel the colour achievement gap myth

17 Dec 2015