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Worldwide Learning

Global collaborations take the teaching of literacy numeracy and science to a new dimension

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      string(359) "... to publishing, Q&D has been part of the industry for sometime. Since 1998 the company has been developing educational softwarefor major publishers, including BBC Worldwide, Granada Learning, NelsonThornes and Sherston. Rachel Hall, Q&D’s managing director, explains, “It’salways been a long-term goal to publish our own ..."
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      string(5605) "49January/February 2005 InteracTiveCurriculum FocusNEWSBirchfield’s BETTAwards nomineesBirchfield Interactive plc (E105) has been shortlisted for this year’s BETTAward in the Secondary Software, Content and Tools category with twoof their innovative CD-ROMs. The shortlisted titles are:■ French: Myself, Family andFriends 1 – this is a uniquetitle designed to complementthe teaching of French atages 14 to 16, covering all thefour key skills of reading,writing, listening andspeaking. Utilising real-lifevideo and photo footage ofFrench pupils in conversationwith a variety of vocabulary activities, it aims to capture the culture,atmosphere and language of France using a highly visual, interactiveapproach which should have great appeal to the target audience. It isflexible enough to be used for individual self-study, group work or whole-class teaching using an interactive whiteboard. Teachers can also createtheir own lesson materials using modifiable content (images, text andvoiceover) that can be used in other applications such as presentationpackages.■ The Earth and Beyond:Professional Edition – this useshigh-quality animations toconvey comprehensive topicinformation, supported by NASAvideo footage and photocollections. It covers the GCSEphysics specifications from allexam boards and the QCA, andincludes a variety of stimulating exercises and activities to proactivelytest and reinforce pupils’ knowledge. Pupils also have the opportunity toexplore a 3-D animated orrery of both heliocentric and earth-centric modelsof the solar system. The program is very simple to use, with a clear interfacethat allows both teachers and pupils to navigate effortlessly.Chris Griffiths, Chief Executive, Birchfield Interactive plc, commented: “Weare thrilled to be shortlisted for a BETT Award. It is a great endorsement ofour highly modern, creative approach to the use of ICT in schools.”Explosive mathematicsEasy Peasy (SW80) arehighlighting Division Exploded, aPC CD-ROM for mathematics atKey Stages 2 and 3, suitable forteachers to use for whole-classwork on a whiteboard or forpupils in groups.Division can be a difficultmathematical skill for children tomaster. In the past, pupils weretaught to divide using a methodwhich was efficient but whichthey often didn’t understand.Pupils now understand divisionbetter, but struggle with thestandard method. This program really helps.When dividing, we take chunks out of the original quantity and sharethem. To explore this, the Division Exploded program offers five ways to pulla number apart. In Number Line mode, the quantity is distributed along theline. As you travel up or down the line, you share out the objects and eachleap is a chunk taken. The picture shows a leap of 3×5=15. So 18/5 is three5s, remainder 3.‘Chunking’ can be slow, but more efficient chunks are only a click away,and in standard written mode you can only proceed if you make that choice.In chunking mode, the numbers can be separated or combined.The language of mathematics is exact, but is obscured by the writtenword, which brings different thoughts. This program avoids words and bringsunderstanding through numbers and objects. It is also highly suitable forthose pupils for whom English is a second language.The curriculumcollectionA review of some of theproducts being showcased atBETT 2005 which help toincorporate ICT across variousareas of the curriculum.50InteracTive January/February 2005Curriculum FocusNEWSMonstrous music?Educational softwarepublisher Q&D Multimediaare newcomers to BETT, andthey’ll be there to promoteMusical Monsters, a brand-new range of early years andprimary music CD-ROMs onstand Y102.The titles cover three agegroups; Early Years MusicalMonsters for 2-4 year olds,Musical Monsters forFoundation/Key Stage 1 andMore Musical Monsters forKey Stage 2. The range beginswith very simple musicalactivities, leading to a versatilecomposing tool that allowschildren to create their own tunes by arranging monsters in a grid.The monsters who star on the CDs are very appealing to children and theseries features bold colours, instinctive navigation and simple controls,allowing pupils (and teachers!) to quickly build up confidence and have funwith the software.Although new to publishing, Q&D has been part of the industry for sometime. Since 1998 the company has been developing educational softwarefor major publishers, including BBC Worldwide, Granada Learning, NelsonThornes and Sherston. Rachel Hall, Q&D’s managing director, explains, “It’salways been a long-term goal to publish our own range of CD-ROMs. Sohaving produced well over 30 products for other publishers, it’s a great feelingto be coming to BETT with our own titles. We are looking forward to meetingteaching staff at the show and demonstrating the Musical Monsters range.”The titles in the series are for PC and Mac and can be purchased witheLCs. Q&D are offering special discounts to purchasers at the BETT show.Magic on a gridAnother newcomer to BETT is Grid Magic, easyto learn graphic design software thatenables all children to createbrilliant computer artwork.Unlike traditional paintsoftware, Grid Magic allowschildren to harness the power ofthe computer to generate artworkusing their maths, ICT andthinking skills. Even the leastartistic child is able to achievegreat results and it can be usedfor creating page designs, borders,tiled pictures, mosaics,tessellations and highly originalartwork. The software is aimed atKS2/3 pupils, though early evaluationshave indicated children outside of this"
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Digital Learning

TheCurriculumCollection

1 Nov 2006

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      string(403) "... up anentirely new set of opportunities for teaching andlearning in the classroom. I just hope that teachersare quick to grab the opportunity and make globalcollaborative learning a regular feature in theirplanning.■ Peter Stephenson, Training andDevelopment Manager, Gateshead CityLearning Centre.About Gateshead CLCGateshead City Learning Centre promotes anddevelops new and ..."
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      string(4429) "provideaccompanying annotation to offer others aninsight into their worlds.They approached the task with greatenthusiasm, and produced work of an incrediblyhigh standard. The children at Corpus Christi, forexample, designed worlds featuring NewcastleAirport, the Angel of the North landmark and evenNewcastle United’s football stadium.Once the children had produced their 3-Denvironments, the projects were converted intoXpressions files and uploaded onto the KahootzOnline Community. This is where the globalcollaborations element of the project took over.Children were given the opportunity to view, adjustand even add to these, so that the children fromCorpus Christi were able to explore the virtual3-D worlds created by pupils on the other side ofthe world, while their counterparts in New Zealandand Australia were able to explore the Gatesheadchildren’s creations.Another project that particularly caught thepupils’ imagination was when they were handedcolourful laminated sheets of Kahootz charactersat the beginning of the lesson and asked to makeup stories involving the characters. Havingcomposed the stories, the children brought themto life by animating them using the software.Working in mixed ability groups meant thecomplexity of the animations produced weredetermined by the children’s collective capabilitiesas a group – not confined by the parameters ofthe task. The children thoroughly enjoyed this, andlearned some valuable literacy skills along the way.Treasure huntsIn another successful project, children’s traditionalnumeracy learning was turned on its head whenthey used the software to create mathematicaltreasure hunts. Answers to mathematical problemswere hidden within the virtual environments and,having solved the tasks presented to them, pupilsthen had to ‘walk through’ the virtual 3-Denvironment to uncover the hidden answer andsee if their answer was right. The benefits of beingencouraged to create their own mathematicalpuzzles are obvious, but the ‘searching for theanswers’ element also involved some profoundmathematical learning. For example, when hidingthe answers within their projects, pupils learnedsome valuable lessons on rotating 3-D objects byvarying degrees, and they were developing theirorientation skills while searching for the hiddenanswers.Science is also not being neglected. The scienceactivities have yet to commence, but the AustralianChildren Television Foundation have suggested thepupils undertake a Key Stage 2 project entitled‘Creating a 3-D Habitat’, which will address the‘Life processes and living things’ programme ofstudy, requiring children to research a specifichabitat and then create it as a virtual environment.Pupils would then take their overseas counterpartson a virtual tour of the 3-D habitat they havecreated, while entire classes will be able todownload habitats, add to them or deconstructhow they were made.A global audienceThe great thing about this collaboration project isthat each student has been provided with a globalaudience for their work. The motivation levels thisinspires has surprised all of us and the sharedstories, incidental learning and knowledge transferthat has occurred when the pupils engage andchallenge each other has been an absolute joy towatch. The feedback from teachers and studentsalike has been fantastic.The collaboration pilot project has been a realeye-opener for my colleagues and me. You canread all you like about the impact that a globalelement to learning can have on pupils’ motivationand performance, but until you see it for your owneyes it is difficult to appreciate just what aremarkable effect it can have. Developments inICT tools such as Kahootz are opening up anentirely new set of opportunities for teaching andlearning in the classroom. I just hope that teachersare quick to grab the opportunity and make globalcollaborative learning a regular feature in theirplanning.■ Peter Stephenson, Training andDevelopment Manager, Gateshead CityLearning Centre.About Gateshead CLCGateshead City Learning Centre promotes anddevelops new and exciting ways of learningthrough the use of Information andCommunication Technology. The CLC combinesstate-of-the-art facilities and expertise toprovide learning opportunities to a network oflocal schools (primary and secondary), localbusiness and the local community."
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Digital Learning

Learning goes worldwide

1 Nov 2006

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      string(362) "... gains around the globe. The numbers speak plainly: the relationship between effective investment in education and economic growth is a cyclical, win-win loop.Although worldwide requirements for school learning have changed over time, school systems persistently have failed to recognize the need to review and, in some cases, completely ..."
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      string(5674) "Worldwide, 100 million children did not complete primary education in 2015. An additional 58 million children of primary school age received no schooling at all (2015 EFA Global Monitoring Report). Most of these children are concentrated in a few areas: Sub-Saharan Africa, the Indian sub-continent, the Philippines and Latin America.In many emerging economies, the situation is at a crisis point. For example, Liberia is home to the highest proportion of out-of-school children with nearly two-thirds of primary-aged children not attending school. The second highest is South Sudan, where 59 per cent of children are missing out on their right to a primary education, and 1 in 3 schools is closed due to conflict. Of those children lucky enough to attend school, many are being hampered by underperforming school systems. While the determinants of an “underperforming school” vary from country to country, student achievement outcomes do not: Globally, approximately 1 in 3 primary school-age children are not learning the basics in reading and mathematics, sometimes known as foundation skills. As many as 250 million children either leave the fourth grade without basic skills in reading, writing and math, or they don’t even make it to grade 4 at all. Fully 130 million of these children are in school and not learning. Under present trends, by 2030, only 1 out of 10 young people in low-income countries will be on track to gain basic secondary-level skills. The cost of 250 million children not learning the basics is profound: the equivalent to a loss of USD 129 billion per year.We are not just talking about student failure—we are also talking about the failure of the schools they have attended. These schools typically are characterized by the poor student outcomes described previously; by unworkable teacher/student ratios and high numbers of unqualified teachers; and by poor leadership, professional development and school cultures.School and student failure in many countries is exacerbated by student dropout rates. Two principal contributing factors to student dropout are poor teaching and irrelevant curricula. Worldwide, 263 million children and youth are out of school–roughly the equivalent of the entire populations of Mexico and Russia combined. The magnitude of this failure is evident in the subsequent drain on the economy. In the USA alone, each year’s class of dropouts will cost the country over USD  200 billion in lost earnings and unrealized tax revenue during their lifetimes.The situation is untenable. Finding solutions—and finding them now—has become a global imperative.High-quality education drives economic growthResearch has shown that quality education is a significant driver of economic growth. PISA measures student assessment in reading, science and mathematics, and provides an increasingly well-tested method of comparing countries’ success in providing foundation skills in these key curriculum areas. Study of PISA scores over time has shown that increases in scores are a strong predictor of economic growth.Andreas Schleicher, who heads the OECD Directorate for Education and Skills, has said: “If the industrial world boosted the average PISA scores of their 15-year-olds by 25 points … there could be an aggregate GDP gain of more than 100 trillion USD over the lifetime of these students.”Put another way, an increase of one standard deviation in PISA scores is linked to a 2% average additional GDP growth. This is particularly true in areas like Singapore, Taiwan, Korea and Hong Kong, all of which have displayed a strong commitment to raising student achievement levels over time. The effect of bringing all the world’s students to a minimum of 400 points on the PISA scale would yield massive GDP gains around the globe. The numbers speak plainly: the relationship between effective investment in education and economic growth is a cyclical, win-win loop.Although worldwide requirements for school learning have changed over time, school systems persistently have failed to recognize the need to review and, in some cases, completely overhaul the curriculum. This resistance to periodic review has led to slackening rigor in these education systems. The problem is not just a gap—we are talking about hard deficiencies in skills acquisition. Young people entering the workforce now need a range of both technical and soft skills to lead successful lives and to contribute to the labor market. It is the soft skills that are languishing at a critical low point: higher order functioning skills such as the “4 Cs” (creativity, critical thinking, communication and collaboration); intrapersonal skills such as adaptability, resilience, integrity and ethics; and what the Center for Curriculum Design has called “meta-layer” skills that foster habits of mind, behaviors, interdisciplinary working, and student-generated solutions that create new learning.Even more alarming is the fact that so many students are failing to master even the most basic foundation skills. This failure translates into social and political inactivity and low levels of human capital. Investing in human capital is the most effective way of promoting economic growth, and getting this investment right requires an urgent, worldwide transformational education strategy.When countries focus on cost-effective resource allocation  Global spending on education continues to rise, from $1.2 trillion in 2000 to $2.5 trillion in 2012. In terms of percent GDP, significant dollars are spent on education,"
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Inclusion

Transforming Education: Brightening the Futures of All Children

20 Jun 2017

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      string(4800) "➜How to…42…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….The challenge facing all schools is the holy grail of school systems worldwide – how to ensure that teaching and learning are of the highest possible quality. SinceMichael Barber suggested that the quality of a country’seducation system cannot exceed the quality of itsteachers (Barber and Moushed, 2007), debate has ragedover how to create excellent teachers. Chris Husbandsargues that it is teaching, rather than teachers, thatmatters. Indeed, focusing on pedagogy, the theory andpractice of teaching, is key.“Great pedagogy is not straightforward. It is complex, multi-faceted and demanding. Great pedagogy develops when outstandingteachers make active use of the research and knowledgebase forteaching. There is a robust research base which helps to identifythe ingredients of great pedagogic practice. Truly successfulpedagogy depends on making interconnections with ideas fromthe research base in systematic and sophisticated ways (Husbandsand Pearce, 2012).”In 2012, a group of teaching schools took up thechallenge of investigating what makes great pedagogyin their classrooms. Supported by academics andfacilitators from UCL Institute of Education (IoE) andSheffield Hallam University (SHU), they undertookcollaborative enquiries across their alliances, drawing ona bespoke literature review by Chris Husbands and JoPearce (2012) and a framework for collaborative enquirydeveloped by Alma Harris and Michelle Jones, ConnectingProfessional Learning, C2L (Harris and Jones, 2012).This article describes how they went about this andpresents their findings as a series of key messages forclassroom practitioners. Linked to this is a series ofprofessional learning tasks to enable readers to applyissues raised and key messages to their own context.■■ What do we know about greatpedagogy?It was important at the start to find ways to connectleaders and teachers with what’s already known aboutgreat pedagogy. Schools were encouraged to engagewith Husbands and Pearce’s Nine Claims in a varietyof creative ways in order to determine and refine theirareas of focus and establish their starting points. Indeed,the claims provided a firm and constant structureagainst which progress could be evaluated and findingsanalysed.How to… develop greatpedagogyDrawing on a two year exploration of what makes great pedagogy Karen Spence-Thomas provides guidance on how to develop effective learning and teaching.43developgreat pedagogy……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………➜ How to…■■ What makes great pedagogy? (Husbands and Pearce, 2012)What make great pedagogy?Nine strong claims from researchEffective pedagogies give serious consideration to pupil voice.Effective pedagogies depend on behaviour (what teachers do), knowledge and understanding(what teachers know) and belief (why teachers act as they do).Effective pedagogies involve thinking about longer term learning outcomes as well as short-termgoals.Effective pedagogies build on pupils’ prior learning and experience.Effective pedagogies involve scaffolding pupil learning.Effective pedagogies draw on a range of techniques, including whole class, structured group work,guided learning and individual activity.Effective pedagogies focus on developing higher order thinking and meta-cognition, and makegood use of dialogue and questioning in order to do so.Effective pedagogies embed assessment for learning.Effective pedagogies are inclusive and take the diverse needs of a range of learners, as well asmatters of student equity, into account.■■ Professional learning task: what isgreat learning like in my school?With groups of staff, ask what does great learninglook like in our classrooms? What characterises it?How do we know learning is happening?What kind of teaching facilitates great learning?How does your picture of great learning andteaching relate to the Nine Claims above? Whereare the similarities?Which claims prompt further discussion or warrantdeeper investigation?■■ How schools responded to the"
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Professional Development

How to... develop great pedagogy

14 May 2015

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