The key stage 3 and 4 materials, The Learning Challenge, have a range of materials to support children in recognising their attitude to learning.
One idea is the metacognative plenary. Taking some time at the end of lessons to discuss how they learned during the lesson and talking about what the teacher did that was helpful.
These statements are taken from Learner Voice, a handbook by Futurelab
• letting learners know why something is important to learn
• showing learners how to direct themselves through information
• relating the topic to the learners’ own experiences and background
• understanding learners will not learn effectively until they are ready and motivated to do so
• helping learners to overcome inhibitions, behaviours and beliefs that may represent a barrier to their effective learning.
I was interested to read this article from the BBC in 2007 (thanks to Pete Bradshaw - http://petebradshaw.wordpress.com/2007/01/24/bbc-testing-times-for-school-assessment/). The argument is for a return to teacher assessment. How can there be so many people saying the same thing and their requests go unanswered? The next government answer could be Making Good Progress which at least aims to respond to children failing in the system through one to one tuition. The drawback is that rather than seeking a sampled assessment for judging school performance it may actually increase assessment by testing more children more often and more level thresholds. Again we are left with a system that doubts teacher professionalism.
This is an open source version of a program that creates an online testing environment where students using computers interact with questions posed by the teacher.
Richard Millwood has developed his thinking from the New Learning Landscape into an analysis of delight. He defines various loves that can be enlivened through learning. It seems the next challenge is agreeing that learning is the purpose rather than future economic prosperity and then second considering how we communicate to ALL learners that this love is for sale.
http://blog.richardmillwood.net/2008/05/15/an-analysis-of-delight/
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Is this BECTA document an example of future thinking incorporating the word personalisation but presenting a future where ICT has delivered an independent rather than personalised learning environment?
“Priority 2 asserts that traditional educational approaches have not achieved enough, and that we need to develop an understanding of how ICT can support the transformation of education so that it makes use of pedagogies appropriate to the 21st century. Central to the e-strategy is the drive for personalisation of education, so that learners are supported at times and places that are appropriate to their needs and in ways that suit their personal dispositions, in order to maximise learning outcomes.” (page 51) I suppose I feel that ICT will follow pedagogic, curriculum and assessment changes rather than leading the change. In fact without these broader changes ICT will enshrine current practices and the ‘modern’ technology will mask the lack of actual change. This is a common situation where leaders point to children using PDAs or the new technology and make this a proof that things are changing. |
I have wondered whether buying 30 Nintendo DS would be a good idea for a daily mental maths development with Professor Kageyama’s Maths Training. I thought if there were quick mental maths questions wrapped in the alternative package of a Nintendo DS then maybe we might raise table knowledge or quick calculation. Children can also compete in groups of 15 which is also interesting. This review http://www.eurogamer.net/article.php?article_id=92874 isn’t too complimentary because it says it could have been more entertaining. Will it last just long enough to keep the children motivated until their maths improves?
I had wondered whether to give children The Hundred Cell Calculation Method on paper might do the same job for less.
This article from the GLEF presents the case for beginning with real world purposes instead of the abstract knowledge needed to create or develop in the future. Quoting Seymour Papert, “So much better to have the first-grade kid or kindergarten kid doing engineering and leave it to the older ones to do pure mathematics than to do it the other way around”.
It then presents the kind of activities seen in the Futurelabs/Microsoft Project Enquiring Minds which lead learners through their own self directed projects towards answering their own questions. We have been thinking about providing space in our curriculum for this kind of project but with some specific teaching to scaffold this approach according to the independence of different learners.
I am interested in this program for teaching control technology but in a way that allows learners to extend their creativity. Scratch has the tools to create found in Flash or Director but they are packaged in a set of building blocks that make it accessible for primary age children. It would be even better if children could publish their creations anywhere but it is so good I can’t really complain.
Lego are about to launch Lego Universe. An online world where users can build and create. Second Life is already a thriving online 3D world where users interact, build and even trade in a virtual space. There are those who have considered the educational possibilities of this place but I feel it is too unfettered for children. Hopefully the Lego Universe will offer the same opportunities for interaction and creativity in a safer place.
