How To Get Started With Visual Learning In The Classroom

Originally posted on Executive Training Dubai:

Humans thrive on visual stimuli, and interaction. We don?t want to hear about the latest tablet, or even read an article about it. We want to see it for ourselves. More than that, we want to experience it for ourselves.


See on Scoop.itLeadership and Management

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This Week in Education – 10.08.14

Originally posted on Tall. Black. One Sugar:

A couple of articles that have grabbed my attention this week.
I have deliberately selected sections to pique your interest and drive you to the article.

1. A piece of research that suggest that girls play down their intelligence so as not to intimidate boys. Link

“Girls feel they must downplay their own abilities, pretending to be less intelligent than they actually are, not speaking out against harassment, and withdrawing from hobbies, sports and activities that might seem ‘unfeminine’.

2. A great insight by @huntingenglish into whether or not success is result of deliberate practice or genetic. Link

“A recent meta-analysis of the impact of ‘deliberate practice’ has brought into question its supposedly transformative powers. For a teacher seeking to get better, to hear that ‘deliberate practice’ has about a 1% impact on professionals is damning and disheartening.

3. The need to tackle elitism in order to help poorer children.

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Share your ideas on Northern growth

Northern Futures is a new initiative from the Deputy Prime Minister. The question we’re trying to answer is:

How do we build on the strengths in the North to create an economic core in the heart of the region that can compete with the biggest cities in the world?

We’ve created this website so you can join the debate. All you need to do is register and you’ll immediately be able to submit your ideas and comment on those of others.

We’ll be holding an event in November where we’ll showcase the best ideas and discuss how they can be pulled together into a coherent plan. If you want your idea to be considered at the event you need to post it on one of the two discussion threads below by 17th October.

You can find out more about the project here.

Do you agree that we should build up an area of the North as a global economic hub? Which city or group of cities is best placed to compete on the world stage?

Apprenticeships ‘increasingly attractive to middle-classes’

Nick Boles, the new Skills Minister, says apprenticeships are increasingly being seen as equal in value to university degrees as it emerges that up to 100 teenagers are chasing each post this year

Rising numbers of middle-class teenagers are considering on-the-job training courses because university is no longer seen as the only way to “get ahead” in life, according to the Skills Minister.

An overhaul of apprenticeships in recent years – creating more positions in respected jobs such as financial services, engineering and computing – is starting to put work-based training on a par with traditional three-year degrees, said Nick Boles.

Speaking days before the publication of this year’s A-level results, he said every school leaver should go into higher education or take an apprenticeship as a path into a decent career.

The comments were made as research showed that up to 100 teenagers are now competing for every training place as major employers compete with universities to recruit the brightest teenagers.

Figures obtained by the Telegraph showed that Marks & Spencer had around 3,000 applications for 30 trainee manager positions – apprenticeships open to school leavers with the equivalent of two A-levels.

Extending opportunities to participate in learning


Jenny Sprattpost by JENNIFER SPRATT
School of Education, University of Aberdeen

The legacy left by the IQ test is an assumption that human intelligence is an innate and immutable personal attribute, that is normally distributed throughout the population (on a bell-shaped curve). This can be seen to have far reaching effects on the organisation of education as children are categorised according to whether they are thought  to be ‘high ability’, ‘low ability’ or perhaps deemed to have ‘special educational needs’. The presumption that we can make judgements about future ‘potential’ on the evidence of current performance continues to legitimate practices of providing different educational experiences for children according to their perceived ability.

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David Willetts last desperate proposals

Originally posted on rethinking education, economy and society:

-David-Willetts--007Patrick Ainley

David Willetts jumped before he was pushed by resigning from the Cabinet along with Michael Gove who was dismissed in Cameron’s cosmetic reshuffle. They won’t be back – Willetts hopes for a job in Europe while Gove may be editing the Daily Mail after May.

Together Willetts and Gove attempted a Great Reversal in English education. Gove by inflicting a grammar school curriculum on all schools so that fewer would be selected for higher education and Willetts by introducing exorbitant student fees that he thought would deter all but a few from applying to university and thus reduce government costs. Instead of less though, more school leavers applied in hopes of a secure job on graduation; especially when, as Martin Allen has shown, most of the ‘apprenticeships’ the Coalition promised did not provide an alternative route to this goal. Willetts, as much more of a free-market fundamentalist than…

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Adult education: a fundamental good

Originally posted on IOE LONDON BLOG:

Brian Creese

Evening classes were once such an unshakeable part of the British landscape. They were the setting for TV and radio sitcoms, editions of the London guide Spotlight used to fly off the shelves on release and the standard advice of 70s ‘Agony Aunts’ – make friends, join an evening class – was the butt of comedians. My own experiences have included learning to touch type, creative writing, car maintenance and pottery. Most of my contemporaries have done evening classes in something, including the near ubiquitous foreign language courses.

But times have changed. In the past few years the headlines have been about falling numbers participating in adult education, a collapse in adult education funding and a collapse of morale.

Back when I was taking part in after work education we were not looking for pieces of paper – although I did get a Pitman’s typing qualification. We were doing…

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My Meeting With Sean Harford, OFSTED’s National Director for Schools Policy

Originally posted on Scenes From The Battleground:

You may recall (see here)  that in February a group of bloggers met Mike Cladingbowl, one of OFSTED’s biggest cheeses, as part of an exercise in bridge-building with the online teacher world. It was a bit noticeable at the time that I wasn’t invited, despite the effort I had been putting into blogging about OFSTED. It almost seemed as if they were willing to reach out to teachers on social media, but not if it meant having to answer some of the questions I was asking. However, I was pleased to get an invitation for a chat from @HarfordSean, who is now (I think this is a recent appointment) their national director for schools policy. I went to meet him in OFSTED’s secret base (sort of) in the West Midlands last Friday, with my associates Gwen  (@Gwenelope) and David (@LearningSpy).

Before I go through…

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Quality of post-16 Stem courses ‘undermined’ by lack of staff training time

The quality of post-16 courses in science, technology, engineering and maths (Stem) is being “undermined” by a lack of time for staff to develop their skills and knowledge, a new report claims.

In a consultation carried out for the Education and Training Foundation, staff from FE colleges, sixth-form colleges and learning providers told the National Foundation for Educational Research (NFER) that funding cuts made it difficult for them to take part in continuing professional development (CPD) to improve and update their skills.

They also reported poor awareness of Stem careers among young people, causing a fall in demand for Stem courses, and that access to high quality Stem-related CPD was limited.

The report recommends that the ETF support the recruitment and retention of Stem staff, provide Stem-related CPD and opportunities to share best practice, and support greater involvement from employers.

It follows a report earlier this year by think tank NEF: The Innovation Institute, which called for a “radical overhaul” of Stem-based FE courses to avert a “wholesale crisis” in industry.

An Example of OFSTED’s Inconsistency

Originally posted on Scenes From The Battleground:

This is something that has (as you’ll see below) already been pointed out during Michael Wilshaw’s appearance before the House of Common’s Education Committee a couple of weeks ago, but it’s worth bringing up here as an almost perfect example of how the same evidence can be interpreted in different ways by inspectors.

When Oldknow Academy was inspected in January 2013 it was found to be outstanding in every respect. One piece of evidence for this was:

The very wide range of additional activities and extra-curricular opportunities motivates the pupils and results in extremely positive attitudes towards school. For example, pupils love the academy’s farm and the opportunity to look after and interact with a range of animals from goats and rabbits to snakes and geckos. They feel they are fortunate to be in an academy which offers them opportunities such as the week-long visit for 40 pupils to participate…

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