Category: First Level

Creative Conversation with Paul Collard

Gayle Martin, Arts & Culture Offiicer, Curriculum Support Falkirk Council Education has been working in partnership with Clare Hoare at Stirling Council to develop Creative Conversations.  The lastest event was led by Paul Collard.  Paul has over 25 years experience of working in the arts and is an expert in delivering programmes that use creativity and culture as drivers of social and economic change. He joined the U.K government’s flagship creative learning programme, Creative Partnerships in January 2005 and played a crucial role in clarifying the purpose of Creative Partnerships and streamlining the delivery of the programme in schools.  Paul delivered our latest Creative Conversation ‘How do we Capture & Measure Creativity’ on Wed 17th April at the Tollbooth. 

Throughout the session Paul discussed how to identify and recognise creativity in order to measure.  As part of the Creative Partnerships work in England Cambridge University carried out research examining the pedagogy of creative practice, as part of this they outlined the following:

Pupils need risk for motivation – this gives learners incentive to work. Schools can be too low risk – pupils need high visibility outcomes.  High functioning pupils will be physically, socially, emotionally and intellectually engaged equalling high performance pupils.  

 Other Creative indicators are:

Essential Psychological Needs

Key Ingredients

Defining Creativity

Taking Science Outdoors

A group of primary teachers spent a very wet morning with Jane Jackson,  Outdoor Learning Development Officer, Falkirk Council Curriculum Support Team, exploring how to deliver Science in the outdoors.

Practical ideas from several of the CfE science organisers were demonstrated, and included exploring how small mammals keep warm during the cold, wet winter months.  The participants insulated their own ‘home made’ mammals in a range of ways and there was a lot of competition when we re-tested their core temperatures after 20 mins!

As well as giving teachers some practical ideas, the course encouraged participants to think about their planning, and consider where taking their learning outdoors would enhance the teaching and learnng experience for pupils.

Links to some of the supporting material used on the day can be found below:

minibeast ID key

nature detective resources

Science E’s and O’s handout

Creativity – What Is It?

Gayle Martin, Arts & Culture Officer, Curriculum Support Falkirk Council is working in partnership with Stirling and Clackmannanshire Council to develop Creative Learning.  Gayle recently attended a presentation by Sheila Paige of Education Scotland who is leading Creativity Across Learning, which is a creative review across a range of education establishments in Scotland.  The review will complete in June and results will be published in September.  As part of this Sheila was able to share how Education Scotland has defined Creativity, which is listed below:

 Definitions of Creativity

 Creative skills, sometimes referred to as capacities, include being:

  • Inquisitive
  • Open-minded
  • Able to harness imagination
  • Able to identify and solve problems

 We also define people who have well-formed creative skills as being:

  • Confident in their right and ability to influence change

 These organisers are used to describe more fully those key learning behaviours which will support the development of these skills and capacities.  The following list aims to expand these concepts.  It is not exhaustive but includes:

  • Being curious
  • Registering patterns and anomalies
  • Drawing on previous knowledge
  • Researching productively
  • Formulating good questions
  • Defining problems
  • Exploring multiple viewpoints
  • Functioning with uncertainty
  • Lateral thinking
  • Hypothesising
  • Synthesising and refining multiple options and viewpoints
  • Inventing
  • Crafting, delivering and presenting solutions
  • Applying discipline and resilience
  • Evaluating impact and success of solutions
  • Identifying next steps in refinement or development of process

We would also expect children and young people to become increasingly:

  • Motivated and ambitious for change
  • Confident in validity of their own viewpoint
  • Able to apply a creative process to other situations
  • Able to lead and work well with others

Sharing the Learning of Active Literacy – A Collaborative Approach to Achieving!

Sharon Wallace, Effective Teaching and Learning Teacher, Curriculum Support Team has been investigating the role of other stakeholders to support pupil attainment in Active Literacy. Sharon has devised a series of sessions useful for Support for Learning Assistants in order to share the Active Literacy Programme. These two sessions have already been delivered in establishments across Falkirk and proving popular, as these quotes demonstrate:

“I wish the sessions were longer, I have learned so much already this morning!”

“I am excited to try out some of these ideas with the pupils I support!”

The two sessions look at spellings and phonics, and reading and writing and Sharon provides participants with useful handouts on activities which consolidate classroom learning in Active Literacy. Support for Learning Assistants are given a brief overview of the programme, along with practical tips to use with the pupils they support. These are hands-on sessions with Support for Learning Assistants having a go at some activities such as the five finger strategy, Elkonin boxes and diacritical marking.

The impact on pupil learning is that Support for Learning Assistants are able to use the same language associated with the Active Literacy programme and look at alternative ways to enhance the learning e.g. through the use of the outdoor environment, Smart boards, CD-roms and other sensory experiences.

These sessions are proving very popular and have so far been delivered at St. Bernadette’s, Bainsford (incorporating Drumbowie Primary) and Laurieston.

Active Literacy – Stirling University Initial Teacher Education

Sharon Wallace, Effective Teaching and Learning Teacher, Curriculum Support Team has been busy sharing the active literacy message with initial teacher education students at Stirling University. Third year students were provided with a brief overview of the Active Literacy strategies and methodologies before embarking on a practical workshop of activities. The third year students participated in a traditional spelling test followed by an active learning spelling test. They commented on the difference between the two and how much more effective the learning was using the Active approach. They also attempted to split words into Elkonin boxes learned about single phonemes, joined phonemes and split phonemes. They examined a range of ‘texts’ including recipes, stories, picture books and film looking at how the six key comprehension reading strategies can be applied at early level. Students were enthused by this creative approach to active literacy and ‘on a mission’ to try out some of the methodologies on their next teaching placement. It was a really enjoyable morning and Dr. Lynsey Burke commented on how important it is to have had a valuable input and insight into current active literacy approaches within Falkirk Council.

Outdoor Learning Lead Teacher Course

Cooking lunch
Jane Jackson – Outdoor Learning Development Officer of the Falkirk Council Education Services Curriculum Support Team worked in partnership with ‘Grounds for Learning’ to deliver a year long CPD programme for 20 Falkirk Council primary teachers.

The teachers were selected from across the authority with every cluster being represented.  As well as being expected to take a lead in outdoor learning in their own schools, the Lead Teachers will be instrumental in establishing OL networks within their clusters.

Setting up home for the day!
The course involved the teachers in a wide range of activities with each session involving setting up base camp and getting the fire going.  We experimented with cooking a range of things on the fire including bread, stuffed apples,  soup and marshmallows!

Each session had a curricular focus and included sharing ideas for how literacy, numeracy and science could be delivered in the outdoors.  The main purpose of the course however was to stimulate discussion and thinking about how we could move close to achieving the aim of outdoor learning being embedded within the curriculum.

Some comments from participants include:

“Before undertaking the course I had virtually no understanding of how to use the outdoors as a stimulus for learning. I hate being cold and wet and dirty, but I have loved every minute of the course so far. For me building fires and dens was a small part. The big part was how the outdoors could be used to teach almost anything and how learning outdoors fits into everyday literacy and numeracy tasks quite naturally.”

“Throughout the course I was continually reflecting on how the activities would have made the learning accessible to pupils who I had taught in the past who to whom literacy and numeracy was daunting. It would allow them, at the very least, to start learning at the same level as their peers.”

“I am taking outdoor learning forward in the school next year and cannot wait to develop all that I have learned on the lead teacher programme.”

Using Active Approaches to Reading Using Moving Image as ‘Text’

Sharon Wallace, Effective Teaching and Learning Teacher, Curriculum Support Team, has been working with a number of schools on active approaches to reading.

Sharon has been working on the development of skills which address ENG 1/2-17a – ‘To show my understanding, I can respond to different kinds of questions and can create different kinds of questions of my own.’

Working with ‘Lost and Found’ moving image as a text, Sharon has been working alongside class teachers to use Blooms question fans to support generating, and indeed, answering their own higher order questions.

Using a ‘book detective’ approach, pupils have been given specific tasks to find evidence within the ‘text’ to support themes/ characterisation/ setting/ plot and structure.

Incorporating co-operative learning strategies such as ‘corners’ (literal, evaluative and inferential questions) and ‘two stay/ two stray’, pupils have generated their own questions and model answers for other pupils to solve.

In their co-operative learning roles of question master, clarifier, recorder and summariser, pupils initially answered prediction questions about the text, followed by generating their own questions to ask others.

Pupils were highly engaged and motivated during the whole of the sessions. These sessions culminated in pupils taking on the role of teacher (Reciprocal Teaching) where they devised their own lessons for younger pupils using the same moving image as ‘text’. Pupils incorporated Assessment is for Learning strategies into their own lessons and shared learning intentions and success criteria.

Active Literacy – CPD tv

Sharon Wallace, Effective teaching and learning teacher, Curriculum Support team, has been working on GLOW CPD tv sessions relating to Active Literacy.

The short CPD tv clips provide an introduction to each stage/ aspect of Active Literacy for class teachers.

http://www.youtube.com/user/fcEducationServices

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[kml_flashembed movie="http://www.youtube.com/v/eTnP9ArCeck" width="425" height="344" allowfullscreen="true" fvars="fs=1" /]

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[kml_flashembed movie="http://www.youtube.com/v/32oXIbrzzgo" width="425" height="344" allowfullscreen="true" fvars="fs=1" /]

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ICT Resources to Support Social Subjects in the Primary School

Malcolm Wilson, ICT Curriculum Development Officer in the Curriculum Support Team of Falkirk Council Education Services, presented a session with primary class teachers on a variety of ICT resources to support teaching Social Subjects in the Primary School.

Resources

Here are links to some of the resources shared:

What was there, then and now – Tools to compare photographs of same views then and now http://glo.li/pzwVdT 

Class character exchange – engaging with another class in another part of the world by exchanging a soft-toy character or other figure. Provides a route into pupils having a better understanding of people in place. http://glo.li/NUzqij 

On This Day in History Link topic to events by particular days http://glo.li/Whu37F

Timeline Tools – Marking Milestones in History Timeline Tools including Fakebook – Facebook-like timeline, Twister – Twitter-like events as they happen http://glo.li/IYu6fU 

Geograph the British Isles – combining mapping, photography and gaming http://glo.li/HbTeQZ

Our Governments – Scottish, UK and EU parliaments http://glo.li/mSDggW

World Disasters and Emergencies – Learn about natural disasters around the world. Resources to support dealing with emergencies http://glo.li/JxNmxr 

Use digital video cameras for pupils to engage with social studies topics and demonstrate their understanding of the information. Create stop-motion animation to illustrate features, concepts or event sequence. Resources here for video cameras: http://glo.li/gTmdzS. Resources for editing video: https://blogs.glowscotland.org.uk/fa/ICTFalkirkPrimaries/2010/09/16/video-editing-with-windows-live-movie-maker/Resources here for making videos from still image photographs: https://blogs.glowscotland.org.uk/fa/ICTFalkirkPrimaries/2011/03/09/photostory-3/

Outdoor Learning – the outdoor clasroom http://glo.li/rycd4U

SCRAN – Cultural Resources Archive – Images & videos with full descriptions and automatic credits for use in class projects. Free access through Glow http://glo.li/mTo4Ui

Google Earth – Explore anywhere in the world http://glo.li/v4NDkU 

Quiz-creation tools – create self-correcting quizzes, provide feedback on what has been learned by pupils, pupils creating quizzes motivates & helps embed learning http://glo.li/g73CnR

Further Online Links

Teaching Ideas – a series of crowd-sourced ideas shared by teachers http://www.teachingideas.co.uk/history/contents.htm

http://www.teachingideas.co.uk/geography/contents.htm 

Cybrary Man links to resources by category http://cybraryman.com/socialstudieslinks.html