Category Archives: 3.1 Teaching & Learning

1 Prof. Values & Personal Commitment, 2 Prof. Knowledge & Understanding, 2.1 Curriculum, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, Contemporary issues, edushare, My educational philosophy, Professional Studies

Outdoor Learning

November 26, 2017 User deactivated 1 Comment

I am a huge fan of outdoor learning! I think my passion has mostly stemmed from my experiences working in a nature nursery, where I saw many of the benefits of the outdoor environment for my children. Unfortunately, I see much less outdoor learning taking place in school.

So, what is outdoor learning? Well the Institute for Outdoor Learning put it perfectly in their description:

Outdoor Learning as a purposeful and planned experience in the outdoors. It’s a broad term that includes discovery, experimentation, learning about and connecting to the natural world, and engaging in outdoor sports and adventure activities.

To expand on this, I see outdoor learning as making the most of natural surroundings and resources, it is certainly NOT picking up your worksheets/ puzzles from indoors and taking them out into the garden! Sadly, this is something hat I have seen all too often, from well-meaning practitioners who are not sure about what outdoor learning really is. That’s not to say that there’s no value in taking your indoor learning activities outside – if it’s a nice day and the children will benefit from getting out of the classroom, I completely agree with picking up your books or whatnot and making the most of the sunshine, but it’s important to recognise the difference between this (learning outdoors) to actual outdoor learning.

That brings me to another bugbear of mine – those teachers or practitioners that refuse to take children outdoors if it’s a bit rainy, a bit cold, or a bit muddy! My favourite saying is “there’s no such thing as bad weather, only inappropriate clothing!” (a quote which has been attributed to various different authors). This aversion to taking children outdoors appears to be quite common at this time of year, and I wrote a little about it on my Early Years blog – “Now that the weather’s turning cold”. On the other hand though, health and safety must be a concern. At the nursery where I used to work, the one type of weather that would keep us indoors was high winds, due to the numerous trees around us and the danger of falling branches. Other than that, rain or shine, we were outdoors!

Health and safety is an important consideration when taking learning outside of the classroom. Firstly, ratios must be adhered to. The NSPCC provides the following recommendations for adult: child ratios within the school grounds:

4 – 8 years
1 adult to 6 children
9 – 12 years
1 adult to 8 children
13 – 18 years
1 adult to 10 children

And the Scottish Government state that during excursions with children and young people under the age of 18, the ratios should be:

1 adult to 15-20 group members for excursions where the element of risk to be encountered is similar to that normally encountered in daily life, e.g. excursions to sites of historic interest, most field work, local walks etc

Additionally, the requirements of any children with additional support needs, the general behaviour of a class, and the perceived level of risk of the activity must also be carefully considered when taking children away from school premises. For safeguarding purposes, it is also recommended that there are always 2 adults present.

Before taking children to a site for outdoor learning, a risk assessment should be carried out. This means that the teacher should visit the location and note down any of the potential dangers (including during the travel there and back), and the measures that will be taken to prevent/ reduce these dangers. Within the wonderful book ‘Dirty Teaching’ by Juliet Robertson, it is suggested that risk assessments can also be conducted with the children. This allows them to take ownership of their own safety.

Outdoor learning can provide brilliant opportunities for ‘Risky Play’. This is the type of play that is exciting, pushes boundaries, and has the potential for injury. It is through this type of play that children learn to manage risk, and also learn resilience. While adults can sometimes be anxious about allowing children to engage in this type of play, Play Scotland states that children often associate their risky play with positive emotions such as fun, thrilling, and pride.

In this BBC Radio broadcast Sian Williams explores resilience and the science behind it. Resilience describes the ability to ‘bounce back’ from difficulties. Some of the points raised in this documentary include:

it is important that individuals recognise and appreciate their feelings. Allowing yourself to recognise that you are feeling sad or scared can help your brain to recover,
it is important that individuals are taught strategies to support them in dealing with future adversities,
resilience should be taught from a young age,

From a personal perspective, I feel that it is important that a teacher has good levels of resilience, as it is a job where we will likely be faced with many challenges and difficulties. A lack of resilience could lead to teachers suffering with mental health issues such as stress and anxiety, and could also cause some to decide to leave the profession all together. This is something that I need to be aware of within myself, as I have suffered with anxiety in the past and I have a habit of taking criticism personally.

With regard to the pupils in my future class, I feel that it is critical that I give the children chances talk about their feelings and emotions in various circumstances. I also agree with allowing children to ‘fail’ or ‘get it wrong’, as this provides opportunities for growth and learning. I am personally against the rise of the ‘everyone gets a medal at sports day’ culture that I have seen in some settings, as I feel that this is not reflective of real life. In the real world, there will be situations where you do not win or succeed. What is important is the way that we deal with this, learn from it, and move on.

2.1 Curriculum, 3.1 Teaching & Learning, Curriculum resources, edushare, RME elective

An Apple for the Teacher

October 8, 2017 User deactivated Leave a comment

Recently, in RME sessions, we have been thinking about morals, and the idea of right and wrong – both from religious and non-religious perspectives. While discussing this, I couldn’t help but think of a wonderful lesson that I came across on the internet a while back. In this lesson, a teacher used 2 simple apples to demonstrate the damaging impact of bullying, and more importantly how a person may seem okay on the outside, but may be hurt on the inside.

During the lesson, the teacher took 2 apples. She then proceeded to be ‘unkind’ to one apple – dropping it on the ground and calling it hurtful names. She also encouraged the children to do the same.

Then she turned her attention to the second apple, which she complimented and treated with care.

After the children had passed around both apples, they began to compare the apples. From the outside, both apples looked very similar. But when the teacher cut the apples in half, it was very clear to see that one apple (the one that had been treated with care) was fresh and healthy, while the other was bashed and bruised.

(Lesson explanation summarised from THIS ARTICLE by the telegraph)

What a powerful way to explain this concept to children! I love the fact that the children were involved in the actions of being kind or unkind. I also really like how the results are tangible and obvious, to allow the children to really think about what has happened. This would allow the teacher to lead some brilliant discussions about what happens to us when someone is unkind.

Click HERE for Relax Kids Tamworth’s facebook page

2 Prof. Knowledge & Understanding, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, Curriculum resources, edushare, RME elective

Using the TASC wheel in planning

October 4, 2017 User deactivated Leave a comment

TASC stands for ‘Thinking Actively in a Social Context’. This is an approach which can be used when planning, to create experiences that will challenge and engage students – making links with social learning theories such as Vygotsky’s Zone of Proximal Development.

Image from http://www.projectict.com/Healthy_Me/Tasc_Wheel.html

In RME, we were asked to have a go at using the TASC wheel while planning learning around the concept of Pilgrimage. I decided to plan with a lower-school class in mind, and here is what I created:

I used the starting point of something that children would be familiar with – the journeys that they make. While this wheel encouraged me to ‘decide on the best idea’, I feel that I would in fact use many, if not all, of the ideas listed in the ‘generate’ stage to build up the children’s knowledge.

I am not sure that I found the TASC wheel particularly helpful in my own planning, however I can see that it could be used with the children, in order to involve them in their learning. I appreciate the ‘step by step’ layout which could help children to think through their task and their approach to learning. I also like the emphasis on communication and reflection, as these are important parts of learning which can sometimes become lost in day-to-day teaching and learning.

For more information about the TASC wheel, visit http://tascwheel.com/

2.1 Curriculum, 2.3 Pedagogical Theories & Practice, 3.1 Teaching & Learning, edushare, RME elective

Morals and Stories

September 25, 2017 User deactivated Leave a comment

Vintage, Book Illustration, Literature, Shakespeare — Image from Pixabay.com

I’ve said it before and I’ll say it again – I love stories! I’ve always got at least 2 books sitting on my bedside table, and when I’m working in nursery, story time is among my favourite times of day. It’s a chance to calm down, relax, and lose yourself in another world.

During this afternoon’s RME input, we discussed how various story books could be used to explore children’s moral development. These stories could be religious (such as parables from the Bible, or stories any of the other religious texts), or can be non-religious (such as traditional fairy tales or other children’s books).

In this post, I have chosen a story which I feel could be used with a class to explore moral actions.

The story I have chosen is:

The Smartest Giant In Town (Julia Donaldson). This story would be appropriate for children at the younger stages of Primary school.

In this story, George the Giant is fed up of looking scruffy, and treats himself to some smart new clothes. Feeling pleased, he begins his trip home where he happens upon various characters who are in need of help. George is a kind Giant, and happily helps his friends, in ways that just happen to involve his nice new items of clothing! In the end, he has given up all of his new clothes, and ends up wearing his old scruffy robe again. Then, when George finally arrives home, all of the friends that he helped are there to thank him and give him a present.

What I took from the story:

George is willing to make sacrifices to do what he thinks is right – even giving up his brand new clothes that gave him so much happiness.
By helping others, George is able to spread his happiness around, and in the end, discovers an even greater happiness with his friends.

If using this story in the classroom, I would use a ‘reading the text’ approach where we interpret the text and think about the meaning. I would stop at regular intervals to encourage the children to talk about what the characters may be feeling. After reading, I would encourage the children to think about a time when someone was kind to them, or when they were kind to someone else.

The idea of kindness and helping others is one that is also covered in religious texts (such as ‘The Good Samaritan), and it would be interesting to make some comparisons.

I think that a lesson like this could cover the following E’s and O’s:

I am developing an increasing awareness and understanding of my own beliefs and I put them into action in positive ways. RME 1-08a / RME 2-08a / RME 3-08a / RME 4-08a

I can show my understanding of values such as caring, sharing, fairness, equality and love. RME 1-09b

A Couple of Highlights from Placement Week 2

March 27, 2017 User deactivated Leave a comment

This week has been another brilliant whirlwind!

One of the highlights was having the opportunity to watch and be a part of the Spring Concert on Wednesday evening. It was really great to see the talent and hard work of these young people as the various groups played a range of music – from classical pieces to contemporary pop.

Although I only played a very minor role (re-arranging chairs between sets – and doing it rather badly if I’m honest), I enjoyed being a part of the event.

During the week I have continued to be involved in Kodaly, African drumming, Samba band, Orchestra, Brass band, and Wind band. I have also been thinking about how I could use some of the methods and resources from these sessions in my own teaching. One activity which I particularly liked involved the written notation for rhythms (stick notation).

These notations can look like this (please excuse my poorly imitated versions):

In this activity, children were asked to play the rhythm on the flashcard, being careful not to play the rhythm of “don’t play this one back” (a familiar game). This involved the skills of reading and identifying the rhythms, as well as being able to play them.

After observing this lesson, I began thinking about the connections between music and maths. Musicians use maths all of the time when counting beats in a bar, and working out how long a note lasts for e.g. a minim or crotchet.

One possible activity on this topic could be to use the rhythm patterns (as shown above), and allowing the children to choose which rhythms they would use to fit into a bar. Bars could be varied in length, but would probably start with 4 beats.

For example, the children could create something like this:

This pattern would sound like this (played on my clarinet using just one repeated note):

An extension of this would be to create something more complicated also using semibreves, quavers and rests.

This activity can be seen on the following video (from around 0:04:30):

https://www.teachingchannel.org/videos/teaching-music-through-clapping

This activity could be extended as the children add the note heads to their rhythms, creating their own melodies.

Another way which music notation makes meaningful connections with maths is through fractions and times tables, i.e. if there are 4 beats in the bar, how can it be divided? How many lots of “tea” would fit or how many “coffee”s? I think that it’s important to apply maths in as many different ways as possible, so that children can grasp and understand it. Using music can help to add an element of fun to this learning (and maybe avoid the dreaded worksheets!)

1 Prof. Values & Personal Commitment, 1.2 Integrity, 1.3 Trust & Respect, 1.4 Prof. Commitment, 2 Prof. Knowledge & Understanding, 2.1 Curriculum, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, Curriculum resources, edushare, Learning from Life, My educational philosophy

What a Week!

March 18, 2017 User deactivated 2 Comments

I can’t believe that’s my first week of placement over already! What a brilliant week it has been!

Here are some of the experiences that I have been involved in:

Kodaly

During the Kodaly sessions, I saw p1 children learning about the foundation elements of music, including rhythm, pitch, and tempo. This learning happens in a fun, active, and play based way, which reminds me of the circle games that I might use with my pre-school children at nursery. An example of this was when children were learning about tempo: they made 2 trains (standing in a line with their hands on the person-in-front’s shoulders), with one being the fast train, and one being the slow train. As they moved around the room, each train had a chant:

Engine, engine, coloured green,

The fastest train I’ve ever seen!

Engine, engine, coloured black

going slowly down the track!

The children were also required to use the additional skill of walking their feet in time to the beat of their chant. This helped them to recognise that the tempo of their chant related to the speed that they were moving.

I feel that I can definitely bring this style of learning into my own teaching and look forward to using this in my Early Years placement.

African Drumming

These sessions allowed children to learn and practise different rhythms and patterns. They did this through call-and-response, a ‘Simon says’ type game, and drumming along to backing tracks.

I loved how these activities seemed so simple, however involved many different skills; listening, remembering, motor skills, and creating different sounds using the parts of the drum. Children had also learned about the history of these drums, speaking about where they were from and what they would have been used for in the past.

Ukulele

Children learned a few simple chords which allowed them to play along with some songs. They practised the fingering for these chords and looked at how to strum these in time with the song (which is linked to reading music). These lessons were also linked with learning that was taking place outside of music lessons, for example, some children had been learning about fairy tales and folklore, and therefore were learning the songs: 3 Billy Goats Gruff, and The Ugly Duckling.

I was very impressed at how well the children were able to create the chords (placing their fingers in the correct places on the strings and frets) and strum in time to the songs! Many children even managed to read the words and sing along at the same time. This activity is helping them to develop many skills, including those used in sight reading music.

Orchestra and Wind Band

I was a bit nervous about these classes, as I was asked to bring my clarinet along and play with the children. While I CAN play, I’ve never been hugely confident in my ability, so this pushed me out of my comfort zone. That being said, I’m really glad that I did, because having my instrument allowed me to make a connection with some pupils (fellow clarinet players) and I feel that it helped children to respect me as someone who ‘knows what they’re talking about’.

In these lessons, pupils were practising their fingering and formation of notes, as well as timing and being able to listen to those around them. One way which they did this was through a ‘Hocket‘ style activity, where children were split into 5 groups (of mixed instruments) and given one note each. The conductor would then point to the groups, indicating that it was their turn to play. In this way, the children could play some simple tunes (e.g. Mary had a little lamb), and some even had the chance to be the conductor and create their own tunes by pointing to the different groups.

This was such a simple activity, but was great fun. It also allowed the children to practise a note that they may not be confident with, without the added problem of changing between notes. I can see how this activity could be used in a future music lesson, as it could be used with any instruments – from chime bars, to xylophones, to recorders…

Rock Band

Rock Band is a fantastic project that I saw taking place with 2 p6 classes. It involved children learning instruments that may be used a band, such as guitars (electric, acoustic, and bass), drums, keyboards, and their singing voices. They had been learning music from different decades, starting with Elvis’ ‘Hound Dog’, then The Beatles ‘Love me do’, and now moving on to Bob Marley ‘3 Little Birds’.

During a previous week, the classes had been videoed, allowing them to review their work and decide on 2 stars and a wish. The children were told that they would be making more videos so that they could set up their own ‘Rock School’ Youtube channel. This sparked a lot of excitement, and the children could hardly wait to start designing their channel logo.

I was really impressed with how enthusiastic and engaged the children were with this project. I think this this is partly because the children were given a choice in which instruments that they wanted to learn (which had led to some beginning formal music tuition in their chosen instrument). I also feel that these children were enjoying learning songs that they could recognise, rather than classical music, or music simply designed for learning.

I would love to be involved in a project like this in my future teaching career, however I would need the support of another teacher (or teachers) who had some musical ability in the keyboard and the drums as my own musical knowledge doesn’t stretch that far.

Aspire Dance

On Thursday, I saw 2 classes as they ran through their final rehearsals for their big show on Saturday – The Rite of Spring, which is taking place at the Caird Hall. These dances had themes connected with nature (the sun and global warming, and trees and deforestation). Every child had a part to play, with some taking on solos and more complex routines. Not being a dancer myself, it was great to see the variety of simple movements, and how these came together to create a lovely complete dance. I was also interested to see how the children’s own ideas were incorporated into the dance, giving them some ownership and pride over their work.

The dance teacher had a great rapport with the children, oozing enthusiasm and praise and I feel that this inspired the children to work harder as they wanted to impress him. He was also willing to dance along with the children – filling in for any who were absent, or just demonstrating new movements. This reminded me of the importance of putting my own self-consciousness to one side and being willing to get involved in the learning, as this can support the children.

I was hoping to attend the show this evening, but unfortunately will not be able to make it. However, from what I saw at the rehearsals, I know that it will be a wonderful event!

Oh, and I was also involved in the opening ceremony of the brand new Sidlaw View Primary School! The children put on a fantastic musical performance and it was wonderful to see such a range of talents.

As you can see, this week has been very busy!

I’ve had the chance to see lots of different aspects of the Aspire project, and work with many different children from p1 to p6, in a variety of different schools. This is a completely new way of working for me, and brings some challenges. One of these challenges is that it is difficult to get to know the children very well, especially as a music session may last for as little as 40 minutes, and that may be the only time during the week that I worked with a class. Despite this challenge I was impressed at the way that the Aspire teachers interacted with the pupils and had built positive relationships. This is something that I will continue to work on as my placement continues and hopefully my timetable will not change very much, meaning that I will be working with the same classes from week to week.

This week, I have also had the chance to speak to some of the teachers in the different schools. All teachers that I spoke to seem to have a positive view of the Aspire music project, and of the experiences that are offered to the children. One teacher reinforced the idea that many teachers do not feel confident to teach music (as discussed in my previous post) and stated that she was very pleased that the children had the opportunity to learn with the Aspire team who had the specialist knowledge that she did not.

Next Week

Next week I hope to take on an even more active role in all of the music sessions. Now that I have an understanding of what goes on in each of the different lessons, I hope that I can help through team-teaching and acting as a support teacher for children who are struggling. I hope to also have the opportunity to lead some sessions, particularly the Kodaly classes.

I will also speak to the Aspire teachers about how they plan their lessons and links to the curriculum. I am interested in how the learning that takes place in these sessions could be linked into cross curricular learning, and how it can support other areas of the Curriculum for Excellence. I would also like to find out how (if?) the Aspire teachers record and assess the learning that takes place in their sessions.

2 Prof. Knowledge & Understanding, 2.1 Curriculum, 2.3 Pedagogical Theories & Practice, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, Contemporary issues, Curriculum resources, edushare, Learning from Life, My educational philosophy, Professional Studies

Music for Learning

March 12, 2017 User deactivated 1 Comment

As I prepare for the beginning of my Learning from Life placement (tomorrow!) I’ve been doing some reading about music education and the value and impact it can have on children.

There have been many studies which have investigated the benefits of music education. Standley (2008) and Hallam (2010) report that well planned music activities can improve children’s language and reading skills, and Roden et al. (2012) found that musical experience can aid memory skills.

These studies appear within a wealth of other research. Here are 2 TED Talks which consider the impact of music on brain development:

I particularly enjoyed this TEDx Talk, where Richard Gill discusses the value of music education:

The key points that I took from this talk include:

Music education should be introduced with our young children;
This can take the form of listening, focusing, and imitation, e.g. nursery rhymes;
Music is not prescriptive, instead it evokes, suggests, and implies;
Allows children to access a different way of thinking to the other curricular subjects;
The act of singing can have links with the development of literacy;
Music is worth teaching for it’s own sake;
Every child should have access to properly taught music education, from a properly taught teacher.

The last point interested me, as I have also recently read an article which explores how trainee teachers feel about teaching music. This study was conducted in England, however I feel that the findings will also apply within Scotland. Hallam et al. (2009) agree that children have the right to a high quality music education, however the research shows that many trainee teachers and NQT’s feel unequipped and unable to teach this subject effectively.

The study showed that teachers who were able to play one or two instruments were more confident in teaching music, however this was a smaller percentage, meaning that in many classes and schools, music education is being neglected. Among other suggestions of more training and CPD for teachers in this curricular area, it was proposed that the use of specialist teachers, whether working independently or alongside the class teacher, could have a positive impact. Relating back to what Richard Gill said above; children should be provided with their music education from a properly taught teacher.

I have not yet decided whether this ‘properly taught teacher’ needs to be a specialist, or whether it can simply be a primary teacher who embraces music in the same way as any other curricular area. There are many of us on my course who would admit that we are less confident teaching maths, science, ICT… however we wouldn’t dream of avoiding these subjects! Instead, we must recognise that it’s our responsibility to continually develop our own professional knowledge and skills.

I hope that my Learning from Life placement will allow me to develop my own confidence and skills in teaching music. Despite being able to play 2 instruments, I currently lack confidence in this subject, perhaps because I am not fluent at reading musical notation. My visit day has already helped me to feel slightly more confident as I was able to see the level at which the children were working, and how this was linked with the ‘figurenotes’ approach. During my placement, I will have the opportunity to work with a variety of music specialists, where I can observe and learn some of their techniques and teaching methods. While working with the children, I will also be able to practice working with sheet music and notation. I hope that this will improve my ability to teach my future classes, allowing them to benefit from the highest quality of music education that I can offer. I also hope that my musical experience may allow me to support other students and even teachers who lack confidence in this area.

“I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning” – Plato

References:

Hallam, S., Burnard, P., Robertson, A., Saleh, C., Davies, V., Rogers, L., and Kokatsaki, D. (2009) ‘Trainee primary-school teachers’ perceptions of their effectiveness in teaching music’ in Music Education Research, 11(2). http://dx.doi.org/10.1080/14613800902924508

Hallam, S. (2010) ‘The power of music: Its impact on the intellectual, social and personal development of children and young people’ in International Journal of Music Education, 28(3). DOI: 10.1177/0255761410370658

Roden, I., Kreutz, G. and Bongard, S. (2012) ‘Effects of a school-based instrumental music program on verbal and visual memory in primary school children: a longitudinal study’ in Frontiers in Psychology, 3. https://doi.org/10.3389/fpsyg.2012.00572

Standley J. (2008) ‘Does Music Instruction Help Children Learn to Read?’ in Applications of Research in Music Education, 27(1). DOI: 10.1177/8755123308322270

1.4 Prof. Commitment, 2 Prof. Knowledge & Understanding, 2.1 Curriculum, 3.1 Teaching & Learning, Curriculum resources, edushare

Pedagoo Perth

March 4, 2017 User deactivated Leave a comment

Last Wednesday I was lucky enough to attend PedagooPerth – an event where teachers and education professionals from around the area come together and take part in learning conversations.

I joined in with 3 conversations:

The wonderful world of lego – how lego can be used to develop a range of skills in primary children.
How can we develop education outdoors within our community?
Music in the primary classroom.

I chose these conversations because:

a) I’ve always been a lover of lego and I was looking for ideas as to how I can bring that fun and engaging resource into my lessons at school,

b) Outdoor learning is one of my big passions and I was interested to see how it can be implemented effectively within a primary school,

c) My next university placement (‘learning from life’) is music based, and I was hoping to gain some ideas and inspiration for this.

This post is from my personal blog. To read in full, please visit: https://laughterandlearningblog.wordpress.com/

2.1 Curriculum, 3.1 Teaching & Learning, Curriculum resources, edushare

Playing with Patterns

January 23, 2017 User deactivated Leave a comment

Pattern is an area of maths that lends itself to all kinds of fun and engaging activities, especially in the Early Years. I was asked to think of some experiences which I could provide to a p1 class which would help to develop their understanding of pattern, including visual, auditory, and physical pattern.

I decided on one overall experience which would encompass various different activities on the theme of pattern. That experience happens to be one of my all time favourites: going on a nature walk! In my opinion there is no learning that can’t take place in the great outdoors.

Visual Patterns

During the nature walk, I would have children select items which they could arrange into a pattern (we would obviously need to look at some examples of visual patterns before this). The children would have the freedom to decide on the items that they choose, thinking about size, shape, and/or colour.

I would encourage them to talk about their pattern and make connections to the ones that we had seen before. This activity could include all sorts of mathematical language, such as positional language, the language of sequence, size, and shape. I could also extend the learning by having the children to attempt to imitate a pattern and predict what might be coming next.

Physical Patterns

The next activity which I would include on my walk, is a follow-the-leader style action game. The children would need to work in groups for this activity, rather than walking in one long line. In this game, the first child performs an action which all children must copy. Then the next child performs a new action, so all children must perform action 1 and 2 (and keep repeating them over and over). This continues until a few children have added a new action, creating a pattern of movements.

The mathematical language which would be involved in this activity could be “1st, 2nd, 3rd”. It could also be used when describing an action, for example “BIG swings of your arms” or “Tiny taps of your toes”. As an extension we would look (and have a go at) at some child-friendly dance routines (perhaps to pop music or something which engages the children’s interest) and notice any repetitions and patterns.

Auditory Patterns

While walking, I would lead the children in a fun chant or song.

An example of this is a chant that we used when I was a member of the Girl Guides. It goes like this:

Everywhere we go! (Everywhere we go)
People always ask us (People always ask us)
Who we are (who we are)
Where we come from (where we come from)
So we tell them (So we tell them)
We’re from …name your school/setting… (we’re from…)
And if they cannot hear us (And if they cannot hear us)
We shout a little louder (we shout a little louder)

Repeat from beginning

Taken from www.ultimatecampresource.com/

This is a fun example of a pattern as it uses repetition and rhythm. We could continue by looking at other songs and noticing if there are any patterns involved (which there probably will be, for example verse, chorus, verse, chorus…).

There are, of course, many many more opportunities for learning associated with pattern which I could involve in my nature walk. This activity has helped me to think about some of the ways that I can bring mathematical learning into activities which I would perhaps not associate directly with maths.

2.1 Curriculum, 3.1 Teaching & Learning, Curriculum resources, edushare

We’re going on a maths hunt

January 15, 2017 User deactivated Leave a comment

The picture book that I have chosen to use for this task is ‘We’re going on a Bear Hunt‘ by Michael Rosen. I chose this book because it’s one of my favourites, and one which (in my experience) never fails to capture children’s imagination.

I have used this story to explore language, and for various dramatic and creative play experiences, but I have never before taken a particular focus on the mathematical element. That being said, it is obvious that there is plenty of mathematical language and concepts throughout. Here are some of the ones that I spotted:

language of measurement and size: “we’re going to catch a BIG one” and “long, wavy grass”
positional language – over/ under/ through
counting – “one shiny, wet nose, 2 big furry ears…”
rhythm and repetition

If I were to use this story with my class, there are various activities which I may use to focus in on some of these concepts. I would always begin by reading the story with my class. I love the actions which Michael Rosen uses in his reading and would use the same, or my own variation of these to engage the children.

I have chosen 2 mathematical concepts to explore further: measurement and counting.

Measurement

To continue with the concept of measurement and size, I would encourage the children to explore tape-measures, rulers, measuring sticks and even non conventional measurement resources like lego blocks. I would then provide opportunities for the children to begin to sort items that they had measured into groups of big/ medium/ small etc. I would model and encourage the different words and language which can be used to describe these measurements: large, tiny, huge, little…

Another fun activity could be to have the children arrange themselves in a long line from biggest to smallest or visa versa. This activity could be done as a transition (for example when lining up for lunch) and would help to secure the children’s understanding.

Counting

One way to continue learning about counting and labelling, in the way that the story does, could be to use the same method to describe something else. I would provide playdough with a variety of materials such as googly eyes, straws, sequins, string, etc and allow the children to create their own creature. I would encourage them to make their creature as weird and wacky as they liked, because when they are finished I would ask them to describe it to their friend. This activity could be linked to learning about description, or could simply be about how many eyes/ ears/ noses etc that their creature has.

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Nursery Rhymes and Maths

January 15, 2017 User deactivated Leave a comment

During our first maths input, I was reminded of the importance of nursery rhymes and songs in children’s development. Not only do these songs include language skills such as rhyme or alliteration, but they also include many mathematical elements.

An example of this is the nursery rhyme: 5 currant buns.

5 currant buns in a baker’s shop,

Round and fat with a cherry on the top,

along came <insert name> with a penny one day,

They bought a currant bun and they took it right away,

Yum yum! Yum yum!

As you can see (excuse the rather awkward video…) – the actions help the cement the meaning and add understanding to some of the mathematical words as well (such as ’round’ and ‘on the top’).

This song involves the various skills of counting back (5, 4, 3, 2, 1),

I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a

This can be extended to also include simple subtraction (we had 5 currant buns, one has been taken away. How many are left?)

I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways. MNU 0-03a

In describing the buns, the language of shape is used (round)

I enjoy investigating objects and shapes and can sort, describe and be creative with them. MTH 0-16a

as well as positional language (on the top).

In movement, games, and using technology I can use simple directions and describe positions. MTH 0-17a

I have heard variations on the song, with the words “big and round” in place of “round and fat”. The explanation of this was because “fat” is an offensive word, which I find ludicrous (a topic for a later blog perhaps), however the new lyrics would include a further mathematical word (big).

Finally, there is the introduction of money and how it is exchanged for goods.

I am developing my awareness of how money is used and can recognise and use a range of coins. MNU 0-09a

It’s clear that this song, as with many nursery rhymes, is packed full of maths. As a teacher, I hope to be able to use songs and rhymes to not only introduce concepts in a non-frightening way, but also to practice and engage with some of the more tricky outcomes.

I have already experimented with doing this while working in nurseries. While covering a wide topic area of ‘toys’, I changed the lyrics of this song to be about toys in a toy shop. Rather than each toy costing a penny, as in the traditional song, we gave each person a price tag (5p, 10p, 20p, 50p, £1). When a child was chosen to select the toy which they would like to buy, they were also required to choose the correct coin from the pot. I differentiated by having some price tags with a picture of the coin on them so that the child could match the shape and look of the coin, and some price tags simply having the price written e.g. 20p.

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I had to make a bad science joke because all the good ones Argon

January 10, 2017 User deactivated Leave a comment

What is science all about? That’s a big question! Science is all around us and allows us to gain a better understanding of our world. This understanding involves questioning our assumptions and ‘everyday’ explanations, while modifying our ideas based on scientific investigation.

And that brings me to the topic of today’s post – investigation! During our input, we were encouraged to carry out our own mini investigation, using structured support materials (investigation frames) to aid us in our thinking and recording.

The frames asked questions to ensure that we considers our variables and control methods. I felt that they also encouraged us to work as a group – talking about what should be added to each sheet.

My group agreed that the frames were helpful as they organized our thoughts in the basic form of a ‘proper’ scientific report. Report writing can be a tricky skill, but it is one which students will need as they progress through their education.

file0001111447669 — image from morguefile.com

I can see how the scientific investigation frames could be used in my own classroom, using scaffolding to support the children. First, to introduce the process of recording and reporting to my pupils, I would model the process with the whole class, allowing them to suggest the ideas for the sheets, conduct their experiments in groups, and then share the results together. I hope that this would build the children’s confidence and allow them to begin to grasp the key elements of a scientific investigation.

I would then use the frames in an ‘I do- you do’ fashion where I continue to model the process (perhaps with a generic example) but complete the sheets one by one, following each with a chance for the children to discuss and complete their own sheets.

Finally I would provide opportunities for the children to use the investigation frames with limited instruction from myself.

When thinking about my own teaching of science, I found it interesting to learn about the Constructivist approach. This approach involves identifying currently held ideas, discovering any misconceptions, challenging these, and finally reformulating our thinking. Now, I understand that on the face of it, this seems a little dry, but stay with me because it also has the possibility to be linked with stimulating and engaging lessons! As with so much learning, the interest comes as a teacher uses an idea or misconception which is relevant to the children (for example questioning something that happens in a movie, or using a practical experiment/ demonstration, or going on an outing…)

Science is a critical part of the primary classroom and curriculum for excellence. Despite this, PISA scores find the UK well below those top performing countries (OECD, 2015). It is therefore essential that future (and current) teachers aim to improve the delivery of science lessons to pupils – providing them with the skills and knowledge in a meaningful way.

Reference

http://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf

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A couple of nifty teaching resources

October 25, 2016 User deactivated Leave a comment

Over the last few weeks, I have come across 2 online resources which I feel could be really useful in my future teaching career. These have been shown to me by university lecturers, and in the spirit of sharing, I thought I would write a little post about them to hopefully inspire some of my fellow course-mates.

The first of these resources was comes from the website ‘Chrome Experiments’. This is “an online showroom of web browser based experiments… and artistic projects” (Wikipedia.) In other words, people have been creating all kinds of weird and wonderful things and uploading them to share with the world.

The particular experiment which appeals to me and that I can imagine using within the classroom, is Chrome Music Lab.

Chrome Music Lab

Within music lab, there are various different activities, all connected with music. For example, the first activity (entitled ‘Rhythm’) you can experiment with having the characters beat their drum (or ting their triangle, or knock their wooden block…) at different times according to where you place a marker. This is a great introduction to simple rhythm and patterns, it also gives children a very basic, first introduction to how music can be represented on a page.

Another part of Chrome Music Lab is ‘Arpeggios’ . Here you can click on any letter to hear the arpeggio played in that key. You can also adjust the speed in which the arpeggio is played. I think that this could be a great tool for looking at how music can be used to provoke feelings and emotions – for example, the arpeggio in d#, playing at a slow tempo could be perceived to sound slightly sad/ melancholy whereas playing in G, at a faster tempo may sound happy and joyful.

A screen grab of the Arpeggios activity on Chrome Music Lab

The second resource was introduced to me through a TDT task which was sent earlier today. Again, I’d never seen it before, but it got me quite excited and I just had to try it out.

This resource is Padlet.

Padlet

Padlet is a virtual space where you can add ‘post-it’ style notes, as well as photos, links and media from your own computer or from the web. What I really like about it is that it can be used as a collaborative space.

Each board can be set to be private (for your eyes only), public, or password protected. This means that it could easily be used for students to work together on a project – collecting their research or sharing ideas together.

HERE is my example Padlet board (pictured below). To access it you will need the password: uodedu. Feel free to add/ remove/ change things if you would like to.

A screen grab of my example Padlet board

Having this information stored in a secure online space means that pupils could continue to add work or ideas to it outside of school hours if they so desire. It is also attractive (customisable backgrounds and icons) and easy to use, which may help to engage the children.

THIS article from Education World has some more ideas about how you might use Padlet within the classroom. I particularly like the idea of having a question wall – with children perhaps adding questions about what they are currently learning and showing any gaps in their understanding, or perhaps adding questions which show what they would like to learn next.

Of course, an issue with this is that not all children have access to computers or the internet at home. Therefore I would not use a resource like Padlet for any homework tasks or compulsory work unless there is time allocated to it within the school day.

I always love discovering new resources and I would urge you to have a play with these. Let me know what you think of them in the comments below!

Thank you to Derek Robertson and Wendee White (the lecturers that inspired this post).

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Quelle est le date ton anniversair

October 11, 2016 User deactivated Leave a comment

https://www.youtube.com/watch?v=jcwcGwaS_2w

This song pretty much sums up my memory of learning a modern foreign language (MFL) at primary school. We learned it until we were blue in the face, and then sang it in an assembly to the rest of the school. I’m sure we did learn a few other basics (Bonjour, ca va, au revoir) but it is interesting to note that this learning didn’t take place until I was in year 6 (in England – the final year of Primary) and was taught by a specialist teacher.

Of course, it’s been a long time since I was at primary school (oof that makes me feel old) and approaches to education are ever changing. In Scotland, there is now the 1 + 2 approach which aims to ensure that children have the opportunity to learn a modern language from p1 (Education Scotland, Undated). This is slightly different in England, where languages are required to be taught in key stages 2-3 (ages 7-14) (Long and Bolton, 2016). The reason for beginning language studies at these earlier ages may be due to research which suggests that:

…an early start can result in early achievements such as improved communication skills, positive attitudes towards languages and cultures and heightened metalinguistic and metacognitive awareness… (Kirsch, 2012)

Primary teachers are expected to deliver lessons on modern languages, just as they are for all other areas of the curriculum. That being said, during my time on placement as well as the time I spent volunteering in a p2 class, I saw very little teaching in this area. This may be in part, because entry to teacher training degrees does not require a modern language qualification, and many people have not used those skills since they left school themselves. Not that I suggesting that I believe that candidates SHOULD have a higher modern language qualification (as that would mean rejecting many who could go on to be amazing teachers).

But for those of us that are perhaps a bit rusty/ lacking in confidence, we must work extra hard to undertake our own professional learning and development in order to provide the highest quality education to the children.

In order to support us in this professional development, the university is providing some MFL workshops. I am attending the French and Spanish workshops as I have studied French in the past (previously mentioned primary school and then a disastrous attempt at secondary school) and hope that this will give me a starting point to build upon.

Our first workshop session began with this video:

This grabbed my attention and immediately took me back to my time in nursery, where the children loved this song (the English version) and there were times when it was played on repeat. I really like the idea of using this as an attention grabber/ lesson starter as it is fun and a bit silly, and likely to get the children talking. They may also be able to make connections if they have heard the English version.

Throughout the workshop, Carrie demonstrated and had us participate in various active learning strategies. One of these was to watch and then repeat an action and french word (for example, Carrie would wave her hand while saying ‘Bonjour’ and then the class was expected to do the same). I felt that this activity was effective as there was lots of repetition, and the action added meaning to the word. The act of responding as a whole class, or even in table groups removed the fear of ‘getting it wrong’ and encouraged everyone to participate. There were also ways that this activity could be extended such as adding a ‘Simon Says’ competitive element.

At the end of the session, we were asked to devise an activity to reinforce talking and listening skills.

A simple activity which I feel I could use to develop these skills is to bring some simple instructional language into PE.

Stop/ Arrêtez

Go/ Aller

Left/ à gauche

Right/ à droite

Red/Rouge, Yellow/Jaune, Green/Vert (Traffic Lights)

March/ Marchez

Jump/ Sautez

The teacher would likely begin by being the instructor, but children could also have turns to call out the words; reinforcing speaking skills. To check comprehension, the teacher could have the children shout out the meaning as they do the action. Once the children become confident, the teacher could also swap between giving the instruction in French or in English.

The workshop helped me to recognise that there are some big gaps in my knowledge. In order to continue to develop my own modern language skills I have begun using the website Duolingo. This teaches through various methods such as:

matching the picture and the meaning,
listening to words and phrases in the modern language and translating them into English,
And opportunities to test pronunciation using your computer’s microphone.

I don’t think that I will ever become a fantastically fluent French speaker, however I aim to learn enough to allow me to be confident when providing examples or modelling pronunciation to my class.

References

Kirch, C. (2012) Teaching Foreign Languages in the Primary School. London: Continuum. p4

Education Scotland (Undated) About the 1+2 Approach.

Long, R. and Bolton, P. Language Teaching in Schools (England) Briefing Paper.

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Beautiful Books!

September 28, 2016 User deactivated 2 Comments

I love a good story! Whether it’s in a book, a TV show, a movie or even a friend telling me about their weekend – stories are what keep me interested. How boring life would be if we just told each other the straight facts.

Over the last couple of weeks, our lectures and workshops have involved looking at all kinds of children’s literature, and thinking about how we might use these to support children’s language development (talking and listening, reading and writing.) Continuing with this, I have decided to look at a picture book in more depth and explore some of the ways that I might use it within the classroom.

The book I have chosen is: “I’m the Best” by Lucy Cousins

As you may be able to tell – this book is aimed at younger children (early years or early primary.) It is very eye catching and appealing as it uses bright colours and bold illustrations as well as simple text which describes what is happening in each picture.

Before reading the book, I would spend some time with the children, talking about the front cover – identifying the key features such as the title and the author. I would also ask them if they could guess what the story is going to be about, supporting them in looking for the clues. I may also ask the children to think of things that they are ‘the best’ at.

After that, it’s time to begin reading. This story is about Dog and his friends. Dog is good at identifying the things that he can do well, but he continually boasts that he is ‘the best’!

While reading, I would encourage the children to join in with the repeated phrases (“I won. I’m the best.”) I would also ask the children to look at the expressions on the faces of the characters and think about how they might be feeling. Why do they think that they are feeling that way? Do they think that Dog is being a good friend?

As a reader, I would ensure to use intonation and expression in my voice to exaggerate and emphasise the meaning behind the text.

At the half way point in the book, the story changes. The other animals decide to show the dog that he isn’t the best at everything and that they are the best at certain things. Before moving on to this second half of the story I would ask the children to predict what they think might happen next. Doing this can support children’s logical reasoning skills. It may also help them to think about what they may do in that situation.

As we continue, I would again ask the children to think about how the characters are feeling. What has changed from before?

Don’t worry – the book has a happy ending! Dog is feeling sad that he isn’t the best at all of the things that he thought he was, but his friends reassure him that he is the best at being their friend and they point out the things that make Dog special.

Feelings and the language of emotions can be difficult for children to master, which is one of the reasons why I really like this book. It is obvious how the character is feeling (through the illustration) and at the turning point in the middle of the book, the characters express that they are feeling sad. The conversations between the children and the teacher, as they read this story could also help to develop the children’s vocabulary and language skills in this area. Learning the language of feelings can help children to manage their emotions, or approach someone if they are needing support. These are critical life skills.

I feel that this book would also be a great starting point for discussion about how everyone is different and special in their own ways. This could link into activities to do with the Growth Mindset (Dweck 2012.) The children could be asked to identify something that they believe they are good at, and something that they would like to improve.

Another direction would be to use this book to support learning about social skills and how to be a good friend to others. A lovely activity (which I have seen on Pinterest) could be to encourage the children to write down/ say something about another person that they do well.

Following story time, I would provide opportunities for the children to explore and extend the story by themselves. I would create a ‘story table’ with puppets or props from the story so that the children can role play or play out the story in a small world setting. I would also display some of the pictures from the book in the art/ creative area so that the children may be inspired to create their own illustrations. A ‘word wall’ could also be created to display the new vocalbulary that children have learned. These new words may not necessarily come straight out of the book (as it uses fairly simple language) but also from the discussions that have arisen.

I would ensure that the story book was readily available for the children in the reading area and I would also re-visit the story multiple times, so that the children become familiar with it and can begin to think of new questions or comments.

One of the key points that I’ve picked up from our Language lectures is that it is absolutely VITAL to instil a love of reading into our children and to continue to nurture this as the children grow and develop. I am a keen reader at home and I have always loved story times in nurseries. I hope to bring this love into my teaching with primary school children.

It is at story time that the teacher’s enthusiasm for books is transmitted regularly to children. – Ann Browne (1996)

During my teaching placement I was able to see how much the children enjoyed and responded to the class novel, however this was just ‘fitted in’ when there was a free 10 minutes. As a teacher, I hope to be able to devote appropriate time and space to stories – showing my children how much I value reading and a good book.

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The Internet is my Teacher

March 25, 2016 User deactivated 1 Comment

This morning my brain is buzzing with a thousand thoughts. Through a connection on Twitter (did I mention that I love social media?) I was advised to listen to a wonderful show on BBC iPlayer entitled ‘My Teacher is an App‘.

This is a fascinating piece about the ever increasing role of technology in education. Much of it is centred around America’s ‘Silicon Valley’, but the points made are equally valid in a UK context.

On the show, various professionals discussed their opinion of where education is headed. At the beginning of the show, it was mentioned that we are moving towards a society of one to one computing in an educational situation. Some of the proposed advantages of this include:

high levels of engagement
Personalised learning
Up to date information and resources (as opposed to textbooks which quickly date and become obsolete)

The radio program introduced us to Salman Khan; the creator of Khan Academy. Khan Academy is a non-profit organisation which provides short instructional videos/ lectures in the form of Youtube videos. This means that they are accessible to anyone with an internet connection. Khan proposes that our current models of teaching (involving grouping students and standardised testing) are vastly outdated and suggests that the Khan Academy model is more suited to the learners of today.

Below is a ‘Ted Talks’ video of Salman Khan discussing the use of his videos in learning:

As Sarah Montague (the radio presenter) points out; one of the huge benefits of teaching in this way is that pupils can learn at their own pace. A video can be paused, rewound or re-watched as many times as a learner requires in order for them to grasp the concept. There is also no fear of ridicule from peers, as no-one needs to know how quickly or slowly you are learning.

Click here to see some of the Khan Academy Videos

Within his talk, Khan mentions the idea of the ‘flipped classroom’. This is a model where traditional teaching and learning methods are reversed. Students are required to watch short educational videos at home before the lesson, and in class time they undertake tasks which are more like traditional homework activities. It is suggested that this method will allow teachers to spend more time addressing children’s individual needs, whether that be support for specific problems, or challenge for the more able.

The BBC radio show also discusses the use of video gaming in learning. Nolan Bushnell, the “father of modern video gaming” and founder of Atari, discusses his online resource: Brain Rush. This is a website full of short, educational games, designed to allow learners to develop skills quickly. Bushnell speaks about making learning fun and addictive, claiming that children can learn almost anything through gaming. It is also suggested that gaming can help pupils to review and memorise information, although these claims cannot yet be substantiated.

One group of schools in America which have embraced the use of technology is Rocketship Education. In these schools, children spend around a quarter of their school day online. Results in these schools are said to be very high and Rocketship suppose that this model of teaching will help to close the attainment gap. One of the issues of this model of teaching and learning is that the use of technology means that fewer teachers are employed. On the other hand, those teachers who are employed, are paid very competitive rates compared to standard teachers.

Taking digital learning even further, is the idea of ‘Virtual Schools’. In this situation, students do not attend school in the traditional sense, rather, they are responsible for undertaking their own learning via the internet and technology.

I find the idea of technology gradually replacing teachers rather unsettling. While I am completely on board with personalised learning and tapping in to the tools which engage children, I do not feel that the social and emotional aspects of development can be met without building the strong and important relationships with teachers and significant adults. In my opinion, technology and digital tools should be used alongside teachers and lessons, in ways that extend and deepen pupils’ knowledge and understanding.

When discussing Virtual Schools on the radio show, Sarah Montague raised the same issue that immediately popped into my head – what is keeping the children from becoming distracted and going off to do something else? While pupils may be motivated to learn about subjects that interest them, I cannot imagine them maintaining the self discipline to persevere at more challenging subjects, when temptations such as video games or TV are close by.

Never the less, virtual schools are a concept which may be appearing within the UK. In 2014, the Telegraph posted THIS ARTICLE proposing plans for a state funded ‘virtual school’.

Towards the end of ‘My Teacher is an App’, listeners were presented with a theory of learning and education which contrasts completely with the previous, highly technology based models.

The Waldorf approach places focus on child development through free play and expression through art, music and nature. These schools emphasise playing and exploring through natural and organic experiences. In this type of education, the use of technology is discouraged until children are older (around 13 years) and it is even suggested that technology could impact negatively on children’s ability to form relationships and express themselves creatively. Find out more about the Waldorf approach HERE.

Shields and Behrman (2000) also believe that excessive use of technology may have numerous dangerous effects on children, including access to unsuitable content, and reducing physical activity which may lead to obesity. In THIS JOURNAL, they discuss the need to limits and strict controls on the use of technology with children.

I am fascinated by the idea of the Khan Academy, Brain Rush, and the flipped classroom, and would love to see it in action within a real class. Despite this, I have to wonder whether it could actually work in our schools. While many pupils do have access to computers, tablets, phones or other devices to access the internet, there are those who do not. How does this model of teaching and learning support those who cannot access the videos before the class? Maybe a school which uses this model would provide access to ICT facilities before/ after school so that all pupils have the opportunity to access the resources?

Another issue of using technology in education is that many schools do not have the budget to provide computers/ devices for all pupils to use. Or, some schools do have computers, but they are old, slow, outdated machines which take an age to load and are perhaps cannot run the software that you want to use. I wonder if the rise of technology in education will create further inequality between schools, where some can access resources which others cannot.

I find it interesting that there appears to be a divide between the big push for outdoor learning and learning through nature (such as Forest Schools), and the growing role of technology in education. My opinion is that, like everything in life, there needs to be a balance. I firmly believe in the value of free play and natural play, but can also see that technology has an important and increasing role to play in children’s learning. It is the role of the teacher to provide opportunities for both.

Listening to the radio show has opened my eyes to some of the wonderful digital tools and resources which exist, and ways in which technology may start to change the way in which our education system works. Whether or not Virtual Schools take off, or the ‘flipped classroom’ begins to appear in more schools; I can see how teachers and educational professionals must continue to be flexible and reflective as discover the best ways to teach their pupils.

References and Links:

BBC Radio 4: My Teacher is an App

Khan Academy Website

Brain Rush Website

Rocketship Education Website

Paton, G. (2014) New Plan for Britain’s first state-funded ‘Virtual School. The Telegraph

Shields, M. and Behrman, R. (2000) ‘Children and Computer Technology: Analysis and Recommendations’ in Children and Computer Technology, 10(2).

Driscoll, A. and Nagel, N. Waldorf Approach. Education.com.

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To VARK or not to VARK, that is the question

February 25, 2016 User deactivated 2 Comments

There is no “one size fits all” when it comes to teaching! Throughout planning, implementation and reflection, it is essential for a primary teacher to recognize that every pupil is an individual. This means that there are numerous learning approaches and preferences throughout any class.

In 1987, Niel Flemming devised categories of learning in order to encourage teachers and students to think about different learning styles. This is known as the VARK model.

VARK stands for:

Visual: learners who have a preference for images or visual representations of information,

Auditory: learners who prefer to listen to information (for example in lectures) or perhaps use music to aid learning,

Read/Write: learners get the most out of reading texts and writing information

Kinesthetic: learners prefer practical, hands on experiences.

(AboutHealth, 2015)

If you would like to find out your learning style; there are many online tests available. I used THIS test which revealed that I have a multimodal learning style with a preference for the read/write and visual approaches.

Visual 10
Aural 5
Read/Write 13
Kinesthetic 6

While I agree with this result to some extent, I feel that my preferences depend on the type of learning that I am involved in. For example; if I am trying to learn facts and figures for a test, then I prefer to read and write, however if I am learning how to bake a cake or sculpt a model, I would choose visual and kinesthetic methods.

There has been much debate around the validity of learning styles. One of the main criticisms is that there is no empirical evidence that the use of learning styles improves student performance within education. In fact, it has even been suggested that focus on learning styles may have a detrimental impact (Venable, 2011.) Lafferty and Burley (2009) argue strongly against the use of learning styles, stating that “Learning styles are subject dependent, they are teacher dependent, they are temperature dependent, they are emotion dependent etc. In fact they are dependent on so many things, that they are on a continuum and therefore not measurable, and do not exist.” This supports my own feelings about my learning and therefore, as a teacher, I would avoid grouping pupils due to their perceived VARK preference.

On the other hand, I feel that learning styles are a helpful concept to know, as they encourage teachers to reflect upon the ways in which they deliver lessons. This relates back to my “one size fits all” comment; as a teacher who only presents information in a didactic way is not appropriately supporting those pupils who may learn best in a practical way. It may also be beneficial for students to be able to recognize which learning styles work for them. Flemming and Baume (2006) point out that “any inventory that encourages a learner to think about the way that he or she learns is a useful step towards understanding, and hence improving, learning.”

As a primary teacher, I will strive to deliver lessons which provide opportunities for all different styles of learning (albeit not necessarily all at the same time!) I hope to avoid the mindset that these styles are fixed but rather to encourage children to continually explore the different approaches to their learning.

References:

AboutHealth, Psychology (2015) VARK Learning Styles

Flemming and Baume (2006) Learning Styles Again: VARKing up the right tree!

Lafferty and Burley (2009) Do Learning Styles Exist?

Venable (2011) The Learning Styles Debate

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What do I really know about religion?

February 7, 2016 User deactivated 2 Comments

I’m a little embarrassed to admit… not as much as I should!

Following an RME input, we were set the task of writing down our previous knowledge about the main world religions with an aim to identifying any gaps in our understanding.

There are 6 major religions around the world. These are:

Christianity (2.1 billion)
Judaism (14 million)
Islam (1.3 billion)
Hinduism (900 million)
Buddhism (376 million)
Sikhism (23 million)

(numbers taken from google.com, accessed 07/02/16)

My partner on this task and I were both brought up in Christian households, therefore the ‘Christianity’ column was fairly easy to fill. We did recognise, however, that a lot of our knowledge may not have come from school, but rather through Sunday school, Church, or family.

We then began to jot down anything we knew about the other 5 religions, quickly realising that there were plenty of gaps. While we knew of certain names, events or practices, we often struggled to place them under the correct heading. One of the main examples of this is ‘Ramadan’ which we ended up writing in between some of the headings.

As we wrote our notes, we both found that snippets of information that we had learned at school (or elsewhere) came back to us, for example, I can remember being taught the story of Rama and Sita at Divali time.

Here is our first attempt:

As you can see, we had some knowledge of many world religions. However if asked to elaborate on the names or stories; we would struggle!

We then conducted some reading and research into the main figures and ideas of the religions. Particularly the ones that we were less confident about.

I found this to be a really useful exercise as, not only did it highlight the areas which I will need to do some extra work, but it also made me think about some of my preconceptions.

It is essential that teachers has a deep understanding of religion and can address any prejudices or misconceptions. I touched on this in my previous post following the Paris attacks in November of last year (read the post here.)

Following this activity, I will continue to build on my own understanding of the major world religions. I know that my placement class will be focusing on Sikhism at the time that I will be working with them and therefore I plan to concentrate on my understanding of this religion.

2.1 Curriculum, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.3 Pupil Assessment, edushare, Professional Studies

Through the wardrobe and into lesson planning

February 5, 2016 User deactivated 6 Comments

Currently, I am in two minds about lesson planning. Part of me enjoys the creativity of coming up with ideas that will (hopefully) engage and inspire the learners, while the other part finds it very challenging to figure out how these ideas will work in practice. Of course, I realise that this will become easier in time, and also when I am planning for a class of real children, rather than hypothetically which has previously been the case.

With that in mind, I attempted to complete the Language TDT while thinking about the primary 5 class that I will be working with on placement. Our task was to create a lesson plan, based on a children’s book, which would meet the following outcome:

I can:

discuss structure, characterisation and/or setting
recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences
discuss the writer’s style and other features appropriate to genre.

ENG 2-19a

The novel that I chose for this lesson plan is the wonderful: The Lion, The Witch and The Wardrobe by C.S. Lewis. I decided to plan an introductory lesson, while focusing on just one aspect of the learning outcome – setting.

Within the first chapter of the book, the character of Lucy stumbles into the magical land of Narnia. C.S. Lewis describes her journey through the wardrobe and into another world. My lesson plan involves reading this section and noticing the description given. The children must then use the description to draw their own interpretation of what Narnia may look like. They would then write their own brief description.

As with my previous attempts at planning, I found the Plenary section to be difficult. When I go into my school placement I will observe how the class teacher finishes her lessons and will try to incorporate some of her methods.

I am looking forward to planning lessons that will be implemented as I feel that putting it into practice will allow me to further grasp how timings and assessment methods work.

2 Prof. Knowledge & Understanding, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, Curriculum resources, edushare, My educational philosophy, Professional Studies, Recommened reading

From Tudors to Tim Peake… and so much in between

January 26, 2016 User deactivated 3 Comments

A common theme has started to occur throughout our ‘Teaching Across the Curriculum’ inputs; we need to work on expanding our own knowledge.

Of course, this means that we must to continue with our academic reading; ploughing through the textbooks and journal articles, but it also means that we should be brushing up on the vast amount of other information that isn’t covered within university but is oh so important? Let’s be honest, how many of us can remember all about friction or about the bronze age without a little revision?

It is impossible for anyone (even a teacher!) to know absolutely everything. However I feel that having a strong general level of knowledge and understanding in a wide array of areas will stand me in good stead when I am working in the classroom. I’d much rather have a moment of “hold on, I think I read something about that…” than “I have no idea what they’re talking about!” It is also clear that a teacher with a greater subject knowledge, will be able to expect greater outcomes from their class (see this article from TES and this paper for more about subject knowledge.) This is due to a number of factors, but an important one to me is confidence. If I am to teach a subject or a concept; I want to feel confident that I can discuss it with my students and answer any questions that they may have.

Having identified this need, I began searching for some accessible general information to get me started, and that’s when I came across BBC iWonder.

I stumbled across this lovely resource when I was browsing the BBC news website. All of a sudden, and for no particular reason, I noticed the menu at the top of the page. This menu contains links to other areas of the BBC such as iPlayer, travel and radio but it also contains a link to a page that I had never heard of before; iWonder.

BBC iWonder is a homepage filled with all sorts of information, including:

History
Image from pixabay.com
Science
Arts
Nature and natural sciences
Religion and ethics
and politics

The page is set out with various ‘cards’ which correspond to items in the news, recent television programs or just general knowledge. It is easy to browse and pick out any topics which take your fancy. There is also the possibility of looking at wider topics individually, such as only seeing Science related articles.

The reason that I like iWonder is that it provides accessible, visual and interesting information that can act as a starting point for further reading and research. I would urge others who, (like me,) feel a little overwhelmed when diving straight into a lot of reading, to take a look.

(I promise that I am not being paid by the BBC!)

Sources and further reading

BBC iWonder Homepage Launched. Sizemore, C. 2014.

Subject Knowledge is prime factor in good teaching, experts say. Morrison, N. 2014

Curriculum Organisation and Classroom Practice in Primary Schools, a discussion paper. Alexander, R. Rose, J. Woodhead, C. 1992.

1 Prof. Values & Personal Commitment, 2 Prof. Knowledge & Understanding, 2.2 Education Systems & Prof. Responsibilities, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.2 Classroom Organisation & Management, 3.4 Prof. Reflection & Commitment, edushare

Shhh! Stop talking!

January 24, 2016 User deactivated 3 Comments

There’s no denying that there have been many changes between the classrooms of the past, and the ones of today. One really important change is the increased recognition of the importance of TALK. The didactic methods of teacher speaking and children listening are being challenged to make room for investigation, enquiry, discussion and descovery.

One of my fellow students recently published a post about classroom set up. Her post highlights the idea that we are now creating environments which aim to enable talk. This is a long way from the individual desks and solitary study of the past. (See the above mentioned post here)

This approach to teaching and learning has many benefits. Discussions, whether they are whole class, small group or within pairs can help to engage students by allowing the to feel involved in their own learning. Classroom talk and discussion can also allow the teacher to notice and address mistakes and misunderstandings.

There are also challenges that may arise while encouraging talk in the classroom. It is possible that a few students dominate the discussion, while others sit back and do not take part. It may also be the case that students do not listen to one another, rather, they are keen to have their say even if it is not relevant to the previous points being made.

If a teacher is to use talk and discussion effectively within their class, it is vital that rules and boundaries are put in place. In order for these rules to work, the children should be involved in creating them. Rules should be discussed and should be expressed in language which the children can understand. In this way, the rules will be more meaningful and children will be more likely to follow them.

Classroom set up for group talk. Morguefile.com

Rules should also be displayed around the classroom and the children should be reminded of them regularly.

Below is a lovely video from Education Scotland, where children are thinking together about how to contribute to a discussion.

Some rules that I will encourage in my classroom are:

Wait for your turn – If children struggle with this then I may use a visual clue. An example of this which I have used with pre-school children is a ‘talking stick’. The person holding the stick is the only person that may talk. Once they have finished then the stick is passed to another.

Respect others – this means actively listening to the speaker and not talking while someone else is.

Think – When contributing; children should ask themselves: is it helpful? Is it relevant?

Further rules may be added, according to the needs of the class, however I would try to avoid having any more than 5 rules, as a big list is daunting and not accessible for children.

Following my placement block, I would like to revisit this issue. I will observe any ‘class rules’ that are in place within my class and how the teacher reinforces these. I will also observe how class discussion is used and the amount of group talk, pair talk, whole class talk and individual work that takes place.

3.1 Teaching & Learning, 3.2 Classroom Organisation & Management, Contemporary issues, Curriculum resources, Digital skills, edushare, Professional Studies

Embracing technology

January 21, 2016 User deactivated 2 Comments

Today I came across an in the Guardian entitled: “Third of teachers ban electronic devices in classroom despite positive outcomes, survey finds”

This came as quite a shock! With the constant development of new technology and brilliant educational software, I had assumed that more and more teachers would be embracing devices (mobile phones, tablets and laptops), however this article suggests otherwise.

The figures within this article suggest that; while teachers acknowledge that technology can have a positive impact on teaching and learning, the level of distraction is a huge concern. On reading some further comments on the subject, it appears that mobile phones are often ‘blanket banned’ in schools as they are seen to be the biggest distraction. One commenter writes that ipads are used in their classroom with success, while another states that classrooms are about interpersonal interaction and expresses concern that personal devices are too individual. (Read the comments here.)

Despite the negative attitudes of some, it is clear that many educators are welcoming devices and technology within their classrooms. Sources such as this post from Teach Hub point out the many benefits to allowing personal devices, including:

Teaching children to use and make the most of the technology that is available to them. In a society which is increasingly technology driven, these are important skills.
Addressing important issues (such as cyber bullying)
Differentiation as more able children may be able to take their learning further
and student engagement. We know that children learn the most when they are engaged and interested. This means that teachers should aim to use resources that stimulate and excite their pupils.

There are, of course, disadvantages that must be considered (besides the distraction aspect!)

This post from Bright Hub Education points out that if children are encouraged to bring and use their own devices, it could raise issues where some children may not have the ‘best’/ newest devices (if they even have one at all!) This could lead to bullying and can impact negatively on a child’s self esteem. Theft may also be an issue if children are bringing expensive devices into school. The above issues could perhaps be avoided if the school is able to provide devices, however budgets often cannot accommodate this.

The Bright Hub Education post also makes a valid point; that ‘old school’ teaching should not be forgotten. I agree with this sentiment because, as great as technology and devices are, they should be used alongside other varied teaching and learning methods in order to meet the needs of all children.

The use of technology within the classroom will be an area of interest for me when I go out into my placement schools. Previously, I have seen smartboards and PC’s used effectively, but I have yet to see the use of personal devices. I would be interested to see how a teacher can tackle the problems of distraction and of division between privileged and less privileged pupils.

2 Prof. Knowledge & Understanding, 2.1 Curriculum, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, Curriculum resources, Digital skills, edushare

Getting rather animated!

January 19, 2016 User deactivated Leave a comment

During a brilliant ICT input with Sharon Tonner last week, we were shown how to use various pieces of software to teach children about Animation!

My favourite part of the session was to create a ‘Wallace and Gromit’ style, stop motion animation. We were introduced to a piece of software called ZU3D, which (when hooked up to a webcam) allows the user to take the frames of the animation, even adding the ‘onion skin’ effect so that you can see the precious placements of each model and movement.

My partner and I created this short animation:

Within the curriculum, a similar lesson/ set of lessons could cover the outcomes of:

I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts. TCH 2-04a

I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. TCH 2-04b

Alongside the ICT skills; children may also develop numerous other skills including;

Creative modeling (Working out what kind of models work best for this purpose),
Story telling,
Team work,
and problem solving.

In order to allow the children enough time to grasp the different elements involved in this project, the learning should take place over a series of lessons. I found it really helpful that Sharon showed us ways in which we could engage the children and make connections between each section of this learning; leading up to the finished product.

A teacher may face a variety of challenges when delivering ICT lessons of this type. One challenge may be that the children are over excited distracted when allowed to use the equipment. This issue can be tackled by the teacher spending time explaining their expectations and making clear the rules.

Another challenge could be a lack of resources. There are many schools which do not have the facilities to allow every student in a class to work on a computer simultaneously. This means that the teacher would need to schedule time when groups of children could use the ICT resources.

Despite the challenges; I can see how these lessons can inspire and stimulate children to learn. I felt very proud of my animation and can imagine that a child would experience similar satisfaction. I also feel that ICT skills are invaluable within the modern world, and fun lessons like these can help children to embrace technology and its many possibilities.

1 Prof. Values & Personal Commitment, 1.4 Prof. Commitment, 2 Prof. Knowledge & Understanding, 2.1 Curriculum, 3. Prof. Skills & Abilities, 3.1 Teaching & Learning, 3.4 Prof. Reflection & Commitment, edushare, My educational philosophy, Professional Studies

Problematic Problems

January 17, 2016 User deactivated 4 Comments

As with many people, my personal feelings towards maths are mostly negative. I continually struggle to get past the mental block where I shut down, claiming “I can’t do it!”

Throughout school my experiences of maths were not overly negative, but neither were they particularly positive. I remember having to memorise times tables (something that I still struggle with to this day), being put on the spot and feeling embarrassed that I couldn’t grasp concepts right away.

Within my family; inability to do maths has become a bit of a running joke. My Dad tells a very amusing story about sitting (or, more accurately; not sitting) his maths O level. While my parents encouraged me to try hard at maths, and helped me with homework and revision, I feel that their own negative impressions of maths fed into my own.

I left school with a C grade at GCSE, and the resolution to avoid maths as much as possible!

This all changed when I decided that I was going to make the move into primary teaching. No longer could I bury my head in the sand, and I realised that maths was an area that would require particular focus and hard work. Returning to maths at college was something of a revelation to me. Things were beginning to fall into place and the “I can’t do it” voice was fading away. This was largely due to the fact that my maths teacher was brilliant. Not only was she very supportive and encouraging, she also took the time to explain each concept clearly and thoroughly. That is the kind of teacher that I want to be.

I was very proud to be able to achieve an A grade (Band 1) at Int 2 maths last year.

Despite this success; when I think about maths now my initial reaction is still “I can’t do it!”

During this week’s Introductory lecture, we discussed maths anxiety and the very common negative attitudes towards maths. It was pointed out that innumeracy appears to be socially acceptable within the UK. Few people would admit “I just can’t read” in the way that many laugh off their lack of maths ability. This flippant attitude needs to be challenged and changed as maths skills make up a huge part of our lives, from planning our time and schedules, to organising our finances.

Following the lecture, I have begun to read ‘Mathematics Explained for Primary School Teachers’ by Haylock. The first few chapters discuss the negative attitudes towards the subject and the anxieties that student teachers experience as they begin to teach maths to children. It also covers the wider concepts that make up our maths curriculum.

One of the points that stood out to me is that we must allow the children to question, investigate and explore maths. This leads to understanding which is 100 times more valuable than simply learning by rote (following a procedure which may only work on that specific problem.)

The book has also, already challenged some of my pre-conceived ideas. For example, Haylock writes about equivalents and how they apply to times tables. For example; 7 x 8 is equivalent to 7 x 4 (28), doubled. While I knew this to be the case, it was pushed to the back of my brain because I felt that I should just know that 7 x 8 = 56. In maths, there are many different routes to finding the answer. My internal dialogue of ‘should‘ is unhelpful and may be the cause of some of my anxiety.

In order to build my confidence with maths, I must engage with it on a regular basis. I have been using the Online Maths Assessment tool which is provided through the university, however I find the process of receiving a score to be daunting and off-putting, so am also approaching my maths revision in other ways:

I have been using online resources such as BBC Bitesize
I have been reading and reviewing my previous maths notes
I have ordered the workbook that may be used alongside Haylock’s book, which I will work through in order to deepen my understanding and strengthen any areas of weakness.

The impact on teacher anxiety surrounding maths is discussed in this article. It points out that anxieties could mean that teachers spend less time with their pupils working on maths. They may also stick rigidly to rules, and teach by rote, due to lack of deeper understanding. This will almost definitely have a detrimental impact on the pupils’ learning and will likely influence their own opinions of the subject.

I do not think that I will ever be 100% confident in my maths ability; however, if I wish to be a successful teacher, it is vital that I learn to approach the subject with understanding and with a positive frame of mind.

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Kodaly

African Drumming

Ukulele

Orchestra and Wind Band

Rock Band

Aspire Dance

Next Week

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This post is from my personal blog. To read in full, please visit: https://laughterandlearningblog.wordpress.com/

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Chrome Music Lab

Padlet

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“He who dares to teach must never cease to learn.” ~ Richard Henry Dann