Posts Tagged ‘education’

STEM Teachers Time Need Out Of School

Friday, June 10th, 2011

As teachers become more skilled their ability to control the class, enliven the subject matter, use teaching resources to maximum advantage and complete the curriculum on schedule for the GCSE’s becomes more pronounced. But the length of service commensurate with this achievement ironically can do the teachers and their students a huge disservice. Increased length of service inevitably means they can become disconnected with the dynamics of the commercial and engineering market in which their charges will move into.

This phenomenon is especially relevant in science, engineering, technology and maths STEM disciplines. In the past children leaving secondary school tended to be employed locally. The needs of industry in the vicinity being well known by the local schools and teachers. But advances in technology, expanding world markets and a greater tendency to attend university have introduced a vastly changed employment and educational scenario. Those children aiming for a career at the leading edge of a trade or profession may not have the required depth and relevance of education to give them an ideal start. Competition from overseas students and employers adds a further dimension. Already our secondary school education is slipping in the world league tables. The preparation for university degree courses, according to university dons, is showing signs of inadequate depth and relevance.

Good exam results may be achieved, as shown by the annual analysis, but the demands of employers may come as shock when children leaving secondary school discover the mismatch of their schooling with the needs and pace of commerce and industry. Many also struggle with the arduous of their degree courses. But the possible solution, to re-program the curriculum and match the teaching skill base with the state of the art needs in employment is no easy solution and has huge repercussions. Teachers do not gain teaching skills by taking time out of school but this is perhaps exactly what they must do. The predilection to hit exam targets needs to be tempered instead with the opportunity to keep pace with the operational developments and market demands. The solution also poses an even greater problem; the resources needed in both cost and manpower.

Teachers, especially good teachers in science and maths are in short supply. The concept of releasing this limited capacity to sabbaticals spent in industry and academia would be abhorrent to most head teachers. The school would lose front line teaching resources, funds to provide supply teacher cover would be severely stretched and exam targets threatened. Yet without this move to connect with the needs of universities, commerce and industry will continue to be misaligned and at an increasing rate.

The UK is suffering a decline in engineering manufacturing and design. Overseas producers may initially rely on British skills such as in the case of the design and manufacture of Jaguar cars. But as the Indian owners home base progresses they may abruptly decide to relocate the facility to India. The recent closure of the Pifizer pharmaceutical and medical research facility in the South East indicates our science base is being reviewed by overseas owners. Without the flow of bright recruits in the UK science, technology, engineering and maths disciplines we can do little to prevent this eventuality. We need to be at the leading edge in all areas of STEM. The question now is how we can rearrange our schooling to achieve this. It will take a brave new world approach that will require a strategic review by the government and all educational parties. The current tactical maneuvers by the DFE serving only to exacerbate the problem.

Children’s Education Improves From Cuts Bruises and Climbing Trees

Thursday, June 17th, 2010

Children need to the opportunity to explore their surroundings at home and in the open air to develop and test their boundaries.  Educational development stems from both practical games and theoretical classroom experience from the  formal teaching resources.  Unfortunately in our modern world we have curtailed many outdoor, secret games for children due mainly to safety concerns. But have we inadvertently reduced the spirit of adventure and ability to develop experience through experimentation.

The learning curve is still extraordinary steep at age seven to eleven years, yet we may have restricted children from a great slab of experience that could prove invaluable in school. We may think outdoor play is recreational but exploration encompasses an amazing range of subject disciplines. From the mechanics of a simple swing to avoiding brambles and nettles or picking a football team, maths, physics, biology and social skills all subliminally roll into their environment.

I recently visited my daughter and her family now living in a small town in Australia..  At the bottom of their garden lies the Australian bush. The town is abundantly served with outdoor sports and playground equipment for children. But the most enjoyable site for children lay hidden in the undergrowth. Sitting in the garden I could hear the laughter of children active in their secret den hidden from sight. Safety in numbers assured, the den comprised of a small clearing 20 metres from the gardens of a row of houses. You could detect the presence of the kids by the laughter and shaking bush and tree branches as the clambered about.

Parents in the neighbourhood arrived to summon their children home for lunch or tea by standing outside the den and shouting.  The children felt secure, perhaps more importantly they were in control able to explore, experiment and enjoy the learning experience without parents.  The educational benefits from such games are immense that can influence their whole schooling experience. Perhaps we need children to take another time-out period later in their educational careers.

The gap year, post university degree is a chance for young adults to broaden their experience which could materially assist their next stage of learning.  Developing travel plans, travelling and the exploration of overseas cultures reveal the value of personal freedom and is the making of many young adults.  But this ultimately occurs after the completion of the degree. Had the experience been obtained before university it could well have changed perception and the direction chosen for degree. How often have we heard graduates say they wished they had chosen a different course? Some time out to think, explore and develop may change perceptions to their advantage and allow them to select a more relevant direction. All proving that the element of play is an essential part of learning that should lasts a lifetime.

How Do We Stop The UK Going Backwards In Educational Achievement?

Thursday, June 10th, 2010

Education has been evolving over thousands of years.  History has shown that we can educate scholars such as Aristotle in ancient Greece and Copernicus in medieval Poland. So why do we struggle to achieve an educational programme that is fully fit for purpose in 2010?

Whilst we learn of medical advances that push the boundaries in health care, educational achievements seem to have stagnated.  Disease control, organ transplants, keyhole and robotic surgery have emerged yet teaching procedures appear moribund struggling in general to meet required literacy and numeracy standards in primary schools.  The possible reasons for this situation are legion.  The effects of the national curriculum, SAT’s, 11 plus, GCSE and special government schemes costing billions of pounds have seemingly failed to achieve any sustainable breakthrough.

The dilemma for parents wanting the best for their children starts when their child is five, epitomised by the sometimes traumatic activity to get their child into an “outstanding school.” Although five years old is the start of formal schooling for UK children, greater academic success has been achieved in countries where children start school aged six or seven such as in Finland and topically South Africa.

The type of school in the UK creates further headaches.  The choice between Montessori, Steiner, Kumon, faith, independent and state schools complicates the decision as does that old chestnut of class size. Although some techniques appear to be marginally more successful than others no single teaching method emerges as the outright winner. The skill of the teacher emerges as the only significant denominator.

Technology in the schooling process has indeed moved on. Kids are taught keyboard skills, maybe to the detriment of handwriting skills, and our teaching resources are awash with interactive white boards. Soon many schools could be linked through the web to allow a strong teacher to simultaneously broadcast to several schools. So what is not working?  There appears no simple answer. Various influences are cited as inducing a negative effect, notably teaching to test, where lessons are geared to passing exams and achieving targets rather than providing a broad educational strategy.

Strangely the collective might of the European Union have failed to influence the UK educational programme.  This seems odd. Whilst we have the specification for the acceptable shape of bananas, one area we could seemingly benefit from is a European standard in education. A federal approach could identify the best practice from each member state.  Although the potential benefits embedded in the International Baccalaureate and International GCSE are welcomed by trend setting schools these standards have been predominately avoided by most schools, and until lately, the government.  Perhaps overwhelmed by current inefficiencies, the emphasis on targets and considerations of academy status, we are reluctant to adopt yet another change. Yet these schemes have proven effective in other European countries, whilst over the last decade the UK has little to show in overall educational achievements despite the effort and determination of its teachers and pupils.

The clock ticks on. Educational development must be the primary focus of any government. Technology, improved communications and the paradigm shift of the commercial centre of gravity towards the Far East has changed the emphasis. Our children will need to thrive in a now global employment market. They need the career flexibility commensurate with a broad based education to take advantage of emerging opportunities.

It has been proven beyond reasonable doubt that we need help. The average tenure of the Secretary of State for Education is around 18 months yet they are charged with the strategic policies influencing a child’s schooling journey lasting a minimum of 11 years. Perhaps we should leave teaching to teachers and establish a team tasked with the definition and implementation of a new curriculum and best teaching practices drawn from the very best in Europe.  It must be better than the current situation, which, if unchanged, could leave us the poor relation, justly receiving the condemnation of generations of children to come.

Handwriting Skills Becoming Obsolete With Today’s Children

Sunday, June 6th, 2010

Alone on the desert island and the sole survivor of an air crash.  The only means of communication; a pen, a single sheet of paper and an empty bottle. Gone are phones, faxes, laptops, Facebook and twitter. All that remains to be used are your educational schooling in literacy and handwriting skills. You need to tell the world what happened and where you are? But over 25 per cent of children have never written a letter, and 40 per cent admit they never received one. The chances of you getting rescued may seem extremely limited!

Okay, we forgot to mention a supply of food and drink is available from the aircraft galley to last at least a week, so you can concentrate on the literacy project.  Quite a daunting task as the bottle can only hold a single sheet of A4 paper with sufficient information to get the reader who finds it interested enough to organise a rescue mission.

The message must be succinct, informative and immediately catch the reader’s eye to convince them to treat your request seriously and quickly. Learning English literacy has taught you comprehension and essay skills but there is precious little space to expand.  And you must gain immediate empathy from the reader.

Text messaging may have honed your abbreviation technique, but is their meaning international?  Twitter has taught you to express your thoughts in 140 characters and Facebook how not to disclose too much secure information.
Your knowledge of geography should help you indicate where you might be, maths, science and physics tell you how long you were flying and at what speed to help you plot a possible location along the flight path before ditching. Biology is going to keep you alive by knowing what food and drink you need.

As a modern language English may have a wide audience in the world but the vast majority of the population speak it as a second language. Make sure your words portray the meaning in easily understood terms. Could be great fun and remember only 500 words and don’t forget the cork!

Keep Fit and Sports in Schools Jumps into Technology.

Tuesday, May 18th, 2010

They say a correct diet and plenty of exercise leads to a healthy body that stimulates the educational learning process. An abundance of junk food, despite Jamie Oliver’s best efforts and the sale of school playing fields have conspired to make life difficult for teachers. So just how are schools coping with the real need for PE and games exercise routines?

A number of educational institutions have adopted a novel approach to the problem. The advent of video games has unexpectedly found an application in some schools as the exercise and sports content for PE games. The physical and mental notions of active sports combining aerobic exercise, muscle development, stamina, dedication and team spirit have been replaced by Nintendo and Wii. But despite the engaging realism and onset of 3D high definition TV imagery surely cannot replace the live game?

Seems educational authorities and school heads may have misinterpreted the concept. Physical education is a combination of skill and fitness with the aim to develop both. Wii games can only provide an approximate experience of the real game. They are ideal perhaps to learn the rules and understand the tactics but no match for the sensation of the real game. Assuming we do not expect to see the FA cup or six nations rugby matches to be played electronically, Wii has its place in the home or amusement arcade. It certainly does not have a place in school physical education. The only benefit perceived would involve children reprogramming these Wii ICT games as the teaching resources for the future. But this has nothing to do with fitness, PE or games.

Green Energy Applications Update For Teachers

Friday, May 7th, 2010

The hot topic of Green energy – sorry couldn’t resist that opening, will probably gather pace as a result of recent events. The effects of volcanic activity demonstrated the devastating forces of nature. The outpouring of ash and harmful gases from the volcano versus the savings of CO2 made by grounding all aircraft for a week. Has the volcano damaged the momentum and relevance of the green energy push? Science lessons in the school classroom need to convince the next generation and influence the family at home.

To help the impact  of our teaching resources, teachers and parents may care to take a look at the latest newsletter from UK Green Energy for some tips and opportunities. If nothing else the volcano has accelerated the need to convert to energy saving measures – the environment has been bruised and needs even more support.

Inspirational Maths Teachers Are Like Gold Dust – Highly Valuable and Extraordinary Hard To Find

Wednesday, April 14th, 2010

Maths and numeracy are critical in a child’s educational programme. But inspirational maths teaching stems from very limited resources; even the best can be promoted and lost to front line teaching.

I was OK in maths in Saint Anne’s primary school in Wandsworth.  Fond memories of this delightful old Victorian school where for a 100 per cent attendance I was once given an extra 20 minutes play time after a lunch break.  Unfortunately I was the only soul to gain such an accolade on this occasion and those 20 minutes on my own in a deserted playground turned the reward into a misplaced penalty.  Solitary playtime is the epitome of Billy no mates but maybe helped me to enjoy my own company.  Needless to say my reward was seen by my peers as a deterrent. The rules rapidly changed in case it spurred a spate of deliberate absenteeism to avoid my fate.  And then of course I’d missed 20 minutes of the lesson, a true juxtaposition of the award itself. But I enjoyed numeracy and looked forward to the lessons. It would have been even greater fun to have played the many maths games now available at home.

My maths skill then took a hammering. The move up to secondary school saw me one of 1800 children at the brand spanking new Holland Park comprehensive (1958)  This was a culture shock par excellence.  The size of a small town there were four teaching blocks, each three storeys high.  Stair cases were colour coded to aid navigation.  A massive central resources building comprised of an assembly hall to house the whole school with even a dress circle for the sixth form, canteen facilities, four gymnasiums, a swimming pool and a technical block were I learnt to cook as the metal work classes were full.  It had two enormous playgrounds.  The only missing ingredient were playing fields.  These were five miles away at Barn Elms on the banks of the Thames, a great 30 minutes coach trip each way especially welcome when it ate into the available time for wretched cross country runs.

Holland Park was a streamed comprehensive, something that is there is re-emerging after years of ailing alternatives.  This meant classes comprised of children of similar ability. Simple to understand and effective. Children of lower academic ability could still aspire to be top of their class. It also meant that teachers could be a groomed with the skills to match class needs and expectations.  Disruptive children in any stream would move into centralised classes manned by teachers trained in the specific needs of the unruly. But my maths ability gained in primary school fell through the floor.

Partly traumatised by the massive increase in school size between primary and secondary school my maths ability had been savaged by a further aspect.  The sheer numbers of teachers led to frequent staff changes.  Trainees will come and inevitably go unable to adapt to the environment. Lessons progressed in truncated form as the stream of teachers familiarise themselves with the state of play.  Each term will see a legion of new teaching resources including, bizarrely, a replacement for the music musical teacher who had killed himself playing Russian roulette!

Two years later and I experienced a move to another groundbreaking school, Wolverstone Hall near Ipswich.  This boarding school operated by the then London County Council was an amalgam of schooling and social experiment. The manifest comprised of children from diverse social and academic backgrounds, and in this context it worked well. We would rub shoulders with no knowledge or concern of heritage.  But my maths education and general academic ability continued to flounder. Learning and I were not easy bedfellows. I eventually left Wolverstone Hall with a smattering of “O” levels, inversely proportional to the effort applied.  I left, transferring to the Gateway school in Leicester, to have another crack.  And there something odd happened.

The Headteacher Dr Fraser, a stern and much esteemed figure, commanded instant respect. Not only did he teach, but held a routine appraisal with each boy in the school.  Over the years he had honed the procedure such that in 15 minutes he could discover strengths, weaknesses and develop a personal action plan that proved incredibly forthright.  His teaching team were highly motivated and responded positively to the diagnosis of the sage.

And my performance in maths recovered.  Fuelled by a teacher who had the knack of putting maths across in an intriguing way my performance improved immeasurably and finally proven in the results.  The result of an enthusiastic teaching team led by an experienced teaching headmaster.  How things have changed.  The head teacher is now predominately a mix of administration and targets.  Their experienced teaching skill sadly missed in the trenches.  If only we could outsource the school administration, avoid the focus on targets and get Headteachers to use their teaching skill, maybe, just maybe we would see an improvement in numeracy and a love of maths.

Can Parents Improve Educational Standards By Running Their Own School?

Friday, February 19th, 2010

The muddied waters of our schooling system run deep.  Politicians vying for stakes in the next government are focusing on hyped changes to our educational system to win votes.  Parents, teachers and of course children sit on the bank anxiously waiting the posturing of the hustings to be replaced by a firm actions to improve our schools.

One effect an election can be guaranteed to achieve is to put everything on hold.  In the short term the mounting concerns over our educational standards have to fester in a semi vacuum.  Day to day life in school continues but the big-ticket policies are definitely in abeyance, which is a great shame. If the labour party win the election there are bound to be some adjustments brought about by the recession. Labour have been understandably reluctant to implement changes less they damaged their chances. If the labour party is replaced then we wait to see if and how the winning manifesto is actually applied.  Either way our children or the teaching resources in school will have to wait for six months before any improvement will surface.  More likely, our children and schools will see no change for another academic year.

If the DCSF (assuming the department isn’t re- named again) consequently put operations on hold our educational performance is similarly stiffed. Is the proposal to let parents take matters into their own hands therefore feasible, practical or ethical?  We constantly read of the clamour to gain admission to good schools. Relocation, address cheating and a change in faith conspire to manipulate many applications by parents. Even the legal profession now hover at the school gates to potentially sue the school in support of a disputed child’s place. The reason, we simply do not have enough good schools.  Is the proposal therefore to establish schools run by parents a positive reaction to their frustration that holds merit or potential disaster?

Paul McGlore of Lambeth Council Children and Young People Service says expansion in secondary schools in London is a major problem. It led to UK’s first parent school in Lambeth.  Working closely with Lambeth council and funded partly by the £300m building schools for the future programme it still took six years to complete Elmgreen school.

The school now receives significant focus on its operation from the parents.  Doubtless they will be actively involved in their children’s education but this could be transitory. What is not yet proven is whether the parental support and enthusiasm is transferable to the next cohort of parents.

The Elmgreen exercise certainly benefits from enthusiasm. But the schooling journey of a child is 10 years and therefore an accurate judgement of a schools performance has to be measured over a decade. If we get it wrong we could owe a generation of children a huge apology.  Certainly the National Union of Teachers are deeply concerned about the proliferation of such schemes saying the concept is flawed.

Christina Blower, General Secretary of the National Union of Teachers sees significant pitfalls.  Although committed to parents playing a bigger role in children’s education the NUT are worried about any parent’s expertise in running a school.  The initial enthusiasm of the start-up team may decay or succession plans fail.  This will result in demand for support from contractors that will ironically detract further from educational control over a school.

I must admit to side with Christine Blower. The risk of getting it the wrong far outweighs the benefits. The 10 years schooling journey of our children has to prepare them for adulthood in the rapidly changing world. The pace of technology and rate of change in the now global market is phenomenal yet struggle to maintain standards and are now slipping badly in the world educational rankings. We need the strength and experience or the teaching profession to put it right and are not have to rely and parents bridging the gap. There is a positive compromise, however. Teachers see huge benefits from parents becoming more active in the schooling role. And modern technology and teaching resources can put such a plan rapidly into place.

Research shows a child working at home playing educational games with parents can improve their performance by 2 grades back in class. The Home Access scheme recently opened to low income families can boost a child’s performance through direct access to school, teachers and peers to help with homework and schooling. Teachers will be able to provide parents on-line dynamic access to a child’s performance. Importantly they will be able to give advice where a child needs help or extra practice supported through the games used as teaching resources in class and now able to be purchased by parents.

This implies the better use of parental involvement is at home. Any school that can show a two grade improvement would move up to a good classification – without parents having to manage or build new schools. The technology now exists to capture this additional teaching resource and above all it can be a really positive and fun way to help at home.

Should Globalisation Pitfalls Be Taught In Secondary School

Friday, February 12th, 2010

The rapidly changing face of commerce is fast becoming influenced by global players rather than individual countries. Updates to the curriculum and teaching resources are needed to educate school children for adulthood. But the rate of change in technology is so phenomenal lessons learnt in year seven could be completely out of date by year 10.

Remember life before desk top computers, world wide web, search engines, iPod and mobile phones? Surprisingly you don’t have to go that far back in history. I recall my first experience of an electronic calculator. The size of an old CRT television it filled the desk. The beast was the pride and joy of the office, able to calculate all manner of maths at the speed of sound. Now, the same capacity is embedded in mobile phones able to spring into life instantly and calculate addition, multiplication and division with the flick of a thumb and at the speed of light. Perhaps what’s more to the point, already many of us have to think what was a CRT TV? But this is not my main concern.

Written communication in the past comprised of letters, phone calls and maybe the odd telex. The speed of delivery was, in today’s terms, incredibly slow. But this also induced an inherent amount of valuable thinking time. Many burning issues resolved themselves, and more importantly, there was time for a degree of lateral thinking. The time lag inevitability meant communications were more on need to know basis and addressed to maximum of one level of management up or down in the command chain. Now instant forms of contact have evolved along with our communication culture. Interactions are rapid, seemingly endless and simple to effect. Urgency pervades all information spinning it in a vortex that beams content far and wide across vast arrays of publication media. Emails can be copied to every member of a company known on the planet and these are not just the spammers. We have forgotten protocol and launched into a broadcast mode that competes with the news channels. The overburdened recipients become disinterested or distracted. But this is not my biggest concern.

In the past searching for information could be a painstaking and thankless task. Reference libraries needed probing, information gleaned and analysed. Considered thought emerged and it all took time. Today Google et al. can complete the task in a nano seconds. We are engulfed in facts that answer, inform and astound.  Yet this success masks failure. Wikipedia, that font of knowledge has outgrown its capacity to factually inform. The essential governance to check facts and edit content is sinking under the increasing volumes of data it cannot possibly digest. So it doesn’t, and the flames of the immense fire it created are starting to burn down and loose their heat. Children used to an environment where facts are a click away are now apt to skim information and present an argument that has little depth. An English essay compares unfavourably to a Twitter message of 140 characters. Why bother with researching facts when the web has the potential answer. But this is not my biggest concern.

Some mould breaking products have emerged from the investment in design and technology. Normally they are launched into a home market that can recover the investment and sustain viable sales. Stage two of the growth plan was to seek expansion in export markets. Now the market is global. Products are launched simultaneously in countries around the world. And yet the best design may fail. In the clamour for the latest must-have product fuelled by massive marketing expenditure,  a lower standard product can win through. The Betamax versus VHS, Apple vs. Microsoft comparisons are legion and it is the consumer that looses out. But this is not my biggest concern.

Our lives are becoming controlled by behemoths with phenomenal global strength.  Cultural boundaries are being breached for the sake of manufacturing simplicity.  And suddenly the world is shrinking. Brand names have achieved parasitic growth like the invasive fig tree that offers the sweet fruit but eventually causes the host tree to wither and die. Our high streets are becoming a bland modular design with similar shops, layouts and brands. One shopping mall looks like any other. You could be in Sheffield, Singapore or Sydney. And this is a great shame. Diversity, culture, and choice are being surreptitiously eroded.  Google has established immense power, and as we know, absolute power corrupts absolutely. The Google mantra of “Do no Evil” will be tested and, I imagine, quietly abandoned as market dominance requires an aggressive defence mechanism to repel challengers. The absorption of a local provider would be of no consequence and would add to their critical mass but not necessarily benefit the consumer.

The growth in global dominance by any entity is my concern. As the larger companies grow they risk spectacular collapse. Who would have predicted Lehman Brothers, Chrysler and Japan Airlines would be in financial ruin despite a dominance that appeared insurmountable. If these massive entities can fail all must be considered fallible. An avalanche thundering down the mountain devouring everything in its path starts with a single snowflake. We need to be wary of international giants fuelled by inexorable growth, be they Microsoft, Google, Ebay, Amazon, Facebook or Twitter and ask what is it they want compared to what we are prepared to give up or risk. The world is a fantastic environment full of wonderment and local cultures. It would be a lesser place if boundaries become blurred, we all spoke one language and became controlled by single entities. Maybe “Animal Farm” by George Orwell really is just around the corner. In the meantime I need a Coke.

Home Access Educational Scheme Explained On Becta PowerPoint

Monday, February 8th, 2010

The recent launch of the £300 million Home Access educational scheme, although specifically aimed to provide  poorer families  with free laptops, has overall application to all families. The educational benefits of schooling support at home can result in a two grade improvident in school.

Linking parents on- line with their child’s achievement and progress in class provides an dynamic report that replaces the end of term of year report. More especially it provides advise on where and how parents can help. Playing educational games at home  that  replicate the teaching resource used in school, opens a highly beneficial rapport between child and parent that can last through the whole schooling journey.

The following Home Access PowerPoint presentations have been developed by Becta to explain the scheme and its benefits.

Quick Search

Advanced search help

Twitter Facebook YouTube Google+ Follow Me on Pinterest

Email Signup

for News and Product Updates

SSL
We're listed on ShopSafe Verified by visa