Posts Tagged ‘teaching resources’

Letter Cubes Join Keen2learn as Newest Educational Game

Thursday, February 2nd, 2012

Letter cubes is a new teaching resource pocket word dice that helps with English literacy in an educational game that can be played by any number of players or teams. It consists of 12 letter dice, each with a score value. Each player takes a turn to throw the 12 dice then composes one or two words from the letters on the upturned faces. The score is added up from the points on the letters used. For the more advanced game points can be taken away from unused letters.

The class-pack is supplied as 6 packs of 12 dice and has the advantage of variations on the game that allow you to choose to allow players to compose words crosswords-style, by crossing words. When adding points, letters used twice are counted twice. OR After throwing the dice, each player writes a list of words using the letters. The player with the longest list wins the round. OR having chosen a topic such as animals, countries, makes of cars, roll one die or several dice. The first player to call out a word starting with the letter or one of the letters on the dice gets a point.  OR after throwing the dice, each player composes a sentence or poem using words starting with the letters available. All letters must be used.

The list is growing and can be extended with your own ideas. The fun helps stimulate children to learn.

Talking Dice Essentials New Educational Dice Games

Thursday, February 2nd, 2012

The ever popular Talking Dice series from keen2learn has been extended to include a new selection pack. This range of teaching resources is designed to stimulate talking, discussion and story writing in children and adults. A real benefit is this can be achieved in any language.

Developed by teachers as a quick and enjoyable way to get students practicing their language skills. A simple throw of the picture-based dice gets your students instantly speaking, thinking and listening. You can add more dice based on the ability of the group. The dice can be used to teach any first or second language in a variety of ways. The range extends across a wide selection of curriculum based topics. Students roll the dice and say what they see in the target language. There is no other product that matches Talking Dice’s Visual, Auditory and Kinesthetic properties. Talking Dice are used by thousands of language teachers, primary school teachers and speech therapists worldwide. Talking Dice can fit into your current lessons plan in minutes and the variations are almost endless.

Apple To Launch Educational Text Books As New Teaching Resource.

Thursday, January 19th, 2012

Could it be we are about to witness a paradigm shift in educational technology as Apple announce a new main stream teaching resource.

On January 19th at the Guggenheim museum Apple will unveiled a new approach in the role of text books in the classroom. The Apple in the ” Big Apple” appears to be the core theme! (I know) And typical of any manufacturer with new product news the content is embargoed until the 19th January. But it is thought it might be a new platform to allow text book material to be held on an iPad. The content needs reconfiguring such the text books will need conversion to become an ebook, or iBook in Apple parlance.  Rumour has it a mass of text book writers with bleeding finger tips are thumping the data into data banks as we speak.

School budgets will be transformed as they ditch the printed text book material and switch to downloads. Apple has presumably taken this route fuelled by the amazing success of the Amazon Kindle ebook reader. It certainly seems a good fit for the iPad except you have to own one to read the text book and therein lays the strategy of Apple. Get schools to convert to the new technology and groom your future customers to regard Apple as the prime must have equipment.

The market dominance of the iPad has been tested by competitors such as Acer and Samsung. The feedback is there isn’t a market beyond Apple for tablets. Competitors are now looking to redevelop the Netbook computer, which only six months ago was destined to be phased out. The next generation of netbook will be thinner, lighter and more powerful in order to present a real alternative to the iPad at a much reduced price. If I were a school I might be tempted to wait until this occurs before committing to an iPad fleet for the school.

Academies Could Prove The Educational Breakthrough Schools Need

Friday, January 13th, 2012

Poor schools face the sword of Damocles; buck up or become an Academy. If this is the salvation why aren’t the majority of schools operating as academies and why is there such a fuss over the conversion? The department of education seem hell bent on switching as many schools as possible over yet the teaching resources at affected schools tend to resist the move at all costs.

Michael Gove, secretary of state for education is to brandish a new sword and forcibly remove school governors based at a failing school who resist the conversion to become an academy. Around 200 schools are in his sights. And he is not stopping there. He also intends to take on 10 local educational authorities who have a high number of failing primary schools.

The transfer of education into a quasi-commercial standing holds some merit. If bound by the need to make a “profit” through the achievements of the school the convention of religiously following the dictat of the DfE could be tempered by the mission of the individual school. How long have we heard of educational initiatives which have introduced operational chaos before being abandoned.

Maybe the reluctance of some schools reflects the nervousness of teachers to convert to the isolation of independent management. The real world operates in the face of growing competition and a primary function of our academia is to prepare children for adult life. Greater freedom for schools in this quest must be a good thing. It generates the features and benefits of the school that will attract the future client base through the brand image of the Academy.

Teaching staff must also match the task presenting the opportunity to maintain quality by weeding out poor teachers. Unfettered by over protective terms and conditions this must grant the Head teacher the ability to hire and fire staff. Maintaining the employment of a poor teacher is a dreadful slight on the children he or she is teaching.

Michael Gove may not be the most popular Educational secretary. But his proposals, providing they are part of a well thought out strategy; a first for someone in this position, could be a real winner. Breaking the mould takes a brave man. If future academies and free schools prove to be the making of our educational system, and not just a recessionary cost cutting exercise, we could see a remarkable boost to our schooling in a hugely competitive global market.

Keen2learn Adds BBC Science Educational Games To Range

Tuesday, November 29th, 2011

The popular BBC science clips TV series of simulations has been turned into eductaional software allowing it to be used as very effective teaching resources. Teachers can include the series as art of their lesson plans  to present science experiments in biology, chemistry and physics to children aged five – 16 years old.  The three CD ROMs each contain seven areas of science activity aimed at five to seven year old’s,  seven to eleven and 14- 16 year old children. The beauty of these fun educational games is they can effectively simulate the outcome of an experiment without the need for apparatus. The animations are highly effective in putting the subject  across and can be shown on whiteboards and PC’s.

There are several license version available including  a home version that allows parents to get involved in the science learning  games with their children.BBC Science Educational Games

Parents Can Rally To Reinforce Teaching Resources

Tuesday, November 29th, 2011

The active role of parents  supporting the teaching resources in school has been frequently reported  in the press. Each year a child spends 196 days in school and 169 days at home. Importantly the actual time spent learning during lessons can be surprisingly short. Time lost moving between classrooms, that needed by the teacher in settling the class down and moving teaching resources out and away depletes the day at an alarming rate. But there is a hidden army that can dramatically change things for the better. The secret army is called parents.

If teachers are considered to be the learning manager parents could effectively become the troops that provide the one to one support with children – either in the classroom or at home. The combined effect would dramatically increase the learning time and retention making the schooling process far more productive. more…

Play Educational Games At Home to Boost Performance In Class

Friday, November 18th, 2011

Whilst our teaching resources work throughout the school day the real truth is they can only apply their full skills to children for around 50 minutes a day yet whilst at home schoolchildren could see their parents for several hours. The downside is that parents are equally busy and the majority of this precious  time is lost. Anyway how many children really want to slog away at lessons at home -it’s their free time after all.

This easy conclusion is reached by many families. Schooling is for the school to provide, that’s why we pay taxes. The trouble is we are missing a trick here. Learning retention is massively improved through practice but is extremely hard to achieve during the busy school day. More time spent at home at the individual learning pace of the child would allow performance back in class to move ahead significantly. Parents night meetings between teachers and parents could become a tactical  management programme rather than an historic one way summary of a child’s performance.

The breakthrough is to get the home work to become fun based and get parents mutually involved. This generally does not work with conventional homework long seen by children as a slog that interrupts television or Wii activities. Yet there are a massive selection of educational maths, English and science games matched to the curriculum that are entertaining for the whole family. Playing games for maths for example helps to focus families who can look forward to mutual learning instead of conflict. It provides the child with a huge additional resource to their learning scope. Bringing  parents into the learning equation also helps them to witness progress and perhaps some pitfalls that can be overcome on  a dynamic basis.

New Omingraph Educational Software Added to Keen2learn Range

Wednesday, November 16th, 2011

Some great new teaching resources have been added to the keen2learn range. Omingraph is the highly successful maths graphing software designed to let children see the graphical results of maths equations. There are over 150 starting points that have been developed by teachers who see the educational software as a huge benefit in letting children  see graphs of their results. There are three versions of the software license. The single user license is designed for home use and for a small group in school. The other licenses are for primary schools and secondary school. Both of these are for unlimited use.

Omingraph is a learning game that is a huge benefit in the maths lesson plans – perhaps why it is in such wide use.

Maths software teaching resources

Omingraph maths games

Teaching Resources of the Future May Not Be Tablets Of Stone.

Tuesday, November 8th, 2011

As we hover near the precipice of recession keen2learn believes education be ring fenced from further cutbacks. Looking to the future children currently in school will be required to generate future prosperity and ultimately lead the country. On this basis we should be increasing the investment in education to groom those whose vital role will be to outperform their predecessors.

Not an easy situation to manage. Billions of pounds have been invested over the past decade to achieve this Utopian state. “Education, education, education” has been the mantra echoed by the many political leaders who rummaged  through our educational portals yet achieved nothing.  Investing in add-hoc schemes that ultimately became disruptive damp squids the waste of funds and impact on our teaching resources has been phenomenal. Comparing 2011 with 1987 science, technology and medicine have witnessed huge advances whilst education has struggled. The ability of teachers to teach and children to learn have maintained a disrupted approach to achievement. The countless initiatives have been launched with tumultuous fanfare to resolve an issue in maths, literacy or science that have quietly slipped, unloved and unmissed beneath the waves. Disastrously they each managed to leave a scar. Cohorts of children have been taken along paths, viewed by teachers as a waste of time and effort, from which they may struggle to recover.

And so our overall ranking in the world OECD educational league has slipped badly. We now languish in the mid 20’s position when we used to be in the top 10. Countries in the Far East having become the global  manufacturing and commercial hub are not unsurprisingly supported by children enjoying a far better ( although not perfect) standard of education. But why is that despite the ongoing development of society and the changing demands of commerce and industry we predominantly struggle to move the barriers forward. Our pedestrian approach maybe directly linked to the ponderous approach of national control. Would a fully independent schooling system influenced by the need to make a commercial profit directly supported by results provide the approach needed. The concept works with current independent schools, ignoring their financial constraints precipitated by the current climate, why cannot this be rolled out? Could Michale Gove’s Free School approach be taken to it ultimate conclusion. The waste of government spending being transformed into value for money.

Clearly this would remove the need for the department of educational and its myriad of support  outposts. More essentially it would transfer the scope and control of education that would have to match the demands of the modern world. It would remove the inflexibility of national curriculum, the unhealthy concentration on exam results and league tables. It avoid the intervention of countless  “temporary” Secretaries of state for Education who have a dabble to try and make their name, then move on having collectively, archived nothing.

Technology could surely play a significant role in the teaching resources of the future although this needs careful handling. The charge into interactive whiteboards over the past 10 years has resulted in investment programmes that never achieved their objective. Due to technical issues or inexperience by the user a huge majority of whiteboards ended up with the power switched off . Used as white blackboards that boosted the sales of dry wipe markers rather than achieve the interactive content. Indeed even when a success story emerged and the whiteboard was used efficiently, some teachers noticed whenever a child was asked to contribute the concentration of the rest of the class switched off until it was their turn.

Careful analysis is required before the technology path is pursued. And this involves the use of laptops, netbooks and  tablets.  A brave school, Mounts Bay Academy in Penzance is investing £300k to provide iPads for each of its 900 students. A key element of the plan is to reduce costs of textbooks and improve the pupils learning potential. Although Apple, who are supporting the programme and the teaching staff at the school believe it has potential this is early adopter territory. It will take a few years to to prove the efficacy of the project and allow teachers to adopt a teaching style tuned to tablets. We need to avoid another whiteboard “white elephant” and see if the tablets are robust enough, have the desired battery life, effectively support lesson plans and do not present  the pupils as a target for muggers.

Exam Results Improved By Learning In Quiet Classrooms

Saturday, November 5th, 2011

Keeping quiet in the classroom can boost children’s exam results a researcher from Stirling University’s school of education has claimed. Silence can also improve a child’s self-esteem and cut down on bad behaviour. But perhaps the greatest result arises in the bottom line; silence in class can boost exam results.

The results compiled by Dr. Helen Lees of Sterling University implied that getting children to remain quiet allowed them to concentrate on the teaching resources before them. Importantly it also removed the element of stress associated with noisy and disruptive classes allowing the children to concentrate and experinece behavior patterns that would be beneficial in adult life. “There is no educational reason why silent practices in some way should not be an integral part of a child’s education,” said Dr Lees. “In fact, when we take various strands of research on school settings and put them together, what we see is that education without silence does not make much sense. In areas of better learning outcomes, better interpersonal relationships, better self-esteem and well-being measures, silence in a person’s life and an individual’s education is shown throughout the relevant research literature to be a benefit,” she added.

Dr Lees is due to present her research at a conference – Just This Day – at London’s St Martin-in-the-Fields church on November 23.

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Online Education Needs Adjustment To Avoid Previous Errors

Saturday, August 13th, 2011

A lead article on Huff Post Education states that online education has some critical failures and could be replicating previous failures in pedagogy. In the conventional class teachers have the ability to adjust the learning style to suit the educational  ability of the children, whereas  critically, online courses cannot. The advent of online education has instigated a review of the technique by teachers. Rather than accepting the technique as gospel, teaching resources at many schools are reviewing the pros and cons of the  technique to formulate a better fit from early learning to learning games that will supplement the classroom activities. Clearly a range of learning styles is required to suit the variety of children’s needs. Read more….

Small May Not Be Beautiful In The School Classroom

Thursday, August 11th, 2011

One of the greatest issues facing education are the number of experts, consultants, authorities and research investigations that issue confusing statements and data. A frequent bone of contention has  been the size of the class, thus  a class of 15 students per teacher would always have the edge over a class of 30 children. But latest research indicates this may be wrong.

Parents have long sought the smaller class and good teacher. Indeed Independent schools consistently  promote class size to teaching resources as a key performance indicator. This critical ratio of teaching focus on children appeared  paramount in any measure of achievement but surprisingly the effects of class size are not that clear. Our assumptions that a child in a small class learns more  is refuted by  research that highlighted the crucial influence in learning is the skill of the teacher and the way the curriculum is taught.

The classroom with 15 students seems little to benefit compared to the a class of 30 children with a great teacher.  Yet a further influence often overlooked is the level of parental involvement that is more prevalent in the smaller class size. The teacher has more time to liaise with parents, who in turn do not feel they have to join a lengthy queue to speak to the teacher. But the research rates  teachers prowess as the key feature in any learning programme. Structured teacher training, a clear and well-sequenced curriculum,  regularly evaluated and solid teacher support are  four of the “seven pillars of wisdom.” For decades, class size was largely a function of a community’s population. Class size grew as more children were crammed into existing schools.

As we move within economic recession and the  inevitable cancelled school rebuilding programmes we will need to cram more children into existing facilities. Around 300,000 additional primary places will have to be found over the next 10 years to meet population expansion. If the research on class size is correct we will have no option but to invest in improving the quality of the four pillars of educational  wisdom and especially concentrate on the skill of teachers. This may improve their overlooked standing in society,  give children a better chance and, hopefully,  through more effective education make the recent riots in the UK a one off event.

Invention Stimulator Gets School Children To Be Electronic Designers

Tuesday, July 19th, 2011

Invention Stimulator does exactly what it says on the tin. An education game developed to inspire children to work alongside the national curriculum to learn to design electronic circuits that could lead to a great new invention. Teachers love the hands on practical approach and have seen some brilliant projects in ICT, PSHE, science and D&T emerging from children in key stages 1 to 4; 7 to 16 years old.

The  World Bank award winning Invention Stimulator is a practical educational game that uses CD software to allow children to drag and drop components to design electronic circuits. Their program is downloaded to the micro control unit provided that is then integrated with the various electronic circuits and actuators. A range of sensors, relays, motors is provided with the game which can be extended by adding additional items sold individually.

The components and control unit are completely reusable allowing the kit to used in multiple designs. The aim is to teach children about electrical circuits and the range of possibilities that this entails. Working with national curriculum it allows teachers to use the equipment as a primary and secondary teaching resource covering science,  ICT, PSHE and design and technology lessons. The comprehensive lesson plans and worksheets are just the start. The number of project possibilities range into the 1000’s limited only by the children’s imagination.

Already there have been a few patents registered such as a soap dish dispenser that squirts soap when you put your hands underneath it, and a pet food bowl that has a opening a closing lid which opens when the pet approaches it and closes as it moves away. The best recommendation comes from the teachers using Invention Stimulator who have seen their classes engrossed for the duration of the lesson. And with seven levels of projects the versatility of this highly practical teaching resource is enormous.

New ICT Educational Game Gets Children Designing Electronic Circuits

Monday, July 18th, 2011

One of the best ways for children to learn is through trial and error, the hands on approach that boosts learning retention. And the best way to entice attention and involvement is through educational games that bring fun into learning. Keen2learn has just launched a great new teaching resource that has application in the classroom but be just as easily be used at home.

Click a Tronic is a great new way for children to learn about electronic circuits. It has easily clip-together printed circuit links that build up into an electronic circuit. Clip in the sensors, motors, fans and repays supplied with the game to turn the circuit into an operational unit. The Click a Tronic is an ideal teaching resource that covers the ICT, science, Design and Technology (D&T) elements of the national curriculum in fun exercises. Described by children as “the best lesson ever” the range of design experiments is enormous limited only by their imagination.

Already in use around the world it is a huge hit with teachers who use it in class. Importantly the Click a Tronic can be un-clipped and stored in the box provided and reused over and again. It comes with lesson plans, worksheets and instructions in a picture book with illustrations. Importantly it covers 200 learning projects in the principles and application of parallel and series circuits, electric motors and sensors. Projects can be a combination of techniques and how a project can be made to react to light, sound and moisture to activate a circuit.

Designed for children of five years old and upward the Click a Tronic is a hit in the class and at home where parents can support the projects and also see how a circuit is designed with application around the home. Probably the best present parents and relative can buy at the moment.

US Charter Schools Offer Online Educational Option

Wednesday, July 6th, 2011

A new law  in Maine  has allowed high secondary schools to operate as public charter schools. An educational first that allows non-religious and non-profit organisations to provide teaching resources that offers students a choice.

Freed form the current schooling conventions, charter schools will have the freedom to select specific areas of the curriculum including special needs education. They will also be able to offer an educational speciality in say maths, English, science, technology, sports, environment or performing arts. The conventional teacher to student could  be lowered  offering a far better teacher ratio and even use different teaching techniques.

A key operational benefit will be the on-line option. Students can use the charter school as the hub for their learning programme, a substantial boon for rural students that can hook up with a distant preferred school. Critically conventional state schools will need to compete with the new charter schools. This could induce change within the state schools as they become aware of beneficial teaching techniques emerging in charter schools who will have the freedom to try new ideas.

The real thrust emerging from charter schools will be the freedom from educational authority restrictions and the unique opportunity to introduce teaching ideas developed by teachers.

Gove Condemns Teaching Resources and Examination Standards.

Monday, June 20th, 2011

Imagine the trauma of GCSE and A level students entering the examination room to find the question papers are incorrect, have missing data and the Educational Secretary is condemning the exams saying that they are an inadequate means to measure the teaching resources used.  Educational Secretary Michael Gove’s recent comments urged the need for UK exams to match the world’s toughest. The content and timing of these strident comments has left head teachers, parents and students reeling.  Confidence in the educational secretary and the educational system has once again been severely undermined.

For the children taking the exams having spent five years concentrating on the curriculum content, exam techniques and revision our teaching resources and pupils find the games being played by Michael Gove, who believes the exams are too easy and wildly adrift of what is required in our modern world, is a staggering blow to their confidence.  In August when the results appear we will inevitably be involved in the annual debate with exam regulators and teachers on one side versus employers and universities who claim any increase in the pass rate implies a lower standard rather than students working harder or our teaching resources being more efficient.  This criticism has faded all too quickly and the status quo remains largely unchanged.

Left unchanged The Department for education believes we will see a further decline in our world educational standards. Already we have sunk to the mid-twenties position in the world league table developed by the OECD. The view from keen2learn voiced many times in the past is that the curriculum and the exam standards should be controlled as entry levels to the next educational stage of the student. Primary school exams should be set by secondary school, GCSE’s set by industry and commerce, “A” level set by universities. This would remove the exam controversy and avoid children arriving on the doorstep of the next stage of their learning ill prepared for what is to happen next.

The recent statement by Michael Gove may appear strident and clumsy in the timing but seeks to address the misfit of our schooling with the needs of modern adult life. The fire from the hip approach will cause significant aggravation with teachers and the possibility of an overt rebuff that will allow the problem to still remain.  Michael Gove further stated “By 2015 I want us to be on an irreversible trend to get more good teachers into teaching,  more schools enjoying autonomy and all underperforming schools been taken over.  I want us to refocus our curriculum to get rid of unnecessary extras and change our discredited exam system.  It’s as much about modernisation as going back to tradition.”

The Educational Secretary has compared the output to the UK with the educational standards in Singapore, New Zealand, Canada and Hong Kong and believes that the route ahead lies in a mixture of old fashioned teaching resources and modern technology.  This is to be combined with ill performing schools being handed over to local academies that would benefit more from a concentration of educational effort than perhaps emerged with local authorities.

Clearly the viewpoint of the Educational Secretary is paramount in the future for our schools and the education standards of our teachers and ultimately our children.  The transfer to academy status may be a solution but overall it appears his strategy is being developed and released in piecemeal and in conflict with the head teachers who will be responsible to make it work. Surely the better approach would have been to take time out to develop the strategy thoroughly in association with our teaching resources and not rushed into premature statements which could imply muddled thought going off half-cocked leading to concerns, ridicule and negative reaction from teachers, parents and children.

School Children Should Be Taught To Tweet In Literacy Lessons.

Thursday, May 26th, 2011

The national curriculum must keep pace with the dynamics of the comunications market. Children need teaching the benefits and consequences in the use of social media  and how it can play a significant role in modern communications.

There are significant benefits in the use of social media but there is also a dark side. As newer forms of media emerge children should be taught  the skills in their effective use and the legal ethics of using social networks such as Facebook and Twitter. Recent events involving court injunctions have highlighted the potential legal pitfalls. Our teaching resources, already hard pressed to maintain the curriculum, have  to present the legal implications of  irregular use of this growing medium.

Apart from the abhorrent use associated with cyber bullying the positive flow of news, gossip and opinion is a growing phenomenon.  Already schools, colleges and universities, reacting to the demand for greater ease of access to support academic activities, are reviewing Wifi connections to cover the entire campus.  The integral internet connection freedom will allow  its use in a private capacity to students and staff.  The dilemma facing the academic management is the control between academic  and private use along with the subsequent cost increase in bandwidth.

In addition to  the cost of providing the service there could be the legal complications if the service is abused.  At the moment the social networks attempt to fend off misuse as being attributed to the user. Understandably the complexity to control transmission would be a significant drain on their operations and the impact of further legislation on the use of the service has yet to be established.

But we also have seen an interesting development in the misuse of the social media.  During the recent round of court injunctions a dam burst occurred within Twitter.  The information restricted by the courts was freely revealed by thousands of users possibly fuelled by the inherent clamour to gossip on line and a belief that the sheer weight of Tweet’s would overwhelm effective prosecution.  The subsequent revelation in parliament by an MP citing prior exposure on Twitter is a further conundrum.  Was parliamentary privilege misused by the MP? Making the declaration in the sanctuary of parliament that is subsequently routinely broadcast destroys the element of confidentiality.

A key element of education is to prepare children for adulthood.  The range of media now available to instantly broadcast opinions by anybody hooked up to the internet is now legion. Historically to publish a  viewpoint involved having an article or letter published in a magazine or newspaper.  Critically this route involved the backstop of a newspaper editor who would scrutinise the content.  Now anybody can say anything, anywhere and therein lays the danger.

An inadvertent comment, maybe made in the heat of the moment or based on frugal evidence, can now become global in a matter of hours.  The immaturity of a child or young adult could lead to unintended consequences – or perhaps fuel the malicious aspirations of an undesirable member of society. Yet there are huge benefits from this freedom of speech that await children. Being able reach a massive audience needs treating with care; it is difficult to delete content once published. New skills are required especially in the role of expression and brevity. The skill of  literacy précis in blogs and micro blogs has reached a new level with the need to express an opinion on Twitter in 140 characters. Teaching children such skills will pay dividends in the world of communication. And if we can also train politicians in the art we could see a far more productive government!

Thailand to Close Schools With No Students

Monday, May 16th, 2011

Amazingly the Thai educational department has discovered 137 schools with no pupils and 2,500 schools with less than 40 students throughout Thailand. The closures of the smaller schools may seem at odds with the new thrust to improve teaching resources to improve the pass rate in literacy and maths. The Office of Basic Education Commission (OBEC) stated  the recent Ordinary National Education Tests at grade six level showed children performed badly in many core subjects.

OBEC secretary-general, Chinnaphat Phumirat, faced criticism from the  Alternative Education Council, who fears the mass closure of small schools will affect the chances of many children. No wonder perhaps, as most educationalists favour the smaller classroom and its beneficial effect on learning. Although many of these schools are in rural districts is it the lack of good quality teachers that have driven the students away as much changes in the population.

Clearly Thailand is taking a positive step towards improving the quality of schooling, especially in the key subject areas of literacy and maths. The economic growth in the Far East will place renewed demands on the quality of children entering employment. Failing to improve the pace and output quality could leave them in a trail of dust from fellow ASEAN countries.

The challenge ahead is daunting for the Thia OBEC. The latest national exams at grade 6 level for the 805,000 children  taking the tests revealed average scores of 31.22 per cent in literacy and 34.85 per cent in maths. Although the problem has been revealed the solution may not be easy and will require a resolution  to the great chicken and egg conundrum; is government policy going to save  the day, or is it a basic need for good quality teachers who  know what they are doing rather  governmental bureaucracy which will inevitable muddy the water. Mind you if they crack the solution we in the UK need to be first in the queue to find out how.

English Higher On Educational Agenda Overseas than In UK.

Monday, May 9th, 2011

Overseas teaching resources regard learning English as a critical mission to higher extent than we do in the UK.  Historically the UK has a poor record in learning modern foreign languages yet we are now becoming beaten to the post by many overseas countries with regards our ability to learn English. It seems we in England have a lot to learn.  Our mother tongue is being learnt in a highly effective manner overseas and our continuing failure in schools could make us economically vulnerable in the future.

The International Proficiency Index (EPI) measures countries proficiency in English and to produce an index of a country’s ability in the English language.  The analysis, conducted by the English Educational Institute Education First Programme (EF) considers cultural, social, financial and historical background to formulate the results.

EPI – EF Country Rankings in non-English countries learning English.

Position            Country                           Index                    Rating

1                              Norway                                69.09                    Very High Proficiency

2                              Netherlands                       67.93                     Very High Proficiency

3                              Denmark                             66.58                     Very High Proficiency

4                              Sweden                                66.26                     Very High Proficiency

5                              Finland                                  61.25                     Very High Proficiency

6                              Austria                                  58.58                     High Proficiency

7                              Belgium                                57.23                     High Proficiency

8                              Germany                              56.64                     High Proficiency

9                              Malaysia                               55.54                     High Proficiency

10                            Poland                                  54.62                     Moderate Proficiency

Although there is a geographic link with Europe, interestingly, proficiency in English is growing notably in the more wealthy Asian countries.  The Far East is catching up in proficiency in English a notable example is with Korea which is now lies in 13th place.  The Korean focus has produced improvements each year since 1988 the year when Seoul hosted the Olympic Games at which Korea adopted English as the official language.  Up to that point Korea reviewed English as an academic subject.  Since 1988 Koreans see the benefits of international communications in English much supported by their major trading relationship with the USA.  Although English taught at school has improved the index position  from the EF shows that English is being increasingly used by adults.

Position            Country                   Index                    Rating

11                           Switzerland                 54.60                     Moderate Proficiency

12                           Hong Kong                   54.44                     Moderate Proficiency

13                           South Korea                54.19                     Moderate Proficiency

14                           Japan                            54.17                     Moderate Proficiency

15                           Portugal                        53.62                     Moderate Proficiency

16                           Argentina                     53.49                     Moderate Proficiency

17                           France                          53.16                     Moderate Proficiency

18                           Mexico                          51.48                     Moderate Proficiency

19                           Czech Republic          51.31                     Moderate Proficiency

20                           Hungary                       50.80                     Moderate Proficiency

There are interesting influences amongst the students of English.  The EF has reviewed the gap between students who do not travel abroad and those that do.  Another consideration is governmental concerns that learning English as a foreign language will reduce their national identity a factor which has emerged in say France’s position, well down on other European countries and 17th in the index.

The economic implications of communicating in English are clear.  Fuelled by trade with the USA, the internet and social network sites, learning English leads to greater commercial opportunities which accumulate wealth.  A case in hand is Sweden who ranks fourth in the index. Their position is partially due to the number of global companies based in Sweden and partly because English was introduced as one of the most important subjects in the Swedish school curriculum. It is vitally important our educational policies in the UK that improve learning English are strengthened if we are to provide our future generations with a sporting chance to excel in the world economy.

UK Teaching Resources Slip In International League Tables.

Thursday, April 21st, 2011

The opportunity for teachers to inspire the learning process in children can last them a lifetime, and in turn, influence the commercial direction of the UK. But at the moment teachers are hounded towards test results that are reducing the learning content for children and causing concern amongst teachers. A solution could be found in fulfilling the growing need to grant teachers a realistic level of recognition of their standing in society, salary and performance parameters needed to attract the very best teachers.

The influence of a teachers work in the classroom has strategic consequences for generations of schoolchildren as subsequent fledged adults. But if we want the best teachers to support this strategic objective we cannot afford to pay peanuts.

Anyone compiling a job evaluation analysis of the teaching resources needed in our schools would reveal a conundrum. Although we could argue teachers are paid a reasonable salary they are certainly not paid the King’s ransom enjoyed by the likes of investment bankers and hedge fund managers.  Yet both professions are taking equal risks with the national economy. Teachers are in part responsible for initiating the skill base in children necessary to ultimately build and support the national economy.

For many years there has been a downbeat impression of our teaching standards. The national curriculum aimed at injecting renewed pace and structural learning has fallen well short of the intentions. Overall standards are down; teachers are blamed, tens of thousands of children fail at primary school to be processed regardless into secondary school where they doomed to understandably fail to thrive. These same children probably go on to drag down the performance of the classes they attend whilst they divert the teacher, who unable to spend the extraordinary time to address any deficiency, leaves the child to do the best they can. No sensible commercial operation would release sub-standard components to pass onto the next stage in production with the obvious outcome of substandard finished products. Built in faults rarely have the capacity to correct themselves.

And so we see an alarming percentage of children complete secondary education with insufficient credentials to enter meaningful employment. But can we really blame teachers? Their job is perhaps one of the few that can constructively make or break the enthusiasm in the children they teach. The constant pressure to hit targets convinces a staggering number of new teachers to leave the profession within a few years. The chance of children being groomed by good experienced teachers is perhaps lost forever. Most of those who remain accept the stuffing has been knocked out of the job. They knuckle down to hit targets, adopt the latest in a long line of initiatives and generally spend most of their time fighting the system.

And in the meantime we slip further down the international league table for the quality of our education.  We lie in around 25th position , way behind  many far eastern countries who have moved to dominate the schooling standards in line with the demands emerging with the commercial polarisation to the east.  Our role in the world order is destined to change over the next few years. We need our children’s education to match the flexibility that will be demanded of them in the modern job market. And we desperately need great teachers with the social standing and ability to achieve this objective. Such a strategy must have full government support that can really only be addressed by an Education Secretary that can remain in the post for five years, and a prime minister that addresses the long term needs  of education  rather than overseas invasions.

University Places Must Be Targeted At the Start of Schooling

Tuesday, March 1st, 2011

The teaching resources at Independent schools are clearly honed to attract their customers. They have to perform to maintain their educational standing and warrant the fees they charge. The net effect are children who tend to have received a better education than many attending state schools. But is the standard of teaching really that different? State schools have some brilliant teachers but many children  fail to thrive in the state system. Should they receive a helping hand whilst applying for a place at university when many are desperately concerned the  tuition fees  will hang about their adult neck like the albatross in The Ancient Mariner. And how can we displace bright children from the independent schools as a consequence.

The government is trying to make things fair. The Department of Education is attempting to convince universities they should enrol a percentage of students from disadvantaged families. This is a little late in the day. Universities have been charged with ensuring an output of quality degrees that will make them attractive to future undergraduates. They also need to achieve excellence in order to generate cash from donations and, now tuition fees. This will be compromised if they are forced to lower the entrance standards for non academic reasons. And potentially reduce the output quality.

The answer perhaps is to divert students who show potential at an early age,  irrespective of family circumstances, and offer them a scholarship at an independent school. This will groom those who want to succeed where they stand a greater change of receiving a high quality education,  naturally achieving the university entrance standards without the need for manipulation.

Granted the scheme could overload places available at independent schools. This could be offset with  an investment in a new level of state school – maybe the return of grammar schools, which  could accommodate the brighter children in a catchment area. Nothing new here; what goes round come round. But we certainly need some  radical ideas to improve  the standard of our schooling. Manipulating results at the university entrance is a very poor alternative.

Educational Games Get Children To Open Up On Tricky Areas

Friday, February 11th, 2011

One of the greatest problems to face a parent, teacher or youth worker is being able to form an effective line of communication with a child, teenager or young adult. Often worried about serious issues in their life many young people are unable to find the way to discuss an issue that concern them. A new range of educational games, Choice Discussion Cards, developed by a specialist with 25 years experience in this sensitive area have opened the door for young people to start effective discussions with adults.

Communication is one of the most pressing concerns in the education of young people. The Communications Trust are running the ‘Hello, Talk-Listen-Take part’ campaign to make 2011 a national year of communication. The aim to drive awareness of how important it is for children and young people to develop effective communications skills with their peers, parents, carers and society.

The Choice Discussion Card range is designed to help the development of effective communication on subjects of greatest concern to children and young people. Expressing their thoughts and emotions on social and challenging issues is a huge challenge for many children. Using these new PSHE teaching resources in a place and environment that is good to talk without interruptions from phones or TV’s and having a snack and a drink ready will ease the tensions that are often present at the start of conversations. This is especially relevant if you are tackling bullying, drugs, bereavement, gang culture, relationships, school work or any other issue that could be an ongoing or a new problem.

Let’s Get Talking Choice Discussion card sets are designed to get the exchange going but preparation on the subject area is important to steer the flow of conversation. Covering many subjects including Health, Crime and Personal development they have been developed specifically to handle issues that are tricky and challenging for parents and carers to open a conversation with young people. The cards are both intervention and prevention tools that unpick and drill down through key issues. The flow of conversation will allow adults to understand the underlying problems concerning the child or teenager.

Prepare yourself for any ‘truths’ to emerge; you may be surprised at just what is revealed. Preparation and knowledge of the issue is essential as nothing will hit you as hard as the truth.

Each set of Choice Discussion Cards gives a selection of topic cards for the child to choose.  They are then asked to discuss why they chose that card. Patience is a virtue whilst using the cards. Adults need to be non-judgemental and open minded otherwise the child will close down. Designed as educational games to empower the child, which in turn will allow adults to discuss a satisfied solution together! Do not feel guilty about your parenting or teaching skills. These communication cards are here to help improve a child’s life and well-being.

Social and challenging issues are something all parents, teachers and carers face with children reaching adolescence. Suddenly the sweet young child has turned into a greasy, green spotted monster that just grunts. Now you can reach out for support which can otherwise be a hard and tough time for all.  Award-Winning Let’s Get Talking discussion cards cover: Depression, Alcohol, Drugs, Hygiene, Anger, Friends, Knives, Guns and Gangs, Life, Love, Money and Being Bullied.  And the range is expanding.

Your Life Discussion Cards educational games

Paratriathlon Wet Suit Designed By Children in STEM Competition

Tuesday, February 8th, 2011

We hear some much about the ills of our educational system, and indeed you will see many articles on this blog that raise serious concern on where the UK teaching resources are going. So it was fantastic to see a group of children at the Danum School Technology College, Lower School in Doncaster demonstrate a positive interest in a Science, Technology, Engineering and Maths (STEM) during a competition project.

Alistair Owens managing director at keen2learn is also a  UK STEMnet ambassador.  Visiting schools and after school science clubs  the aim of the ambassadors is to help children develop their creativity, problem-solving and employability skills and see the career opportunities that exist in STEM after they leave school or gain a degree. The bigger picture aims to support the UK’s future competitiveness.

The project at the  Danum school was to enter a national STEMnet competition to design a wetsuit for a Paratriathlon athlete. Jimmy Goddard has always loved sport. He played rugby at school and did his first triathlon around 10 years ago. His attraction to physical challenges and an outdoor life led him through Sandhurst to the Royal Artillery and a promising military career. But all that changed in 2004 following a climbing accident, which left him paralysed from the chest down.

The teams of schoolchildren were tasked with designing a wet suit that would help Jimmy in the swimming leg of a triathlon. Providing warmth and flotation during the swim as Jimmy’s legs tend to sink beneath him whilst swimming – adding significant drag- the suit had to be removed with ease during the transition at end of the race.

Three teams of six children had been entered with children from year 7, 8 and 9. Each team teams comprised of scientists who investigated the physics involved in streamlining, drag, heat insulation and buoyancy. Designers who used the research to select materials to develop scale prototypes of the suit, Mathematicians who timed the suit on an Action Man dummy in a test tank and the Presenters who coordinated the findings to reach a conclusion.

The exercise was held over two days. External STEM ambassadors were on hand from Sheffield University Sports Science department to give advice and widen the horizons of the teams. It was a joy to watch and a nightmare to judge!  The commitment from the teams was amazing. Working on the separate elements on the project allowed a combination of individual and group activity. Each team worked brilliantly together and actively sought help and guidance to improve their understanding and achievement.

The final presentations proved that whatever the outcome the children had enjoyed the exercise and found it to be rewarding. Working on the project had stretched their horizons, built a team spirit and generated a genuine interest in the outcome. Interestingly although the teams worked in the same room each were so engrossed in their individual projects they virtually ignored the other teams. Thoughts of espionage were irrelevant. The number of prototypes tested proved  their encouraging commitment to experimentation and a return back to the drawing board. Many of the children worked through breaks and all three had finished by the deadline.

The presentations where each team member had a part to play were astounding. Trudie Davies Assistant Head KS5 SSE and Technology Status at the Danum school explained this was the first time the school had entered the competition and felt it provided a huge benefit to the team members. The interrelationship of the STEM activities provided a practical outcome  to the project. Although Year 9 were the winning the entry and stand a great chance to go through to the next round at the Big Bang event in London, the presentations  from the year 7 and 8 teams were of such a high calibre the judges have submitted them for further review.

It was an encouraging experience explained Alistair Owens “The interest and enthusiasm of the children was a delight to watch. We could well have been watching a future designer for Nike amongst them.”

Jimmy Goddard

Jimmy Goddard won the 2009 British Paratriathlon Championships in the Tri 3 category for wheelchair athletes with full use of their arms. Here he talks about his love of triathlon, rigorous training regime and future ambitions. Although triathlon has been an Olympic sport since 2000, paratriathlon has not yet appeared at the Paralympics. However, the International Triathlon Union (ITU) are hoping it will achieve Paralympic status and be included in the 2016 Games in Rio de Janeiro.

English Teachers Need Freedom To Teach

Thursday, February 3rd, 2011

The national curriculum has laid down rules and regulations in educational policy that can be extraordinary restrictive in our teaching resources and student achievement.  Have we lost the creative element in teaching English that is its very soul. Alan Robertshaw, retired Headteacher and author recalls the approach of a generation ago.

More than 40 years ago I found myself the most junior member of an extremely distinguished team of English teachers who, as was their usual habit, were having a party in late August prior to the start of term. They were all older than me, and terribly impressive. Most of them went on to become principals of various schools and colleges and all of them were experienced: which I, an untrained recent graduate, was not. I recall drawing one of the less intimidating about-to-be-colleagues aside and asking, diffidently, how he thought I might go about preparing for my first lessons. It was a subject causing me some anxiety.

“My dear boy,” he said, affably and perhaps a little inebriated, “how can you possibly prepare lessons until you’ve met the students? You need to get to know them first!”

So I went into my first week’s teaching wholly unprepared.

This is not, of course, recommended procedure; and – and this is the point of the anecdote – would be completely impossible now. Even if one were to arrive completely without training in a classroom, one would still have the huge and detailed edifice of the National Curriculum to answer to – and any English Department nowadays would have a comprehensive syllabus for all years, detailing activities and learning objectives. Teachers, of course, still have to prepare lessons – but no longer is English teaching the personal fiefdom of individual teachers.

Even when, in the 1970’s, I became a Head of English, we had no written syllabus. We had a huge and eclectic resource of stimuli – almost entirely literary and ranging from whole novels to short extracts and poems – which members of my department were encouraged to use as they thought fit. The objectives, such as they were, were entirely to do with enriching personal experience and developing sensitive use of language.

Teachers owned the curriculum in those days. The classroom was the forum for a creative relationship with growing minds, an enabling location for the development of enquiring, sensitive, articulate young people.

Much of this liberalism was in response to the English teaching of the post-war years, when the subject consisted only of reading a restricted range of Great Authors, answering detailed questions to demonstrate comprehension, learning to précis prose, and – most important of all – mastering the arcane art of parsing*.

Now a question presents itself. Was this liberal, responsive strategy wholly bad? It certainly failed to ensure that anyone left school with any identifiable skill-set – and that was a signal omission. But when Society reclaimed the curriculum from the teachers, and instructed us what to teach, and when, and how, did we lose anything. It’s a question I have often debated, and I do not know the answer.

A couple of years ago a former pupil of mine, from those days half a century (almost) ago, casually meeting a former colleague, told him that “beyond all other teachers” I had been, thanks to my English lessons, “A life-long inspiration.” The anecdote is humbling, of course: I don’t even remember him. But I wonder, sometimes, whether the controlled contemporary curriculum, with its assessment objectives and levels of attainment, would have left room for such a memory.

I don’t know the answer.

*(Analyising sentences into their component parts in order to demonstrate a grasp of formal grammar)

Alan Robertshaw

Bio:
Alan  was born in Wallasey, on Merseyside, just before the end of WWII, and spent his school days there attending an old school-board primary school (classes of 50 were standard) and a tiny, rather second rate grammar school.

He had the enormous good fortune to go to York University as part of its very first intake, where he read English with Education and was taught by some of the best, the great and the good. He graduated with a 1st in 1966 and then spent two years trying to stay a student forever, by preparing his M.Phil. thesis. Finally, facing unemployment in 1968, he went against all  better judgement and accepted an invitation from the Manchester Grammar School to teach English. Thence, in 1971, into the real world of a Sheffield Comprehensive; in 1974 to become Head of English in Garforth; in 1982 to become Deputy of a small, progressive Comprehensive in North Notts; and finally, in 1991, to the headship of a Barnsley Comprehensive where he spent ten marvellous, exhausting years before retirement. With the exception of his baptism of fire in Sheffield, he enjoyed every day of his working life.
Alan’s  novel, “The Edge of Things” was published in 2009 and is available from Amazon.

Teachers Can Be The Last To Know Anything

Wednesday, January 12th, 2011

The frequent changes in educational policy result in stresses and strains at the teaching resources at the coal face in the classroom. Strangely teachers are rarely consulted before many plans are introduced. Teachers are basically responsible for everything that needs to be done to allow their students to learn. Their instruction is highly scrutinised and held to rigorous standards, but they are not generally treated as instructional specialists. If we want our teaching resources to operate effectively during any period – especially where costs are being cut it is better surely to let them decide what is essential and what is desirable before the cuts are implemented...more

UK Universities Recognised For Teaching Resources And Cost

Wednesday, December 29th, 2010

Scotland may be on the verge of capturing a bigger slice of the under graduates who seek both teaching quality and low tuition fees. Many of Scotland’s universities have gained international recognition for the quality of their degree courses. Couple this with the free tuition for Scottish residents and low fees for international students, no wonder the demand is growing.

Many American students are applying to complete degrees in Scotland to gain prestige and reduced costs compared to the offer in the USA. Maybe we have something to learn in the English universities. Developing a global recognition of teaching quality and attracting international students at realistic costs could establish  the UK to maintain its position as a  centre of learning excellence . All we have to do now is address the tuition fees (eventually) paid by English graduates. Read more in the Washington Post

The Dark Side of Cheap Teaching Resources Using PhD Students

Friday, December 24th, 2010

The significant growth in PhD students in countries across the world may tick all the right educational boxes but there are games being played by many universities. Whilst the graduate is seeking their doctorate their research is often used to support a secondary initiative, and their time used as a cheaper form of teaching resource.

There is a significant over supply of doctorates compared to available professorships. The PhD student becomes a willing highly motivated form of cheap labour in order to toe the line. In OECD countries doctorates grew by 40 per cent between 1998 and 2006. At the same time graduate assistants earned 20 per cent of the full rate for teaching under graduates, and only 16 per cent were eventually offered a professorship. The consensus suggests it is just as financially viable to opt for a  Masters degree in employment . Read the full article in the Economist

Educational Games Hardware To Exclude Poorer Children

Wednesday, December 22nd, 2010

Developing technology used in modern teaching resources herald huge advances in the range of learning games for children. But the cost of the equipment needed to play the new educational games will not only limit the scope to wealthier families, many of the historic learning resources designers will be pushed out by the major players entering the market.  The opportunity for children from poorer families and third world countries to capture the educational benefits will be significantly limited.

Educational games software as we know it may soon become a stronghold of a select number of major players. Developments are well under way with Microsoft, Sony and Apple who view the educational market with keen interest. Understandably they are primarily focused on the commercial opportunity which links the software to their branded products. But the arrival of these big companies could stem the flow of those great ideas that emerged from teachers and educationalists who previously developed the games for educational use.

In the distant past a key feature of “slate and chalk” learning was its very low cost. Education using this fundamental communication technique focused on the ability of the teacher and the commitment of the child. It was a level playing field for all. The onset of technology and computer development in education could become socially divisive. And the rate of change is accelerating. State of the art computers made three years ago have been replaced by vastly more powerful PCs, laptops, Netbooks, Blackberry and iPads. Educational software programs utilising the newer more powerful facilities should open the door to a wealth of new learning resources. But the cost to develop software to match the equipment capability is becoming beyond the reach of many historic suppliers.

A key feature of learning is the engagement of children especially outside the school gate. Turning homework into a fun environment captures a huge element of additional learning time, a function the bigger suppliers are targeting. As a consequence the commercial interest of these manufactures means the newer resources can only be accessed by matched equipment. This would inevitably exclude children from poorer families.

A recent UK government “Home Access” scheme provided laptop computers to poorer families allowing them to engage with the newer learning platforms. Unfortunately the recession has resulted in this activity being curtailed. An inevitable outcome of the current cuts to school budgets is the ICT budget is generally the first casualty. Subsequent lower sales of equipment will not provide the manufacturing scaling benefits of volume sales. Costs would stay high making the equipment accessible by parents with the requisite disposable income. Increased VAT and inflation will exacerbate the problem to further pressurise the divide between those using the newer learning resources; benefiting from the practice process in learning retention, and poorer children who could ultimately trail badly in their wake.

Educational games, and in particular video games, are developing exponentially. It seems only yesterday the games market comprised of space invaders and an amazingly simple game of tennis. Playing 3D games on line with an unknown party in another part of the world would seem incredulous yet it has emerged in a very short space of time. This rate of change in technical development, quality and sophistication will spearhead new educational techniques to emerge over the next decade. Ultimately we could see schools and children interlinked in lessons around the world. The original educational games content developed by teachers and educationalists were based on a perceived opportunity to support the curriculum. Inevitably developed on low budgets, the games are a little crude compared to the latest video games but were content rich incorporated teaching practices honed from years of front line teaching. The next generation of games governed by the need to become a commercial success may lack the pedagogy employed thus far.

Contemporary video gaming developments have raised user expectation and displaced developments from even the most resourceful teachers who see the cost of production now beyond their means. Specialist design is needed to construct the graphics and games format. Marketing muscle has grasped the market. A potentially critical loss of educational content exchanged for merchandising opportunities.

Other influences have also impacted on the sales of educational games. A scheme to induce schools to acquire educational ICT games came in the form of “e-learning credits.” Schools promptly bought software by the kilo. School cupboards were suddenly filled with game titles many of which remain in their supply wrappers. Once the e-learning credit scheme was exhausted sales dropped accordingly. Many games supplier faced hard times. In order to offset the loss of revenue many of the games appeared on free educational games websites. This seemingly altruistic move, in reality, was to gain income from the adverts that appeared on the site. There is no such thing as a free lunch! Although this gave a second life to many games titles a further blow waited round the corner. Sales volume has now been eroded with the introduction of the virtual learning environment. Schools and children at home are able to access educational games on-line through a central network serving the entire schools and pupils.

Children at this leading edge will have a significant advantage. They will be taught with support from systems using high quality graphics, large databases and a home interface allowing them to pursue schooling projects at home. Poorer children with limited or no access to the technology will inevitably miss out on these benefits, struggling on the sidelines, watching the focus of teaching unquestionably moving with technology and away from them. This growing divide does not bode well for children in poorer countries. Changes in society, ease of travel and developments in electronic communications mean children are already seeing vast changes in adult employment. Effective education will be essential in all candidates for employment irrespective of country of origin.

To match this ongoing demand all children should be provided with the requisite skills to survive and thrive in an international environment. This will require a massive philanthropic approach to provide the technological equipment needed so all children receive a common educational opportunity irrespective of their social background. But history has so far proven this to be an impossible dream even when considering education in the form of the basic “slate and piece of chalk.”

We Need Learning Resources To Motivate Gifted And Talented Kids

Wednesday, December 22nd, 2010

Many children go off the boil during ages 11 – 14 year old. Their progression from early years learning through primary school teaching resources may have been encouraging but the move up creates some concerning issues.  Some struggle with the enlarged environment of the secondary school, others are ill prepared for the transition in maths and English during primary school. Surprisingly many gifted and talented children can also suffer.

All three categories have remedial opportunities but many children still slip by the wayside as we attempt to adopt a panacea. The main difficulty for our teacher resources is how to isolate the various classifications such that they each gain the ideal support they need in the busy classroom – when targets are at stake. This may seem incongruous with gifted and talented children; after all they are bright and can surely almost learn on their own. But not so. They equally need a challenging and stimulating environment to excel. Take this away and like most children they quickly go off the boil. This waste of talent is a huge frustration to the child, teacher and parents. More especially it squanders a talent that in later years could  become involved in an area of excellence that benefits the UK or even the world.

Whereas gifted children in Far Eastern countries are nurtured, we are not alone in this problem in the West. Schools in the USA are having equal angst wrestling with a fit that works in the classroom. All is not well as Steve Chapman reports in his article “American Education, Curbing Excellence.

Renewable Energy Education Prove Fossil Fuels Will Not Run Out.

Tuesday, December 21st, 2010

Teaching resources in our school  science class can explain how fossil fuels are produced during  biology, geography and physics lessons. This abundant natural production facility has just one flaw. It cannot keep up with demand. Thus we won’t run out totally but there’s a catch. There will be a slight delay of several million years whilst the next batch of oil is produced.

Whether you agree with the greenhouse effect;  pollution from fossil fuel emissions, political unrest or corruption from third world suppliers, the effect of oil on our lives is colossal. But there is a key feature which should accelerate the swing to renewable energy education. The cost of oil will rise. How much  depends on many factors, dwindling accessible stocks, currency exchange rates, inflation, profitability of oil suppliers, political unrest,  supply route interruptions, cross border transport – all have their two penny worth in the end user price. And and lets leave taxes out on this one because as oil disappears governments would find an alternative source of tax income.

The International Energy Agency’s  World Energy Outlook Report said in 2008 that estimates of remaining proven reserves of oil and natural gas lie between 1.2 to 1.3 trillion barrels, enough to last 40 years at the current consumption rates. Half a lifetime away maybe but  a desperately short period to complete a universal switch over to other energy sources in time. A couple of changes in government, natural human complacency and reluctance to change, and 15 years could easily slip by.  Then with only 25 years left panic measures could set in. Protectionism, hoarding and price hikes that would even outshine banker’s bonuses would emerge. Significant investment is required in university research programmes to assess viable alternatives.

Children in school need to understand the implications  to motivate a progressive swing into science and technology. It will inevitably be up to them to develop the future generations of efficient renewable energy technology. But research should not stop at producing green energy but equally how we use it. Sustainability is equally crucial. Recycling, reuse and upgradability need consideration. We should not be dumping PC and laptops to gain greater performance but be able to pay for component upgrade exchange. Maybe we should be forced to keep electronic goods for 10 years before being able to replace them  or pay a thumping great levy.

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