CROSS-CURRICULAR LEARNING IN PRIMARY SCHOOLS!!!

My fourth blog will explore how cross curricular-learning could impact on a primary school.

This constant evolving world the children today will come into once they leave education will be very diverse to the present world today. The extraordinary rate of change through the development of technology and the progression of knowledge is formulating an unpredictable future (Barnes, 2011). Is it safe to say that education is acceptable as it is today, or does is need to shift its culture in an attempt to prepare the children for the progressing future?

The developments in technology has an impact by adapting the context of the work to the changes arising for the schools. Young children are already restrained to the digital world as their educational and social lives are increasingly being associated with this shifting technology. There are already high demands to be digitally competence in the present society and workplace, which can only mean for this requirement to increase in future. To reinforce this concept in Wales, 6 areas of learning and experience has been introduced to remove the distinctions between the ‘core’ subjects. This should enable teachers to help the children bring together and make links across different aspects as part of the four purposes. The framework for literacy, numeracy and digital competence should enable the teachers to have a responsibility for cross-curricular learning in their classroom (Donaldson, 2015).

To be digitally competent, is not merely to focus on using technological gadgets itself, but a greater skill development to use digital technology creatively. Here is a video from Deighton primary school who accomplished an overdrive project to demonstrate the use of digital technology in a creative way, supported by the cross-curricular digital competence framework (Young, 2017).

https://www.youtube.com/watch?v=OeDZQwcEiy0

This project enabled a group of children develop and display some impressive creative and collaboration skills. This is an example of cross-curricular learning as many aspects from the areas of learning and experience were utilised; expressive arts, science and technology, maths and numeracy and language and communication were all equally exercised.

Cross-curricular learning should be the fundamental focus on learning in the classrooms as it promotes authentic learning, highlighting key concepts and consistency in learning between the different subjects (Dean, 2001). Self-directed learning rather than didactic teaching could increase the motivation in children, who are overwhelmed by all the information they collect everyday and by the digital devices for constant entertainment on demand (Barnes, 2011).     

However, subject specialism is a tradition in the education setting, therefore, teachers will have a fear of changing their pedagogy methods. The teachers are used to having labels on them for subject specialisation and having a simple assessment criteria to follow. The emphasis on content will not be substantial, however, there will still be content based assessment. There are concerns that cross-curricular teaching could lead to insignificant, fragmented and repetitive teaching which will be very complex to evaluate for the assessments (Kerry, 2015).

In Scotland, the cross-curricular curriculum has already been implemented and there have been concerns that project learning is not explored in depths and thought to be superficial (Johnson, 2017). Professor Patterson’s main concern is that inequality will escalate due to the lack of basic knowledge explored. For children who will not acquire this knowledge at home will be completely reliant on the knowledge gained from their school. Therefore, they will descend into the category of inequality of learning (Johnson, 2017).

However, cross-curricular learning is one the key features of the Finnish curriculum. They have one of the finest education systems in the world. The central focus is to teach the students how to be a capable learner rather than teaching them content itself. They are taught to be in control of their learning experience and are trained to be intellectually curious to generate their own interpretations of a topic. There are no summative assessment during the year, just constant formative assessment to enable encouragement and guidance (Tay, 2017).  

References.

Barnes, J, (2011). Cross-curricular learning 3-4 (2^nd edition). London: Sage publications.

David, T. (2017/23/5/2017) Preparing the next generation for a new world. Available at: http://www.straitstimes.com/singapore/education/finn-fun (Accessed: 9/12/2017).

Dean, J. (2001). Organising Learning in the Primary Classroom (3rd edn). London: Routledge.

Donaldson, G, (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.

Johnson, S. (2017) Scottish curriculum 'could be disastrous for pupils but academics scared to speak out. Available at:  http://www.telegraph.co.uk/news/2017/09/03/scottish-curriculum-could-disastrous-pupils-academics-scared/     (Accessed: 11/12/2017).

Kerry, T, (2015). Cross-curricular teaching in the primary school : Planning and facilitating imaginative lessons (Second ed.). London: Routledge.

Nick Young (2017) Overdrive DCF Video. Available at:  https://www.youtube.com/watch?v=OeDZQwcEiy0  (Accessed: 9/12/2017).

COLLABORATIVE LEARNING IN PRIMARY SCHOOLS!!!

My next post will explore how collaborative learning could impact on primary education.

What is collaboration? Collaboration is an act which all members of a particular group has active participation to produce a solution for a problem or work towards a goal (Smith and MacGregor, 1992).

Collaboration is considered to be one of the most significant skills to be taught in the classroom today. Lord Broers believes that by allowing collaboration, there is an increased impact on creativity because of the congregation of diverse capabilities, (Broers, 2005).

Psychologists Mihaly Csikszentmihalyi and Gregory Feist’s view is conflicting to Broer’s idea about collaboration and creativity. Their research implied that learners tend to be more creative when they have their privacy and freedom, free from interruptions. According to their studies, introverted people incline to be the most spectacularly creative people in many areas (Matthew, 2014). This creative process can be comprehended by the creation of ‘Apple’, their personal computer. Steve Wozinok was the introverted engineering genius who worked by himself for 3months to create the captivating personal computer. He presented the idea to Steve Jobs and handed over his idea away for free. This illustrates that the very best of creative people work alone. They reside inside their own head and become the very best of engineers, artists and inventors (Cain, 2012).      

Within the education setting, the development of the extensive internet and technology has enabled for collaboration to progress further than expected. Software programmes such as twitter, google docs, classroom skype and many more have allowed for the students to build on their own knowledge rather than being restricted to their own classroom (Dillengbourg, 1999). We have employed the use of classroom skype at university to enable collaboration with a primary school in Nairobi; Cherry School. Here is a video blog showing their school and about their environment from Jairus, who is the head teacher of Cherry school (Young, 2017).

https://www.youtube.com/watch?v=O1csQkePU74&feature=youtu.be

This experience has freed up the walls of our lecture room to share our experiences as well as theirs. The impact for the class from this experience was definatly authentic and meaningful. As john Dewey said “All genuine learning comes through experience.” (Dewey, 1938, pg. 25).  The collaboration experience with Cherry school has met at least 1 purpose from the successful futures curriculum; ethical, informed citizens. This will enable for learners to understand how to respect the needs and rights of others, as a member of a diverse society. The knowledge and awareness will develop about other cultures, communities and societies around the world. This will encourage the learners to achieve confidence to be citizens of Wales and the world (Donaldson, 2015). 

Should collaboration in schools be managed as part of everyday learning? If we are to compare our education system to Finland, who have been renowned for its highest quality education system in the world, then collaborative teaching has been made compulsory in every Finnish school. Relevant topics are chosen by the students, and the pedagogy is based around them. They take great advantage of the use of technology and resources to enable them to be as innovative as possible (Spiller, 2017).

Collaboration could also have a great impact for assessment for learning in the classroom. Peer assessment could be used as part of a formative assessment to encourage collaboration which will increase student engagement and they will be more able to find meaning in their work. This will encourage students to contribute and take more responsibility of their role in the classroom. There will be a great significance on their use of metacognition and develop on their criticality skills. The pedagogical experience will be beneficial as they are able to reflect on the strengths and weaknesses on themselves and others (Blanchard, 2009) (Mcculloch, 2014).

However, there are risks to be considered if this pedagogy style was to be implemented. Friendships and peer pressure could have a significant effect on the reliability of the grades. Some students may feel reluctant to make any judgments about their peers’ work which could lead to imbalanced contributions, therefore, will increase the workload for the teacher overall (Irons, 2008).  

References

Blanchard, J (2009), Teaching, learning and assessment. Open University press: Berkshire.

Broers, A, (2005). The triumph of technology. (the Reith lectures) 4^th May.

Cain, S. (2012) The rise of the new groupthink. Available at:   http://www.nytimes.com/2012/01/15/opinion/sunday/the-rise-of-the-new-groupthink.html?pagewanted=all&_r=0   (Accessed: 9/12/2017).

Carroll, M & Mcculloch, M (2014), Understanding teaching and learning in primary education: Sage publications: London

Dewey, J. (1938). Experience and Education. New York: Touchstone.

Donaldson, G, (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.

Irons, A (2008), Enhancing learning through formative assessment and feedback. Routledge: Oxon

Matthew, K. (2014) 'Creativity, Virtue and the Challenges from Natural Talent, Ill-Being and Immorality', Royal institute of philosophy supplement, Vol 75, pg. 203-230.

Nick Young (2017) Cheery school Nairobi Skype project.. Available at: https://www.youtube.com/watch?v=O1csQkePU74&feature=youtu.be (Accessed: 8/12/2017).

Smith, B.L. & MacGregor, J.T, (1992). What is collaborative learning? Collaborative Learning: A Sourcebook for Higher Education. Pennsylvania State University

Spiller, P. (2017) Could subjects soon be a thing f the past in Finland. Available at: http://www.bbc.co.uk/news/world-europe-39889523  (Accessed: 9/12/2017). 

CREATIVITY IN PRIMARY SCHOOLS!!!

My second blog will be about how creativity could potentially impact on primary education.

 ‘Creativity’ is clarified by many descriptions, but most of the meanings summarise to similar definitions to imagination, originality, productivity, problem solving and producing an outcome of value (Sharp, 2004). One of the main characteristics of a human is creativity, as this gives us the ability to create new concepts. That is what makes us different from just smart machines (Boden, 1992).  A NACCCE report specified a democratic definition of creativity:

“all people are capable of creative achievement in some area of activity, provided the conditions are right and they have acquired the relevant knowledge and skills. Moreover, a democratic society should provide opportunities for everyone to succeed according to their own strengths and abilities.” (NACCCE, 1999).

This interpretation is conflicting with Pinker’s suggestion that creativity is an innate feature and is not a skill that could be taught (Pinker, 1995). This concept will have a negative outcome from an education perspective as it’s highly likely for the children to be Pidgeon holed into this characteristic. Therefore, the other children who are perceived as ‘not creative’, will not be able to explore creativity. Traditionally creativity was considered as a separate ability to be involved with creation only, and was not given the opportunity to be taught freely (Fleming, 2012).

Professor Donaldson suggested that good teaching and learning is by applying creative pedagogy in the classroom. This can be approached by encouraging problem solving, creative and critical thinking (Donaldson, 2015). This purpose of creative pedagogy will promote the capability for children to make connections, critically evaluate essential information, acquire a deep understanding of a concept and transferring the skills and knowledge to real life situations to solve problems in an analytical way (OECD, 2008).  

Professor Dai Smith implied the significance of creativity in todays education. He insinuated that the acquisition of innovative skills and knowledge will be most effective for this progressively creative society (Smith, 2013). This achievement of knowledge and skills is highly likely to have a profound impact on the successful futures curriculum for Wales, as the first 2 purposes for development can be sustained (Donaldson, 2015).

Introducing this diverse teaching approach could be extremely challenging for the teachers and practitioners who have been following their individual teaching methods for many years. They will need the support in order to develop their skills in arts and creativity. Therefore, sustainability will be built to provision the development of their practice and policy (Welsh Government, 2015). 

Using creativity in pedagogical practice should be essential to find methods which will be authentic and most effective for learning, either by practical applications or making emotional/personal connections. Therefore, becoming more creatively involved yourself and the children and allowing risk taking, autonomy, curiosity and development of the imagination, will progress to a pedagogical conscious to become a creative teacher (Cremin, 2009).

Introducing outdoor learning in the practice could improve a creative session. For the early years, implementing a holistic approach of the outdoors by applying the stimuli of the natural environment of all the senses to attract the children’s attention. The change of the natural world and sensory diversity will provide a rich context for learning. Outdoor learning will enhance their learning as they will be getting a first-hand experience on top of enjoyment, risk-taking, freedom, physical exercise and social development, (Rea, T & Waite, S, 2006). However, to achieve authenticity from an outdoor session is challenging. The children perceive the outdoor as ‘free-time’ or ‘play-time’, therefore will take advantage of this. Adapting the pedagogical practice from the classroom to the outdoor space can be challenging for the teachers. This could lead them to lose control of the class or what the aim for that session was supposed to be (Roberts, 2006). Outdoor learning environment does offer alternative ways to engage children collaboratively in a creative manner, however, it is sceptical to be aware of how much of this creativity will be valued without clear inspection measures (Waite et al, 2005). 

References

Armitage, M, (2001). The ins and outs of school playground play: children’s use of ‘play places'. Play today in the primary school playground: Life, learning and creativity (pp. 37-58). Buckingham: Open University Press.

Boden, M, (1992). The Creative Mind. London: Abacus.

Cremin, T, (2009). Creative teachers and creative teaching. Creativity in Primary Education (2nd ed.). Exeter: Learning Matters, pp. 36–46.

Donaldson, G, (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.

Fleming, M. (2012). The arts in education: An introduction to aesthetics, theory and pedagogy.  Oxford: Routledge.

N.A.C.C.C.E. (1999). All our futures: creativity, culture and education. London: DfEE

OECD (2008). Innovating to Learn, Learning to Innovate. OECD: Paris.  

THE PURPOSES OF PRIMARY EDUCATION!!!

My first post is the foundation of my pedagogical beliefs and my interpretations on the purpose of primary education.

There are many definitions of pedagogy. The Oxford dictionary’s definition is “the method and practice of teaching, especially as an academic subject or theoretical concept” (Stevenson, 2010, pg. 1309). However, professor Graham Donaldson’s definition of pedagogy simplifies that pedagogy is the teaching methods used which adapts to the needs and developmental stage of the children along with the purposes of the curriculum (Donaldson, 2015). Donaldson clarifies my pedagogical beliefs that the teaching and learning experience should be to develop autonomous and creative individuals.

Professor Donaldson set an aspiration that children and young people should comprise of certain skills and qualities once they leave education. These are the heart of the four purposes of education which will be embedded in the life and work of schools. Here is a diagram to present the four purposes (Donaldson, 2015).

Living in a democratic society, one of the main ideologies for primary education should be to create an introspective society where the citizens are capable learners, have the ability to reflect critically and responsibly make decisions for themselves. Nel Noddings proposed this concept quoting, “A primary purpose of schooling in a democratic society is to produce thoughtful citizens who can deliberate and make wise choices.” (Noddings, 2013, pg.25). This view synthesises impeccably with John Dewey’s thought of how education is highly associated with democracy and it is important to understand that the end results in education are not as significant as the awareness of development. A quote from his book implies that we should not always aspire towards the goal. 

“The process of growth and improvement and progress, rather than static out-come and result, becomes the significant thing. Not health as an end fixed once and for all, but the needed improvement in health—a continual process—is the end and good. The end is no longer a terminus or limit to be reached. It is the active process of transforming the existent situation. Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim in living.” (Dewey, 2012, p.181) 

There are many philosophers and theorists whose views resonates Professor Donaldson’s definition about teaching. Rousseau believed that children should learn to have the ability to improve their own reasoning and have the independence to be able to solve problems themselves:

“Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. If ever you substitute authority for reason he will cease to reason, he will be a mere plaything of other people’s thoughts… ”(Rousseau, 1762, p.126

Paulo Freire’s work signifies the importance of creative and critical thinking. He believes that education should be authentic by adapting the tasks to real life situations, which allows the learners to contribute in projects and learn to defeat challenges. He quotes,

“problem posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings who are authentic only when engaged in enquiry and creative transformation.”  (Freire, 1996, pg. 65).

This style of pedagogy is most beneficial as it stimulates the learners to develop their critical and creative thinking. Freire’s philosophy directly emphasizes professor Donaldson’s process of reaching the achievement outcomes. In his report he signifies that effective teaching and learning will play a big role and he points out 12 pedagogical principles to support this new approach (Donaldson, 2015).

Although, the purpose of education in the successful futures curriculum has many benefits, this notion for the teachers and practitioners to implement into their everyday teaching “…would require careful consideration, consultation and planning, as well as sufficient time, resources and support.” (Boorman et al, 2015. pg. 3).

The design of the proposed assessment process could have some implications from a neoliberalist perspective. There will be less emphasis on competition and capitalism. The learning outcomes will not be measured to have a comparison with other schools around the world. Hicks believes that the purpose of education should be run like a business in order to prepare students to be competitive on a global scale with a neoliberal approach. There should be a strong emphasis on exams and the summative results to measure with the rest of the world (Hicks, 2010).   

The concerns regarding the possible reduction in the comparability of assessment data could have potential consequences regarding the quality assurance across the whole board. Governors felt there should be a means of comparison before GCSE to compare with UK and the rest of the world (Boorman et al, 2015).               

References

u  Dewey, J, (2012). Reconstruction in Philosophy. New York: Dover Publications.

u  Donaldson, G, (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.

u  Freire, P, (1996). Pedagogy of the oppressed. Penguin: London

u  Hicks, D. (2010, July). The long transition: Educating for optimism and hope in troubled times. In 3rd annual conference of the UK teacher education network for education for sustainable development/global citizenship (pp. 1-28).

u  Llorenc 0, Yasmin J, Polly S, Paula G & Isabella B, (2015). Successful futures: independent review of curriculum and assessment arrangements in wales. A report on responses to the great debate. Wavehill ltd: Ceredigion   

http://gov.wales/docs/dcells/publications/150630-wavehill-e.pdf

         

u  Noddings, N, (2013). Education and Democracy in the 21st Century. New York: Teachers College Press

u  Rousseau, J-J. (1762). The social contract. Swan Sonnenschien and co: France.

u  Stevenson, A, (2010). Oxford dictionary of English. Oxford University Press, USA.