Even difficult to teach children matter

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Even difficult to teach children matter

• John Galloway
• Advisory Teacher for ICT/SEN and Inclusion
• John.galloway_at_towerhamlets.gov.uk

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The five outcomes

• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being

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Five things we can do with ICT

• Identify
• Support
• Track achievement
• Personalise learning
• Teach the hard to reach

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Identify

• Every Child Matters
• THISChild

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Support

• eCAF
• Excel spreadsheet
• Download

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Monitor

• PAT
• PANDA

(Pupil Achievement Tracker)

• RAISEonline

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Deliver
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Personalising learning is...

• ...learner-centred and knowledge-centred...
• Close attention is paid to learners knowledge,
  skills,
• understanding and attitudes. Learning is
  connected to what
• they already know (including from outside the
  classroom).
• Teaching enthuses pupils and engages their
  interest in
• learning it identifies, explores and corrects
  misconceptions.
• Learners are active and curious they create
  their own
• hypotheses, ask their own questions, coach one
  another, set
• goals for themselves, monitor their progress and
  experiment
• with ideas for taking risks, knowing that
  mistakes and being
• stuck are part of learning. Work is sufficiently
  varied and
• challenging to maintain their engagement but not
  so difficult
• as to discourage them. This engagement allows
  learners of
• all abilities to succeed, and it avoids the
  disaffection and
• attention-seeking that give rise to problems with
  behaviour.

From 2020 Vision Dfes 2007
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• ...and assessment-centred
• Assessment is both formative and summative and
  supports
• learning learners monitor their progress and,
  with their
• teachers, identify their next steps. Techniques
  such as open
• questioning, sharing learning objectives and
  success criteria,
• and focused marking have a powerful effect on the
  extent to
• which learners are enabled to take an active role
  in their
• learning. Sufficient time is always given for
  learners reflection.
• Whether individually or in pairs, they review
  what they have
• learnt and how they have learnt it. Their
  evaluations contribute
• to their understanding. They know their levels of
  achievement
• and make progress towards their goals.
• Stimulated by How people learn brain, mind,
  experience
• and school. Bransford J.D., Brown A. L. and
  Cocking R. (eds.), National Academy Press,
  Washington DC, 2000.

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Technology influences what, how and why children
learn by

• Broadening the range of learning material
  children are able to access, either guided by a
  teacher or as part of self directed learning,
• Enabling quick interactive assessments, for
  example, using voting technology,
• Promoting development of a broad range of
  knowledge, skills and understanding, in new
  contexts and with virtual access to experts,
• Facilitating collaboration with peers (in the
  same school and in other schools),

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• Increasing the variety of learning resources,
  software and communication tools, through new
  media,
• Helping schools to use a wider range of readily
  available resources and software to enhance
  learning, including making software available to
  children to use at home,
• Blurring distinctions between informal and formal
  learning giving children the ability to choose
  what they learn and when they learn it,
• Increasing motivation, through pace and variety,
• Increased relevance, through greater links
  between childrens experience of school and of
  the technology-rich world outside.

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Supported by.

• Engagement with parents and pupils,
• Expanding the potential for communication,
  sharing resources, creating shared spaces to
  record pupils learning and progress
• Whole school systems
• Integrated learning and management systems that
  bring together all the information on pupils
  progress and analysis of assessment data, and are
  capable of being shared with other schools and
  organisations.

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A learning platform

• gives teachers an opportunity to improve
  learning. It gives children and young people an
  opportunity to learn in the ways which best suit
  them by providing a personal online work space
  by allowing access to learning materials at
  anytime and anywhere and it gives an opportunity
  for materials to be tailored to meet the needs of
  individuals.
• Becta 2006

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Approved Suppliers

• The ten framework suppliers are
• Azzurri Communications Ltd
• Etech Group
• Fronter
• Netmedia Education

• Pearson Education Limited
• Ramesys
• Research Machines plc
• Serco Ltd
• UniServity
• Viglen Limited
• Becta 2006

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Learning out of school

• Nisai Virtual Academy
• Accipio www.accipio-learning.com
• Notschool www.thecademy.net

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Innovative Curricula - 1

• Ian Mikardo School
• My Body,
• My Future,
• My Self,
• My Passport,
• My World.

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Innovative Curricula - 2

• Futurelab Enquiring Minds
• RSA Opening Minds
• Competences for-
• Learning
• Citizenship
• Relating to people
• Managing Situations
• Managing Information

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5 Outcomes from this talk

• You have.
• Heard about information sharing
• Found out (at last) what Personalised Learning is
• Been exposed to Learning Platforms
• Become aware of innovative approaches to the
  curriculum

- only better
Discovered its the same,
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John Galloway Advisory Teacher for ICT/SEN and
Inclusion john.galloway_at_towerhamlets.gov.uk