The role for technology in education, and the impact technology has on children generally, is a thoroughly embedded topic for debate. I’m sure if twitter had been around at its inception, the Casio Databank would’ve been the topic for a whole half-term’s Edutwitter ‘civilised’ discussion but there is an understandable increase in these sorts of conversations as we try to keep up.
The latest story to hit the tech-debate radar is this one in the Toronto Star reporting that grade 7 and 8 students at Earl Grey Senior Public School are to have restricted access to their mobile phones during lessons. Now, I work in a school where the pupils have always handed everything in when they get to school – even before mobile phones were commonplace – so I’ve not really noticed the rise in personal tech use in classroom in perhaps the same way as other schools, but it still seems odd that this sort of ban (and not even for all year groups) would be newsworthy.
Screen-use in the classroom is becoming increasingly ubiquitous, so what concerns should we have with this? Carl Hendrick recently blogged about why the Internet should be kept out of the classroom, citing a 2016 study (Ravizza et al) looking at how university students use laptops in class reported the relationship between classroom performance and internet usage. They found that ‘nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance’. A recently published Japanese study (Kawahara and Ito, 2017) looked at the ‘Effect of the Presence of a Mobile Phone during a Spatial Visual Search’ and found that even without using it, the mere presence of a mobile phone can adversely affect cognitive performance. This offers an opportunity for us to look at the impact of classroom technology and how schools can use classroom technology in a balanced way.
In response to an open letter published in December 2016 over concerns about children’s ‘screen-based’ lifestyles, a second letter quickly responded, calling for ‘quality research and evidence to support these claims and inform any policy discussion’. Whilst worries over increasingly sedentary lifestyles and mental health issues are understandable, the letter argues that there is little evidence to support the concerns in the initial letter and encourages the government and research bodies to invest in well-founded guidelines.
The evidence around the benefits and disadvantages of technology for children is ever-changing. In 2015 the American Academy of Paediatrics reviewed their guidelines for early childhood screen time, mostly based on old research into television time, which previously recommended that children under two should stay away from screen media. They have now provided more evidence-based guidance as to how children should use screens, including for unstructured play and the positives of video chatting with distant relatives.
At our school a decision was reached several years ago to provide each pupil with their own laptop to use in school. As we started to expand we found our ICT suite with 6 laptops wasn’t enough for 30 pupils and they were getting damaged etc so we started to roll out laptops and now we have 1:1 from KS2-4. Pupils use these within all lessons – we run KS2/3 on a mostly primary model of class teacher teaching most subjects with some specialist teachers/swapping (KS4 is more specialist). Laptops move with the pupil throughout day/years – it’s easier to track use and damage etc. Obviously (perhaps) laptops aren’t used in every lesson but they are used a lot. They are also used during some reward times and some break times (probably why online games are still accessible).
Certain websites are blocked from use like social media/YouTube/keywords and as websites appear that we want to block (YTPak as a YouTube substitute for instance) we can inform our blocking people (although I did find recently that I wasn’t able to access websites using the word ‘edge’ in the URL. This was an issue as I was trying to look at the knowledge organiser blogs and ‘knowledge’ was banned). We also use software for managing and monitoring what the pupils are using live. Teachers can view (and control) pupil laptops which is useful for both instances of inappropriate pupil activity and in-lesson sharing of work on the IWB. If pupils are using the computers inappropriately then we have reward/sanction systems that are used.
Clearly this is different to other types of screen use in the classroom but I do have concerns that we, staff and pupils, can be over-reliant on the laptops. Whether that means a reduction in the amount of handwriting pupils do, ‘lazy’ internet research (we’ve all heard amusing tales of Wikipedia regurgitation), or a slightly more concerning impact on processing information as described by Mueller and Oppenheimer (2014) looking at laptop vs written note-taking by university students. Our pupils don’t take a huge amount of notes in lessons, but if we over rely on using the laptops when they do, the chances are we’re denying them the opportunity to process the information in a meaningful way.
Even if we can’t do much about what they do at home, we have a lot of control over how much technology pupils use in the classroom. There are some great resources out there and the deeper debate over this is perhaps for another day, but how much of school-tech is driven by what staff quite fancy having a play around with over the genuine benefits in the classroom? It’s almost becoming a cliché to ask whether the 1:1 iPads are essential or could you do it another way and save thousands of pounds (seems old but I had this conversation a fortnight ago). In a desire for an easy ride, doing something different’, squeezing in some of those illusive ’21st Century Skills’, is it actually more revolutionary to go without?
More robust research will hopefully lead to better guidelines, but we need to use our professional common sense as well. We’ll never be completely on top of it but we do have some control over our classrooms and probably just as well because with last month’s speculation that Apple are set to introduce a ‘cinema mode’ for iPhones, it seems like it soon won’t be single screen-use we’ll be discussing, but perhaps multi-screen use as well.
The other day I was going through some possible reading materials for upcoming journal clubs and came across this in this (pdf):
The next day I was asked why I’d even consider looking at a paper from a computer science conference as a journal club text. I didn’t see this as a negative thing and I replied saying it was a case study of iPad use in primary (which the I assume satisfied as it was followed by the customary ‘like’), but it does throw up interesting questions about the types of reading we should be looking at in education journal clubs. My own stance is that the reading/s are used as a stimulus for conversation – this can be everything from discussing the ins and outs of current research in detail, to debating a wider topic (in this case I was thinking it might be interesting to compare how iPad technology was first introduced with how it is now), but I wonder how many people think we should only be looking at ‘perfect’, purely educational research?
The recent opening of Chartered Collage of Teaching membership, particularly with its free access to 2000+ journals has excited many on my timeline. I’ve got my own jealousy that I can’t join in with that part but it seems to have worked to change a few people’s minds and soon after the announcement I saw tweets suggesting people are wiling to join just for the access. I do have some misgivings about how useful journal access in itself will be but I think (presume) there will be different benefits of membership for those who aren’t interested in journals so I know it’s not all about that.
The way people use research in education is a recurring topic for debate and recently renewed. If teachers are thinking they’ll be able to search for papers that tell them ‘x is good, y is bad’, the chances are they won’t (and if they do then I think they should be cautious). I still believe that most people won’t have time to look for information in detail and if they do have time, wading through what’s out there can be hard and end up with cherry picking and sweeping assumptions. My choice of papers for journal clubs won’t always be a shining beacon of quality educational research or perfectly relatable to what we’re looking at in school (with or without access) but that’s an important part of the discussions we need to have.
I think the role of Research Lead now has an even greater chance to be pivotal in helping to translate research and point colleagues in the right direction. Journal club discussions can help with this of course and allow people to dip their toes in; but even for more rigorous investigation, knowledge translation is going to be important. I’ve delved into the world of Knowledge Mobilisation for various things recently and I’m convinced that there are exciting directions this can go in, whether that’s research summaries, brokering or bespoke investigations.
Increased access to research will be great for sharing original sources and following up of ideas. It will be used by some for deep academic study and inevitably by others to try and find a quick fix, tick-the-research-informed-box activity. It’s a brilliant opportunity for teachers but it’s also an opportunity to put guidance in place so that everyone can really make the most of it. I think it’s important we remember that just because something isn’t presented as ‘education research’ it doesn’t mean we can’t call it out for saying touching a screen with more than one finger is a ‘natural means of input’ and that this will motivate students, and recognising that something isn’t perfect is good for us too. In fact, I’d argue that’s exactly what we should be doing with our widening engagement with research.
For me, as I don’t suspect I’m going to have access to thousands of journals any time soon, I’ll just have to continue using the wealth of open and free access articles for starting discussions and helping focus ideas.
Some people have noticed there have been some less than satisfactory bits to 2016 and it’s likely that it will be a year that gets a mention in the history books (hardcopy or digital) of the future, but I rather suspect that 2017 is queueing up to, um, trump it and we’ll look back on this one as a dream. Every year we send out our Christmas cards (tree decorations) with a sheet of photos showing some of the things we’ve been up to; it saves writing about everything in detail and seems to get positive reviews so we stick with it. I’m always surprised at how much we’ve done throughout the year and despite worrying we’ll struggle to fill the sheet there’s always things we miss out. This year was no different and trawling through all our pictures from 2016 has served to remind me that we’ve done some brilliant things this year and maybe it wasn’t quite the shit-show I’m remembering it as.
Mixed bag but nothing too tricksy here. I turned into a 35 year old and I won’t lie, I was grumpy about that. New box to tick on surveys, increased likelihood of diseases, sure I should feel more like a grown up etc. But hey, who wants to be a grown up anyway?
Rather fabulously it was our 10th wedding anniversary this year. It means we’ve spent a lot of time looking at things we got as wedding presents and saying ‘That’s 10 years old now’ and thinking of people and saying ‘We’ve not seen them for 10 years now’. It also means I was particularly shocked when I was off to do the Christmas shop and Howard asked, for the first time ever, for Twiglets. How can you be married to someone for 10 years and not know they like TWIGLETS?! Clearly keeping some air of mystique.
We said goodbye to Jemima Destroyer of Worlds – the little white rabbit with blue eyes and a propensity to nap. Bert’s still here though and flourishing. We said hello to two new nephews, Frank and Thomas, born a couple of weeks apart. Meant a lot of travelling up and down the M1 but they seem like groovy enough chaps.
Finally, I’m pretty sure I made these happen:
So @CadburyUK, Wispa Bites are great, Twirl bites are amazing, but my thought for this morning is… Double Decker Bites. Please.
— Beth G-G (@bethgg) April 6, 2014
Not had any confirmation or freebies yet, but it was me, wasn’t it?
We ended up doing rather more exotic travel than we were planning this year. Our honeymoon had been a trip to Japan and we’d always fancied going back – particularly to see the cherry blossom – so we thought the whole ’10 years’ thing was a good enough excuse and went to Tokyo at Easter. We did lots of fabulous things including bus tours (obvs), art, blossom watching, cultural stuff, and most amazingly, cuddling hedgehogs at the hedgehog cafe. I love hedgehogs and Tokyo.
Our plan was a small UK get-away in the summer and perhaps a cheap package deal for some October sunshine, but I put a stop to that by putting myself forward for researchED Washington DC. Our cheap holiday turned into a trip to New York and Washington DC during which we did industrial strength tourism (mostly via bus tours, I have so many ponchos now) and witnessed pre-election America. We really did pack an extraordinary amount of stuff in, but if we could recommend one thing, both of us would go for the nighttime bus tour of Washington DC (part bus, part guided walking tour) where the monuments and memorials take on a whole new feeling.
Arguably the best thing we did during this trip was our tour of The (actual real-life) White House organised by researchED. Didn’t think that would be happening this time last year. Now we can look at it on the telly (it’s been on a bit) and say ‘We’ve been in that room’. Next year we’ll be able to look at it on the telly and say ‘We’ve been in that room before it was gold’.
Obviously some of the travel stuff is also a bit work-y so I’ll start there. I hadn’t really planned on doing any researchED presenting this year and I attended a couple of events just to participate – the usual eye-opening presentations and sharing of amazing projects, with good pub-chat afterwards. The opportunity to go to America was one that I couldn’t (Howard wouldn’t let me) turn down and I’ve met some brilliant people – all quite surreal.
This kicked me into action with Journal Clubs and I got myself sorted with a website to bring together all the Journal Club-y bits I’ve got (mostly on here) and add some more detailed bits of information, templates and helpsheets. It’s here if you’re interested EduJournalClub.com
Slightly connected to this is the launch of ‘What Matters’, an initiative led by the University of Nottingham School of Education to bring together schools, University and interested parties in Nottingham. I’ve spent some time this year working through ideas for activities and events with Howard Stevenson (another Howard) and the project was officially launched in November with a lot of initial interest.
At school we had another year of good Art GCSE results that make us increasingly confident in what we’re doing and proud of our boys. I also organised another ‘Blind Date With A Book’ event alongside organising the creation and publishing of a ‘We Are Writers’ book with work from every pupil in school. I’ve managed to keep going with Relay. Still not sure how many people read it but there are occasional mentions of something I’ve written about so I shall keep going with it. This year I’ve said goodbye to my two best work-mates, Courtney and Alison. One to go and have a baby, the other to relocate down south. I do have my lovely new room-mate Neihal now who is suitably nuts and a perfect addition to the team.
Onwards to 2017…
Despite impending global doom (I am a very good worrier, I’m trying not to think about it all too much) there is a good little line up of things happening next year. ‘What Matters’ is set to really get going with a series of special interest groups and bigger events on the horizon. I’m all signed up for researchED Sweden, had to decline the offer of Oslo as it’s our wedding anniversary, and I shall attempt to update the Journal Club website with some more factsheets and ideas.
School is ready to academise in March. We’re setting up our own MAT so hopefully it’ll be fairly smooth. As the person doing the school websites it’ll add to some challenges I’m sure. On top of the academy thing we’re also expanding both pupil-wise and building-wise. This will add a few more challenges but I’m trying to look at it as opportunity rather than impending chaos.
In amongst all this we will hopefully have a think about doing something with the back garden and I’ve started looking for some new living room curtains (who said I wasn’t a grown up?). Also thinking it might be good to get that cheap package holiday with a swimming pool and reading time in too – if Tom fancies #rEDAlgarve, we’re there!
So one minute you’re planning which cheap package holiday to book for half term and the next you’re flippantly replying to a tweet about an educational research conference in Washington DC. ‘Do they want to know about Journal Clubs?’ you ask. ‘Keep going…’ comes the reply.
So Portugal turned into Washington DC, and a tour of a local church turned into a tour of the White House. There are a lot of people who have done a lot of unexpected things because of researchED, but walking round the White House is pretty epic even by rED standards. It came at the end of a fairly intense week as we decided we’d go to New York for a few days before DC and it essentially turned into 7 days straight of open-topped bus tours which is hard-core even for us. To be honest, one of the reasons it’s taken me so long to write about it is that I’ve not quite come down from the whirlwind. The downside of this is that now I’ve had more time to process it, I’ve got so much more to say.
Other people have written about some of the sessions I went to like Kate Walsh’s and Ben Riley’s, and they’ve covered Dylan Wiliam’s brilliant keynote in varying amounts of detail so I won’t repeat that, however I did love that some of his themes were picked up throughout the day and this made for a unifying thread among some challenging ideas.
My favourite session by far was Ruth Nield‘s session on ‘Researcher-Practitioner Partnerships’. One of the reasons it’s taken me so long to write about #rEDWash is the amount of time I’ve spent looking through and getting sucked into her links – there’s some brilliant stuff out there! I went to this session partly because of a project that I’ve been working on with the School of Education at the University of Nottingham around collaborations between schools and researchers and I’m always up for new ideas (‘What Matters‘ – I’ll probably write about another time), and also to hear more about the wider picture of research use in schools in America. The day before we had been hosted by The Center for Transformative Teaching and Learning at St Andrews Episcopal School for lunch and one of the questions they were asking us was about how to widen the scope of education research in American settings. I got the impression that there are lots of pockets of activity and it’s a question of how these can come together – perhaps easier with the smaller scale of the UK – but also the more limited use of social media with practitioners in the US.
Turns out there’s quite a bit of stuff going on with the Institute of Education Sciences (IES) (apologies if I get muddled with this, I wrote my notes furiously and interpreting my special shorthand a week later is proving awkward). Ruth set out the different strands of work they are doing and it sounds amazing – if the College of Teaching wants research to be at its core then they could do worse than looking at what’s going on here; the US may be behind in regards to practitioner involvement with research, but it’s all there for the taking. Their work is independent and covers a range of practical approaches, much more than just RCTs.
She started by discussing the value of education research, the disconnect between schools and researchers (something we’re all familiar with) and how their researcher-practitioner partnerships (RRP) are aiming to address this. Researchers and practitioners work together over time to co-construct agendas of work for mutual benefit. This allows them to work on research that is more relevant and hopefully more likely to inform practice; they are able to form long-term working relationships and both sides can develop professionally. To support these partnerships (which can be in cities, states, cross-state, cross-district) they have Regional Education Laboratories (REL) working with”Research Alliances” of education practitioners and policymakers. They identify areas of need and work together to analyse data and conduct research to develop and test strategies. The IES provides seed-grants of around $400,000 to develop projects for which they can go on to apply for further funding if required. Projects mentioned included one that created software to track progress and now has a national audience.
In addition to the RELs, the IES has the What Works Clearinghouse (how had I not seen this before?) which ‘reviews the existing research on different programs, products, practices, and policies in education’ and hosts intervention reports, reviews of individual studies and a series of practice guides that they are now seeing schools adapt and use for their setting. Tom Bennett came in to the session towards the end and drew similarities to the EEF in the UK; this is so much more than that; it’s sort of like a cross between the EEF Toolkit and the Literacy intervention review Tom Sherrington talked about at rED15, but it’s nicer to look at with simple infographics (including a lovely representation/summary of the setting for each intervention). You can see effectiveness, improvement, and my favourite bit – you can compare interventions. Something that really impressed me was that all their reports go through peer review before they are released (see picture for questions). Ruth was clear to point out that they aren’t just interested in the ‘gold standard’ of research – they publish a cross-section of work, summaries and of course RCTs.
On top of all this they have ERIC – the Education Resources Information Center. I did know about this one and they’ve recently changed the website to be a bit more easy to use. ERIC is a digital library of education research and other information – in their words ‘ERIC’s mission is to provide a comprehensive, easy-to-use, searchable Internet-based bibliographic and full-text database of education research and information for educators, researchers, and the general public.’. How can we not be excited about this? Perfect for Journal Clubs too…
One of the issues the IES, and research engagement in US schools generally, seems to have is with ‘reach’ and I asked how they get their message out to schools. They use social media, professional associations and each REL has a governing board with regional commissioning officers that work in their localities. I’m sure there could be more. I was already following one of the IES twitter accounts and have since followed more, but when I look at how many followers these accounts have or how many RTs/Likes the posts have they are no where near the amount that similar UK accounts have. This is a bigger issue than the IES of course; one of the things that stood out to me and others was the low number of classroom teachers at rEDWash in comparison to the UK events. I’m certain that if more teachers engaged with this work, the impact could be massive. I don’t know that I have any answers to the questions this throws up, but I’m sure researchED has a part to play.
There’s so much I’ve not written about yet, just with Ruth Nield’s session, and I’m at a ludicrous amount of words already. I’ve not talked about my session, the people we met, the pub, what’s next for me and research. This has been an amazing, crazy week and I’ve thought about researchED a lot – as always it’s about keeping up the momentum and sharing ideas. I’ll have a think and write about it more next.
A theory I’ve had at the back of my mind for a while now is that there’s an emerging ‘2nd Generation’ of researchED goers. I’ve increasingly found that discussing the day with people I’ve now spent time with (both during conference and in pub afterwards) at several events is quite different from some of the conversations I’ve had throughout the day with people who were just starting to engage with researchED.
When researchED began in 2013, no one knew quite what it would be like but it looked like it’d be a good day out. I’d had a year without studying and I was eager to see how I could keep my foot in with all the research stuff I’d slaved over for three years. On the day there were people you recognised, a wide variety of sessions to attend, and there was nothing to lose. It was grass-roots – but not yet a movement. I felt the same way I did after my first MEd tutorial – there were all these people interested in the same things and I wanted to do it again. I scribbled notes for my first blog post as we drove back up the M1 towards home, and so did other people. I wasn’t the only one who wanted to do it again – there was a hunger for more. We all took different things away from the day but we’d gone along to take part and be part of that day.
There was a rhetoric at the first couple of Research Leads events that centered on the need for head teachers and leaders to have a ‘vision’. The vision to drive their institution forward and properly engage with research on a whole-school level or it ‘wouldn’t work’. The message seemed to have shifted from engaging individuals, to ‘how do we familiarise people with research’, to the requirement for a ‘whole school vision’. I don’t think anything is wrong with this. I agree leadership need to be on board of course, but I think there is now a group of people who have skipped the first bit and are aiming for the last. They may have been sent to a researchED event by their Head in order to bring back the magic bullet, or be that Head looking for ideas. They want to know how it’s all supposed to work in practice; where the common ground lies between schools and what the bigger picture is; what the point is. The theory sounds great but it’s turning into a big job.
At one of the events Tom Bennett made a comment about whether researchED was the new Brain Gym yet. There does seem to be a reflexive reaction to the growing interest in research in schools, “that looks good, we’ll try that, Ofsted will love it”, throwing everything into ‘research’ without stopping to think about what it means and what will work for your individual setting – perhaps heightened by Research and Development as one of the ‘Big Six’ key areas of focus for Teaching Schools. I’m part of it myself I suppose. I asked for the Research Lead role because I didn’t want anyone else to get it. I’m still happily moving along, picking up ideas and things to try out. I’m in a different situation to a lot of people though; our school is small and think there are quite a few things that aren’t suited to us so I’m not so worried about figuring out how we’ll fit it in. I’m happy to cherry pick and try to work out what we can try whilst I continue to meet with interesting people and build connections for us.
Jude Enright used Pasteur’s Quadrant model of scientific research in her session in Cambridge. Our group discussion about where the Research Lead lies within the quadrant was interesting. We pretty much decided that we can flit from place to place depending on what we are engaging with. I like to think that even though I’ve got a responsibility as Research Lead to consider how research is relevant and used, I can also delve into research for the sake of it; it’s like the indulgent me-time of research. As Research Leads I think a lot of our work is helping others find their quadrant and supporting them. Be that individually, as a whole school or perhaps as part of a TSA. I understand that schools don’t want to be left behind, and I really understand the need to be part of this – it doesn’t mean it has to be about finding ‘the answer’ all the time though. People can be nominated to do the role but there needs to be an element of personal interest.
I know the Leads events are more focused on what we can actually bring back to do in schools, the national conference has a broader scope and I’m glad it has continued to be that way. One of the best things about researchED is that it’s a hobby; I’ve seen people at teachmeets getting a bit haughty about research – feeling like they’ve got to question things for the sake of it. It turns people off and spoils it. A speech from Tom Bennett is never complete without astonishment that so many people are giving up their Saturday to attend. We’re doing it for fun, it’s enriching but it doesn’t feel like we’re at work. At least that’s how I see it.
My advice to the 2nd Generation, for what it’s worth, is you don’t need to worry about rushing to find the answers. Take the opportunity to see what other people are achieving and think about how you can adapt it to fit. That’s part of working our what works, right?
I’m annoyed by how long it’s taken me to write about researchED 2016 this year. After a weekend spent absorbing so many ideas and then hurtling back into the working week, I think it’s taken me longer to process. I want to write about it properly but I’m still buzzing from it all and can’t quite order my thoughts so apologies if it’s all over the place.
This year looks like it’s going to be an interesting one for me researchED wise and this was a brilliant way to kick it off. The national conference is now firmly in the education calendar – with all the advantages of securing brilliant speakers and having a press presence. It’s also great to have the buzz of the run up and see so many people again (if not nearly for long enough in so many cases). The flip-side of this of course is that there is a core of familiar faces and we need to be careful not to become too cliquey; it’s easy to forget that not everyone knows what’s going on. I also had a couple of conversations where people seemed a bit disappointed with the session they went to and I think it’s really important to remember that at the heart of researchED is an ethos of everyone being able to share with each other. That means polished speakers that forgo their usual fee and it means nervous teachers quite prepared for 30 Year 9s but terrified of 15 adults. Not everyone will be polished but it’s amazing that everyone wants to share and connect.
I had no particular method of picking my sessions this year and part of me wishes I hadn’t looked through the rED16 feed afterwards because I saw tweets about sessions I hadn’t even spotted in the programme. This is what I saw this time:
- Laura McInerney – Perfectionism
- Becky Allen et al – How to win the argument against opening new grammar schools
- Stuart Kime – Assessment: the unclaimed prize of learning
- Pedro de Bruckyere – Some basic ingredients for an effective education
- Sean Harford interviewed by Andrew Old
- Tim Leunig – How ministers make decisions when evidence matters
- Paul Kirschner – Urban legends in education: What does the research say?
I’m not going to go through each of them, but it’s worth highlighting a few bits from the day.
The first session with Laura McInerney (when I found it) was probably the one that was most personal to me. Laura explored the relationship between perfectionism and performance anxiety in teachers and how that impacts on retention. Looking at the links between type of person who becomes a teacher alongside how people act when under pressure, Laura focused on seeking approval and worrying about mistakes – connecting to this idea of ‘teaching fright’. She suggested that one of the reasons other roles that require dealing with people or performing don’t have the same issues with staff retention is that they are not asked to ‘perform’ for so many people, for such a length of time and repeatedly. It certainly hit the nail on the head as to why I don’t want to teach (and probably why I like working in a small school). The important things to take from this are that we need to work out who is likely to suffer from this anxiety, when, and how we can prevent it. Whilst it’s not going to be the only reason people leave the profession, it might go some way to helping those who do.
Understandably there was a noticeable undercurrent around the topic of grammar schools throughout the day and the session led by Becky Allen was all about this. I have never seen so many of the voices in education be so united against something as they are with the grammar schools proposal. Having spent so long pushing the message of evidence based/informed/led practice in education, for something that flies in the face of available evidence it’s understandable that people are cross (particularly as part of researchED). There are a lot of differences of opinion in education – probably magnified by Twitter, but the atmosphere was infectious.
On a similar note, Tim Leunig’s session on ‘How ministers make decisions when evidence matters’ was fabulous. I could listen to him all day I think. Not saying I was agreeing with everything he said, but definitely one worth looking at the video of. All the available videos and presentations are on the researchED website.
So now I need to use all this to get some stuff done. I’ve spent the past few rEDs with getting ideas for Relay in the back of my mind and wasn’t quite so worried about that this time. However there are a few bits I’ll write about and, for me, the evidence is clear that grammar schools are not the answer to our problems with education and the best way to stop this happening is to let people know. I’ve realised that surely one of the reasons for school to have me as Research Lead is that I can collate and translate all the information on this and encourage staff to respond to the consultation. I was going to do something in the next issue of Relay but I think there might be a bit too much information so I’ll see if I need to think of something else too. I’ve never written directly about researchED in Relay. Not sure whether that’s because I want to avoid bias towards my own interests or, as I remembered this week, it’s really tricky to talk about without sounding like you’re name-dropping! Mulling the idea of a ‘Research Special’ so who knows.
Finally, Howard seemed to have a good rED16 too and entertained himself by creating all sorts of interactive statistical analyses of the #rED16 hashtag. You can find these here: http://benchheaven.co.uk/rED16/
Next stop Washington…
Holidays have been a bit upside down for us this year so I’m cheating a little bit. We went to Tokyo at Easter and as that’s our ‘big holiday*’ for the year I’ve included the books I read whilst we were there too. I’ve also included one that’s a dip-in-and-out book and one I’ve not finished but think I’ll take into school as my ‘quite reading’ book.
*The plan was for a UK break over the summer and maybe some cheap sun at October half term but them someone went and signed themselves up to researchED Washington so now we’re going there instead…
Book 1: Runaway by Peter May (a Tokyo at Easter one)
Peter May keeps cropping up in these posts doesn’t he? Well I’ve managed to get my mum addicted too and she’s churning through them all aswell now.
‘Runaway’ is a bit of a change to the usual murdery plots of Mays books and if I’m honest I wasn’t 100% gripped with this one. There’s an element of whodunnit as it follows a group of childhood friends who ran away together in their youth and do it again as old men. There are flashbacks and the two stories are intertwined but it wasn’t really for me.
If you are at all tempted to give a May novel a go after me harping on, definitely do, but this isn’t the one to start with. No matter though – got another coming up in a bit…
Book 2: The Bat by Jo Nesbo (my other Tokyo at Easter one)
Having read all the available books with the various maverick detectives I’ve got on the go, I was looking for a new one to fill the void whilst some more get written. I read ‘Headhunters’ by Jo Nesbo as one of the staff Blind Date books and liked it enough. I found the Harry Hole books when I was looking at what else I could go with and as another detective to add to the mix goes it seemed perfect.
It’s quite cleverly set as an introduction to a Scandinavian cop (there are a few out there) as this one is set in Australia. We get the Norwegian feel but none of the formula that perhaps comes with the others (I believe there are others in the series set abroad too). Premise is that our detective is shipped over to Australia to assist in the investigation into the murder of a Norwegian national – peril ensues. I’ll definitely read more in the series, but might wait for when I need a gap filler rather than rush to buy them all straight away.
Book 3: I Left My Tent in San Francisco by Emma Kennedy (start of the Summer ones)
I read Emma Kennedy’s first autobiographical account last summer and thoroughly enjoyed it. The amount of disaster that one family can have is quite spectacular and as Emma grew up it doesn’t look like things got much better.
This book picks up as Emma finishes university and hasn’t got a clue what to do next. Lured by promised riches on the other side of the Atlantic, we follow Emma and her friend Dee as they set out to make their fortune in San Fransisco and travel back across America before facing life as grown ups. Obviously, as this is a Kennedy tale, thing are far from smooth and I don’t think it would be spoiling it to say there aren’t exactly riches. What we do get is a glimpse into their perseverance and the generosity of strangers.
One of the most beautiful parts of ‘The Tent, The Bucket and Me’ was Emma’s relationship with her parents and that’s missing from this book. As much as I prefer that book, I’m glad that wasn’t the end and we get a second installment. Worth reading if you’ve read the first.
Book 4: Animal by Sara Pascoe
This is a combination of autobiography and the story of female evolution. Using examples from her own life and experiences, Pascoe takes us through a history of what it is to be woman, answering questions of why we might behave and feel the way we do and how women fit into modern society. It’s not too sciency but there’s enough back-up to know it’s not just conjecture.
I’m the same age as Pascoe and I always find it quite easy to read things by people who were teenagers at the same time. I like the way she writes and read most of it with her voice in my head.She covers the topics of ‘Love’, ‘Body’ and ‘Consent’ in a funny and informative way, with things I knew, things I’d forgotten and things we should be shouting about.
I admire people who can be so honest about themselves and found a lot of what she wrote about familiar and motivating. This is the sort of book that makes you follow up on some of the references at the back and realise there are things we should all be shouting about a little bit louder.
Book 5: The Firemaker by Peter May
The China Thrillers series have been out of print and are currently being reissued with the first few already available. As the name suggests, these books are set in China and follow a Beijing detective, Li Yan, through a period of immense cultural change in China. The Firemaker is the first in the series and is set at the turn of the millenium. May has spent time in China from the early 1980s and his witnessing of change in the country is evident in his writing.
The story runs at a good pace and contains all the elements I have come to expect from May. The introduction of American forensic pathologist Margaret Campbell serves as our guide to the different ways and customs of the Chinese system. History is peppered through the book and the atmosphere is refreshing in a genre that is swamped with western backdrops. This is a great start to a series and a memoir to a point in time. I’m (predictably) looking forward to working through the rest of them.
Book 6: Career of Evil by Robert Galbraith
I’ve waited for a LONG time to read this. Having got the first ones in paperback I didn’t want to break the trend so had to wait and then decided to save it for our summer holiday that we’ve ended up not having. It was worth it.
Me n Howard love Cormoran Strike and his third adventure is a solid addition to the set. The relationship between Strike and Robin is moved forwards brilliantly, there’s enough to keep you guessing and trying to work things out, and Galbraith/Rowling has successfully built the characters over the previous novels into well-rounded figures that can work in changing settings. There’s not the same amount of explanation of the main characters now – just enough to remind the reader of previous books, and the case takes the front seat in a way I don’t think has happened before. This might be because it is more personal to Strike and so the two are more intertwined.
There is a satisfying few references of Doom Bar and we dutifully drank some because that’s what Strike would want. Just waiting for the next book now…
Book 7: Harry Potter and The Cursed Child by J K Rowling, John Tiffany and Jack Thorne
I can say it’s brilliant and I really want to see it performed. The plays follow on from the first seven books and are set nineteen years later. The main gang are there and they have children.
It was really easy to read the story as a script so I’m not sure what some people have moaned about. I actually preferred it as I think there’s a lot of bits in the Harry Potter books that stray away from the story and with this there was just enough to allow the reader to build the scene for themselves. Having said that, the hints in stage direction hint deliciously at just how spectacular the stage production is. I doubt we’ll get tickets for London but when it goes on tour we’ll be trying our hardest to get tickets.
Book 8: Fables: Farewell by Bill Willingham, Mark Buckingham and Steve Leialoha
I blame my boss for this. He bought me the first in the Fables comic book series (trade paperback) for my 30th birthday. I’ve spent a small fortune of the rest now but they are completely worth it. The premise is that characters from fairy tales and folklore are in exile from their homelands and settled in New York. It follows their fight against ‘The Adversary’ and the challenges they face from their past and future. The series is creative and, despite the ‘fairytale’ themes, adult with no one spared for the story’s sake.
From what I can gather the series lasted much longer than initially intended and for that I am grateful. This collection of the final stories is the perfect ending to an amazing series. If you haven’t tried graphic novels then this is a series that is more than worth a try – I warn you it can be expensive though.
Book 9: What Every Teacher Needs To Know About Psychology by David Didau and Nick Rose
This is my dip-in-and-out book. A brilliant introduction to lots of psychological principles in themes across education. This is going to be an excellent go-to book for a wide range of topics that are bound to come up, with quick reference bullet points and longer explanations. The book is organised into three sections: Learning and Thinking, Motivation and Behaviour and Controversies. There’s going to be something for everyone in this – even if, especially if, it goes against what they already think.
The language is easy to read and not scarily academic, and there are a good number of references to follow-up and delve further into each topic. I can see this easily becoming indispensable for people at all levels of a career in education.
Book 10: A Fine Balance by Rohinton Mistry (the one I’m still reading)
The book is set in mid-70s India and follows the stories of four characters who come together at a time of political turmoil. The book tells the story of each of them individually and together and I’m about a third of the way through. A couple of things have sprung to mind whilst I’ve been reading this: Anita Rani’s episode of the BBC’s ‘Who Do You Think You Are?’ that followed her grandfather’s story through the partition of India, and the book ‘Half of a Yellow Sun’ by Nigerian author Chimamanda Ngozi Adichie and set in the Biafran War. Both these reminders give me a sense of foreboding as to the rest of the novel but also of importance that I read it.
Links to books are (almost all) The Guardian Bookshop again because of tax and monopolies etc.
I’ve not seen many blog posts about rEDYork and to be honest as I’ve not got anything down for a week I did wonder if it was worth it, but I quite often use these sorts of posts for my own reference so I’ll go for it.
It’s been an unusually long time since I went to a researchED event – well, September, but that feels like a long time especially with the frequency of rED events popping up around the globe. It’s felt like a slightly slower year generally researchwise for me too I suppose, but this looks like it’s picking up with a few bits and bobs on the horizon.
This was the second researchED event at Huntington School in York, the first I’ve been to. A much nicer balance of Research Lead focus and ‘things people have tried’ I think, and it sets it out as different to the national event. I had the usual dilemma of what to see and I realise I now have the added conundrum of whether to see things that catch my eye or things I think might make for a good piece in Relay (the Learning and Development bulletin I diligently churn out every half term with no idea how many people are reading it). I pretty much went with catching my eye I reckon. Here’s the list anyway:
- Keynotes: Estelle Morris and Philippa Cordingly
- Leon Walker et al: ‘How RISE helped develop an enquiry-based approach to curriculum development’
- Gary Jones: ‘What would a curriculum to develop evidence-based practitioners look like?’
- Lisa Pettifer: ‘Teacher-led professional learning’
- Carol Davenport: ‘Unconscious bias in the classroom’
- Alex Quigley: ’10 things a busy teacher needs to know about research evidence’
It was the sort of day I’ve become familiar with and was starting to miss. It was good to see some familiar faces and meet some new ones, with interesting conversations as standard. Not going to describe each and every moment but I’ll pick out some bits that have particularly stuck with me throughout this week.
It was great to hear about how the RISE project is going down at Meols Cop Hight School. Realising that the job of leading things was too big for one person (and having responsibility for the school timetable), Leon Walker has passed on some of the responsibility to subject leaders and we heard what was being done in English, Maths and Science. The one that caught me here was Jen Filson talking about their Maths trial based on a research paper she was given. I did pinch this as an idea for Relay so if you’re interested you can read a summary here (pdf), but it was a brilliant example of taking an idea from research and using it to spark something, and having the opportunity to do so. My absolutely favourite thing from the day was slipped in at the end by Leon who revealed in the list of things they’re doing next year that in his timetabling duties has pre-set parallel groups into the structure of the school in order to make enquiry easier. Blowing my mind timetable style.
It’s worth a bit of detail on Lisa Pettifer’s session. I almost didn’t go to it because I’d forgotten what I’d circled earlier and was getting swept away with the dining room crowd – glad I did go, she’s a guddun this one. Lisa talked about her role in the school’s Professional Development Department – how this sits in the school and how the school sits within their community. I loved how professional development is very much an interwoven part of school life and not an after thought (or a tick list of certifications we all need to do). I loved that there are no senior leaders in the PD team. I loved the range of opportunities they help provide. I loved the diagram of their PD model (I got to scribble it in my notes and I took a photo with my shoddy phone camera. Bonus points if you can make it out*). I really loved that they were taking the opportunity to bring PD in-school, achieving ‘success through collaboration’, and I would like to explore how we can get some of all this going at our school.
Last one I’ll go into detail of is Carol Davenport on ‘unconscious bias’. This started with a breakdown of the reasons we have unconscious bias and how it can be useful (don’t misjudge a tiger for the wind) as well as problematic, before focussing more on the example of gender. I think working in a school where we only have boys, we are both more guilty of bias and more aware of it. I think for us, bias towards ‘boy stuff’ is often the easier option – football breaks, superhero themes etc. and there are reasons we generalise this stuff, the majority do like it. We do try though to move beyond it and consciously provide alternatives, whether that’s in exam courses like BTEC Hospitality alongside Motor Engineering or crafty options for lesson 6. Away from the ‘gender’ biases though I think we can be biased in other ways. Our boys come from very different backgrounds to most of our staff – culturally, economically, socially. We need to be careful not to pre-judge them and avoid self-fulfilling prophecies. This is something I’m particularly aware of as I baseline new pupils for next year. All our pupils have some sort of background that looks awful on paper and we can’t afford to focus on this too much.
I’ve pretty much decided that the next issue of Relay will be a sort of research focussed issue. I’ve tried to avoid it being too ‘researchy’ and give a broader selection of things so far (I don’t really want to bias it towards myself probably), but I think there’s so much going on everywhere that it would be a good opportunity to give a round-up of a bit more.
I’m proper excited for the National Conference in September now.
*Lisa Pettifer has fabulously provided the actual diagram which is very much less blurry 🙂
WE WROTE A BOOK!
Ok, so the boys at school wrote a book, and it was through a scheme for schools to publish their work, but we have BOOKS!
As mentioned previously our school has taken part Scholastic’s ‘We Are Writers’ scheme. I’d put a flyer to one side some time ago and I suggested it again when we were thinking of ideas for the reading festival. It’s open to all schools (and I think other organisations for children), for pupils up to 18 and it’s free to take part. There are various rules and conditions (all easily met) like you have to order a minimum of 50 copies and promise, hand on heart, to display posters etc – their FAQs are here if you fancy a look. Each book costs £5.99 and schools are free to charge what they like for copies so it’s a good way to raise some money, but we decided to use some of our Year 7 catch up literacy premium money to pay for one copy for each pupil and then gave parents and carers the option to purchase extra copies at cost price if they wanted them. As with all Scholastic orders, there’s the rewards scheme (so money towards more books) and free p&p to schools. Ooh, and school gets a free copy too.
When you sign up you’re given a timeline to complete all the steps – from writing chapters and editing to proof reading and front cover design. Each piece of work is a chapter (need a min. 50 chapters, max. 880 pages). You can include stories, poems, scripts, whatever you fancy. Just text though, no pictures. You set the book up on the website and pupils create a login to add their chapter. It’s all very simple and looks like a familiar word processing form – you can paste into the box if you’ve written it elsewhere and administrators can add and edit chapters anyway so don’t worry if you’ve got a sweary pupil.
You can invite other staff members to help put it all together/ proof read etc. I don’t think anyone other than the admin can edit though. Completed chapters (and whole book) can be viewed and downloaded as a pdf so you can see what it all looks like. Even once you’ve submitted it, you get a printed copy to proof read and edit before placing your final order so it’s not too late to change it.
In addition to pupil work there is a space for a forward. Our headteacher wrote ours but it can be anyone. Every year there is an additional forward from a children’s author, this year’s is Eoin Colfer (which is lovely because I heart him a bit). The only regret I have with our forward is that we didn’t include the name of the boy who designed the front cover and we should’ve done because that’s the place you can do it.
The front cover includes your school’s name, the ‘We Are Writers’ title, and a square box for your own design. This is anything you want to upload. You could just use your school logo or, like we did, have a competition to design the image. Obviously the usual copyright issues are there. The background colour of the book can be chosen from loads of options. We went with the navy blue because we liked it but there are colours to match every school headed notepaper you can think of.
Finally, you will get a stock of customised posters to put up at school with your chosen price and a few sentences to let people know what you need them to know. Plus a stack of order forms to send home. It’s all very organised.
This is our book. It’s beautiful.
We had a lot of different stories and a couple of poems. Lots of magic 50ps, zombies, and a few dreamcatchers (rather suspect these are linked with classwork). Interesting to see how different Key Stages write – KS2 particularly descriptive and a thousand alternatives to ‘said’; KS3 with lots of short, snappy sentences to build their tension. We had a special assembly to hand them out and for the most part I think they were really quite chuffed to see their work in print. Wouldn’t be surprised if we did it again.
I can’t share the whole book but here are a few of my favourites which will give you a taste of our creative genius and an idea of the book’s layout. The Key Stage 4 one is clearly based on the WW1 poetry he’d been studying in English (pleased some of that stuck in his brain so fingers crossed for results day). The Key Stage 3 one was a tricky choice – so many to choose from and I think this was one of the ones read out in assembly. The Key Stage 2 one is written collaboratively by the group that go out for extra reading. It proves that anyone can take part in this no matter how confident they are with writing, everyone can tell a story. I love it.
I mentioned in a recent post that as part of our drive to increase the boys’ reading, we were planning a few events. This turned into a (fairly loose) Book Festival which is lasting for about a month, starting with an author visit for KS2 and ending on World Book Day (which will also only be KS2). The bits I’ve organised so far have been whole-school things including a Blind Date With A Book and a ‘We Are Writers’ book. I wrote about our first Blind Date With A Book here so I thought I’d take the opportunity to briefly explain and write about how it was different this time round.
The idea behind going on a blind date with a book is that you pick a book without knowing what it is and you give it a go. Events tend to happen in schools, book shops or libraries around Valentine’s Day, for obvious reasons, but it’s also useful as the closest Friday is normally the last week of half term so it’s a nice way to finish things off before the holidays. Some people add descriptions of the books, some have a display of wrapped books to borrow, we use it as a way to give each pupil in school a book to keep.
Last time I did all this I categorised each pupil into rough reading-ages, made them fill out a fake dating profile and then the ‘results’ of that told them which colour wrapping they were best suited to. It’s been two years since I did that and the school has grown quite a bit which made grouping each pupil a tricky one. So, for 2016 I went through the whole process of buying 100s of books to suit all size of pupil and then instead of categorising them myself, I got each class teacher to pick a book for their pupils before I wrapped them and added a Valentine’s card.
I bought a lot of books from Scholastic again – free postage to schools, earning money off books and some great January sale offers meant that I could get a lot for my money. They also have a great range of books for lower level readers based on poplar tv shows and films. This meant that I could give a Year 11 a copy of ‘127 Hours’ rather than yet another Brinsford Books classic that he’s probably already read. I did use Amazon for a few extras that I thought they might not usually pick like some Tolkien and Gaiman, plus a few books that featured in the TES lists of books pupils should read before leaving Primary and Secondary school, and I threw in a few from the box of free Book Trust ones I have. I had to be fairly realistic though, it doesn’t matter how well I wrapped it or whether they got to keep it, there are a lot of books that they wouldn’t even give a chance to, so the options weren’t a million miles away from things I thought they’d normally pick (shocking number of books with farting or bums in the title).
The art room had some awful pink paper buried in a corner so I stole that (with permission), and I decided that instead of simply writing each pupil’s name on the front of the packages, I would give them all a Valentine’s card from their book. They had poems. As we’ve only got a maximum of 8 in a class, I wrote 8 poems and put them in 8 different cards using my all my best TA skillz. Wrote ’em, glued ’em, stacked ’em. I was pleased with myself.
Class teachers were given their pile of books and able to choose when they gave them out and how they followed it up in class etc. I only saw a few children throughout the day but the ones I did see seemed fairly chuffed with their books and I get the feeling it was a success! We also used that day to display the entries for our We Are Writers front cover design and have a vote, and it was the last day for pupils to submit their stories for the book too. I’ll write more about that further along in the process.
If you are interested in holding your own Blind Date With A Book and want some little cards with awesome poems in, you can find mine here: