Getting into the classroom

All this reflection and reading has been enjoyable and certainly given me food for thought. Spending the last three days working in solitary at home is so separate from the classroom - tomorrow I'm going into a local primary school in the morning for some observation, to reground myself and get my head out of the books, off the computer and into a bit of real life.

Here's a picture of a kitten in a hat and glasses.

You're welcome.

Perspectives on Education

Two brilliant TED talks that have changed my view on education in this age of technology and globalisation. If you're interested in teaching or the human capacity for learning, I recommend you watch these talks!

Sugata Mitra 'Child Driven Education'. Children in the slums of Delhi were given The Hole in the Wall - a computer with access to the internet. Through this and further experiments Mitra has proven that groups of children learn on their own. Their natural curiosity, the control over their learning and collaboration using a computer have proven that this method of learning really works. In The Kalikuppam Experiment 2007. (Published in the British Journal of Education and Technology, 2010) He showed that, left to a computer and their own devices, in two months Indian children grasped some knowledge biotechnology in English. (Oh and, by the way, they don't speak English). "If you have interest, then you have education." I then ask myself, what is the point of having teachers?

Sir Ken Robertson's TED talk 'Changing Education Paradigms' attacks the fundamentals of our education system, a system based on the Age of Enlightenment and the Industrial Revolution, where we are told if we do well in schools we will go to university to get a degree so we can get a good job. Why is the educational system based on out-dated models?

Both Mitra and Robinson appear to have revolutionary ideas, but they actually make a lot of sense. We are living in an incredible age where access to information is at our fingertips, we can share our creative thoughts and collaborate across the globe. We are bombarded with video and images in our daily lives. How are children supposed to find education interesting if it does not catch up with the pace of our Internet age? And further to that, why do we divide children up into year groups according to age? Do we do that in the workplace? Why do we assume that our potential for learning is dependant upon of social class? Why is there a view that people are divided into 'academic' and 'non academic'? We have to think differently about human capacity. And what about testing? Why must we test, test and test children - at GCSE's, Standard Grades etc.

Robinson's visual description of the Longitudinal test - a test that tells you if you are a 'genius' in divergent thinking. Have a look at the image starting at the Cod asking the question. Kindergarten children came back with 98% as geniuses in divergent thinking. That percentage reduced as children got older and went to school. Food for thought there. Have I really been part of an education system that stamps out my divergent thinking? At school was I really considered a 'non academic' because I was in the bottom divisions of Maths, Science and English? We are all born as divergent thinkers. Why must we be put through an ancient educational system, where social class determines your abilities and tests are compulsory hoops to jump. We have got to have basic literacy and numeracy skills. I certainly wouldn't be able to sit here writing this without them. Mitra's method allows children to explore their own line of questioning- this makes me think- surely this will cause chaos. Allow children to lead their learning? What a stupid idea, they will never learn anything! What Mitra has proven to me is that children want to learn. Humans by our very nature are curious, and creative. The teacher is there as a guide. We cannot learn by sitting still and not talking. Learning is messy.

There's a challenge as a teacher. The government wants results, parents want their children to succeed. How do I include these revolutionary ideas of Mitra and Robinson when I am teaching, and receiving pressure from parents, management and educational bodies? I don't know. I've not taught one lesson yet, and these are certainly not the only challenges I will face.

In addition, a recent interview with our First Minister 'Our job is to maintain our educational standards for all children'. "My absolute priority... is to make sure that we give every young person, regardless fo their background or family circumstances, the same chances to succeed at school...That's why we have established a £100m Scottish Attainment Challenge, directing extra resources to more than 300 primary schools in our most deprived areas." Nice one, Nic.

Professional Studies TSDA 2, Further Challenge continued.. An Introduction to the Nature/Nurture Debate

Activity 3

"Determinism is the philosophical idea that every event or state of affairs, including every human decision and action, is the inevitable and necessary consequence of antecedent states of affairs." - The Information Philosopher

A synopsis and analysis of the given videos and text.
The video clip from the Centre of the Developing Child at Harvard University gives evidence that at a very early age, biologically the brain is prepared to be shaped by development. Babies brains are preprogrammed to learn language. Abuse/neglect disrupts the circuiting in the brains architecture as it is being built. The argument put forward is to 'get it right early' rather than trying to 'fix it later'. In other words, providing  children with the basic physical and emotional needs such as love and security, making solid foundations for normative cognitive development. But how do we determine what is the 'right' set of needs for an infant? Who should determine them? Is it right that they are determined by anyone except parents?

"Early traumatic experience or sever neglect may have long-term deleterious effects on some individuals... But early trauma and neglect can also result in some children become more resilient." The Deterministic Myth of the 'Early Years' Dr Helene Guldberg (2013). Dr Guldberg goes on to ask; "when the window [of opportuniy] purportedly shuts, after infancy, is it too late to turn things around?" Is it reasonable to determine that a child's cognitive development, their 'nature', is set? From a teaching perspective, certainly not. A child comes into class one day shy, withdrawn and quiet, the next day they come bouncing in. In both the short-term and long-term behaviour of a child, we cannot write-off an individual as a 'bad egg'. In Sarah Jayne's TED talk, she discusses the continued development of the brain beyond the early years and into adolescence. Synapses in the brain are 'pruned away' during this time, brain development continues. "The brain is still more complicated, supremely so, and it is foolish to make predictions about young children's behaviour using current findings from the field of brain research...You need to keep up with ideas about scientific research in the fields of genetic and the neurosciences, but do not be seduced by them." -Understanding Early Childhood;  Issues and controversies, Helen Penn, second edition p92 2008. In extreme cases of initial and continued neglect of a child, child development, in some cases, will be disrupted. A child who comes from an abusive home, without receiving support or intervention, will have significant effect on their learning in the classroom. This does not mean that in the future they will be unable to lead healthy adult lives. We must always be open minded and aware that our understanding and expression of love, support and care are different. "The idea that they way parents...generally intereact with their baby reflects how much they love their baby...is based on prejudice not 'science'. We all have our way for showing love to each other." Guldberg. This introduction into the nature nurture debate has reinforced my thoughts and philosophies. It is certainly important to remember that as teachers we should first understand each child individually, before we begin to teach.

"We cannot change the past, but we can change the future, and we will be much better placed to do that without infant determinism." Guldberg. I agree, but in extreme cases of neglect and abuse, it is with far greater challenges that we attempt to change the future.

Professional Studies TSDA 2, Further Challenge

Child and Adolescent Development

Activity 1

Goswami* (2008) identified three types of learning. Here are my reflections on my understanding of the three types of learning.

• Learning by imitation

As a mother to a four (going on fourteen) year-old girl I have had the pleasure to watch her develop and learn from birth. One of her first spoken imitations took me by surprise-

She does not know what she is saying, but is listening to me and imitating the word 'tickle'. I never made these videos with the intention to analyse them in this way. I am simply another parent who's love for their child makes me want to record things as they have been. And I'm really glad I did - time passes too quickly with little ones.

• The ability to connect cause and effect - explanation

She has learnt that by stamping in puddles will cause a splash - just don't forget your welly boots.

• Associative learning - analogy

Following this puddle splashing session she was uncomfortable with her trousers being soaked. She was developing an associative learning with puddle splashing. Recently she has said to me - "I'm not going to go into that puddle because I might get wet". This is an example of associative learning in very young children.

As a mother I have an understanding of these types of learning and appreciate the importance of each stage. I have a particular interest in the development of speech and social skills in order for children to feel included and have good self-esteem.

*Usha Goswami b. February 21, 1960
Usha Goswami is Professor of Cognitive Developmental Neuroscience at the University of Cambridge. Goswami's work is primarily in educational neuroscience. Wikipedia

Activity 2

The child's version of Maslow's Hierarchy of Needs

• How might this theory about human motivation impact upon a child's cognitive development?

As discussed in Mary Stephen's lecture 'Child and Adolescent Development', the human brain grows most rapidly between the ages of zero and three. Needs that are not met at these stages will affect the fulfilment of needs at the top of the hierarchy. In order to make a solid pyramid, you have to have solid foundations; then you can climb to the top and beyond. If a child comes to school without breakfast and is hungry, they will struggle to concentrate. Video: Feeding our Children. If a child comes to school feeling unloved and from an insecure home, this will undoubtedly effect their learning. As a practitioner, understanding the stage/situation each individual child is at/in, and building upon it, will help to improve cognitive development.

• How might/should understanding this theory impact upon early childhood education and care?

Early childhood education should reflect these goals. As a mother I see the nursery education and care my daughter receives and how this theory is upheld. During the three hour sessions children receive a snack, are made to feel secure, communicate and interact with other children in order to build self esteem and self-actualization. Ideally, the pyramid theory should be reflected not only in education but in family units too. Sadly, this is not always the case. In primary schools breakfast clubs are an example of how childhood education are recognising and realising the need for the fundamental physiological requirements of children. The clubs provide support parents who may have working responsibilities prior to school commencement.

Activity 3

'Determinism' - to be continued.

Math's TDA and Lockhart's Lament

I have been tackling the latest TDA, this time Mathematics (the one I have been dreading). We had to complete two Diagnostic tests to highlight areas for improvement. Cue breathlessness, sweaty palms and a raised heart rate. What if I don't get the questions right? Will other students be able to see my results?? Will I receive an email notifying me that my maths skills are atrocious and I have, in fact, been thrown off the course???

"What we need are notions, not notations" - Gauss (1777-1855)

About an hour later the tests have been completed (anonymously) and I received an acceptable percentage. Memories washing over me of school days in silent classrooms repeating formulas and learning from text books. I had an excellent maths teacher at secondary school, it was the school's (and government's) approach to grades and testing that put me off. I was in the bottom set maths division- dunces together; but Dr Mirza treated us as equals. Maths wasn't always hoops to jump, it was to be enjoyed. I still remember the joy of working through simultaneous equations and how it tickled my brain in the way that only real learning does.

Hypothetical learning trajectory - Landscape learning

Approaching mathematics from the teaching perspective does make me wonder if I have the skills to teach it. It's been ten years since I sat in a maths class, will I be able to remember and improve upon the skills I learnt oh so many years ago? Determined not to let these thoughts overwhelm me, I decided to soldier on with the remaining tasks in the TDA- extensive reading. Fosnot & Dolk's The Landscape of Learning (2002: chap 2) and Boaler's What's going wrong in Classrooms? (2009 chap 2). Again my mind is filling up with memories from secondary maths, reflecting upon the ways in which I was taught and the opinions of these two texts. Finally, the last reading assignment:

A Mathematician's Lament by Paul Lockhart 2009

If you, like me, remember dragging your heels along to maths class, feeling like you were a 'can't do' rather than a 'can do' * and even though you felt some interest, you were generally beaten down by the whole concept of 'maths'- then you need to read this article. Get comfortable - it's fairly long, but it's worth it. I can say quite plainly that it has changed my attitude to mathematics. It's ignited the creative spark inside me that I once felt for simultaneous equations, rejuvenated my curiosity and instilled an excitement for maths that I thought was long gone. Lockhart had me nodding and laughing to myself, inspired by his approach to teaching mathematics to a class. That, coupled with the other two texts given to us has re-enforced my understanding of the importance of class collaboration, active discussion which is student led, allowing learners to take ownership of mathematics problem solving and recognising that learning is not linear. It really IS a landscape. This certainly provides challenges from a teaching perspective and skills to be developed. I aim to develop, improve and become confident in my maths skills in order to have a fantastic pedagogy, to be a creative mathematics practitioner. I'm excited about maths! And it's so wonderful to feel that again- I had forgotten!

"If you can't be real, than you have no right to inflict yourself upon innocent children"

- P. Lockhart

* Boaler 2009

Professional Studies TDSA 1, Introduction

You chose an image which you felt represented your current philosophy on education in relation to being a learner, being an enquirer, or being a professional in a global era and share in group. Reflect on and share the perspectives of your group.

In Professional Studies, I chose the roller coaster to reflect my current philosophy in relation to being a learner. As a learner there are challenges - some say it gets more challenging to learn as you mature "You can't teach an old dog new tricks".. In some ways (reflecting upon our first lecture Child and Adolescent Development and the nature/nurture debate) as you get older, it certainly becomes more challenging to approach new learning experiences with an open mind. There are some things as a learner that I expect to enjoy on the PGDE - the roller coaster highs, and there will also be the g-force vomit-inducing downs (Maths: help!) But so far I HAVE enjoyed and look forward to getting fully immersed in this ride!


One lady in the group chose the picture of the park. She described the people in the park as doing their own thing, being reflective and learning, but also being part of a wider context of the park itself. I'm just hoping for this course to be a walk in the park... Wayyyyy! A gent in the group was unsure of what to choose. He said (almost jokingly) that the fire could be interpreted as you the professional as the 'spark' to ignite the child's learning. I do hope to inspire learning. I aim to challenge, question, develop and expand children's knowledge. I aim to keep an open mind, to listen, to understand, to learn.

I don't want to burn anything down.

Post Script. If you think roller coasters are fun, check out this guy

Dissertation

I have only written 823 words in something like 3 months! But, in that time I have been moving and re-decorating, and growing a little one. Today I really found my focus. I'm so pleased! Although my hands are swollen and I could really so with a nasty sticky chocolate cake. 

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