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Enhancing Public Engagement: a summary

Enhancing Public Engagement: a summary. Purpose. 10:30 Introductions 11:00 Coffee 11:15 Setting the scene What are schools up to? Understanding what schools are doing and how we can better work with them. 12:30 Lunch

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Enhancing Public Engagement: a summary

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  1. Enhancing Public Engagement: a summary

  2. Purpose 10:30 Introductions 11:00 Coffee 11:15 Setting the scene What are schools up to? Understanding what schools are doing and how we can better work with them. 12:30 Lunch 13:30 Delivering a school workshop: the Bristol Dinosaur Project. 14:45 Coffee 15:00 Looking forward to our next seminar What do you offer already?What can you offer? Expertise/staffing/resources 16:00 Depart The second seminar will be held here on the 12th April, 2012 (10:00 – 16:00). www.lightinguplearning.com

  3. Purpose • Enhancing Public Engagement Guide • Purpose: • De-mystifying primary phase • Extend skills of session leaders • Part 1: Understanding the primary phase • Part 2: Past and present • Part 3: Leading the way with Earth Sciences • Part 4: The future of STEM PE

  4. Pedagogy • Why + how • Common Principles • Difference between key stages • Interpretation of currciulum • Difference between schools

  5. National Curriculum • Statutory in 1989, revised in 2000 • Minimum entitlement, broad and non specific • QCA schemes in 1990 constricted learning • National movement to re-energise curriculum • Current re-writing by ConLib government (again) • New Eng, Ma, Sci & PE statutory in 2014 • New ‘other subjects’ statutory in 20??

  6. National Curriculum • Every school covers the same ‘what’, but interprets ‘how’ differently (often in similar ways)

  7. Me & My family My Home My Street My School My Area My Country My World

  8. Scope of learning year 4 – year 6 ‘All’ Global World issues that affect society year 2 – year 4 ‘Us’ Community Region Country EYFS – year 2 ‘Me’ Egocentric My Family

  9. Nature of enquiries year 4 – year 6 Philosophical Less enquiries: deep and wide year 2 – year 4 Balance Experiential and philosophical EYFS – year 2 Experiential Numerous enquiries: brief and broad

  10. The ? Philosophical What is culture and is it important? How am I linked to Elizabeth Fry? Why do people evacuate? Balance What can we learn from objects? What is a boycott? What is your favourite art work? Experiential How can I tell how old something is? What stories do my family know? Are toys the same all over the world?

  11. ‘Perfect’ learning experience Visual Real Purpose Enquiry Application Auditory Kinaesthetic

  12. ‘Perfect’ learning experience Visual: images, clips, words Auditory: soundtrack, presentation Kinaesthetic: make one Be one!

  13. In what context might a child learn about volcanoes? • Science: • Changing state • Changing materials • Variation and classification • Forces Maths: Viscosity Flow rate ICT: Patterns Data extrapolation • Geography: • Tectonics • Weather • Environmental impact • Human settlement • Rock formation • Variation and classification • English: • Recount • Explanation • Narrative • Persuasion

  14. Key pedagogy • Developing awareness of the world • Age = concentration • Stages of learning (page 14 of pack) • Learning Cycle

  15. Key pedagogy • Questioning related to age (page 8 in pack)

  16. Key pedagogy • Learning pyramid 5% lecture 10% reading 20% audio-visual 30% demonstration 50% discussion group 75% practice by doing 90% teach one another

  17. Effective session structure

  18. Session leader sets enquiry question or shows stimulus Session leader leads discussion or low-level Talk Partner activities Learners fully engaged in a task (or variety) acquiring new skills or knowledge Learners complete a challenge in teams or groups Session leader asks for answers to the original enquiry question, perhaps noting down any further questions Effective session structure

  19. Skills to engage active learning 1 - 10 Spy

  20. Skills to engage active learning In what ways could you describe the object? Create a phrase. Every pairing of groups take the best bits and form develop the phrase…until… The group facilitator has one, whole group response

  21. Skills to engage active learning Group 1 to discuss where is it from/used? 2 – What is its purpose? 3 – Why it is important? 4 – When was is discovered or arrive at U of B 5 – How did it arrive here today? Move back into original groups and share discussions.

  22. Skills to engage active learning I am more aware of current learning practices in schools I feel I have learnt something new today I feel I have gained more than one skill that may help in delivering engagement sessions 1 - 10

  23. Skills to engage active learning • There is a spy amongst you. • What summaries can the spy make about: • Team work • Idea generation • Vocabulary Spy

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