Exact matches only
Search in title
Search in content
Search in comments
Search in excerpt
Search in posts
Search in pages
Search in groups
Search in users
Search in forums
Filter by Categories
Admin
Assessment
Book
Creativity
Curricular Areas
Curriculum
English
Expressive Arts
History
ICT
Ideas
Implementation
Involving Pupils
Leadership
Literacy
mag
Maths
Modern Languages
PE
Pedagoo
Pedagoo@PL
PedagooFriday
PedagooGlasgow
PedagooLondon
PedagooReflect
PedagooResolutions
PedagooSunshine
Professional Learning
Qualification
Research
Resource
Resource
Science
Scottish Learning Fringe
SLFringe
Social Studies
SOLO
TeachMeets
Technologies
tmlovelibraries
Uncategorized
xmasparty
Running-based Learning Along The Pennine Way
Ultimate ultrarunner?Ultimate ultrarunner?

Going The Extra Miles For Sport Relief

Think like an athlete: Focus on what you want

Think like an athlete: Focus on what you want

This is an account of a unique pilot project designed and delivered by Andy Mouncey to a selection of schools in the north of England. Andy is not a teacher – he is a record-setting endurance athlete who is a professional speaker and trainer across sport, business and education. A list of participating schools, reaction and film clicks can be found www.bigandscaryrunning.com This account was written by Andy not long after Sport Relief day earlier this year:

Unless you were the TV personality Davina McCall, most people ran a mile for Sport Relief back in March. What Miss McCall didn’t know as she called into Edale primary school during her Edinburgh to London fund-raising triathlon was that pupils, staff and parents were also near the end of their own endurance challenge laid down by me some five months previously:

  • Run 268 miles – the equivalent length of The Pennine Way (TPW) – with the final mile as the Sport Relief Mile
  • Raise money for Sport Relief
  • Record their experiences in a training diary

In return I would teach them how to think and behave like an endurance athlete so that they could:

  • Raise aspirations and learn to persevere through setbacks
  • Develop a goal-orientated mindset
  • Experience the challenge and pride of working together to help others
Running a loooong way for Sport Relief

Running a loooong way for Sport Relief

Skills they could use to make any future challenge – like sitting exams or moving school – seem simple, straightforward and compelling.

It just so happens that Edale primary school sits directly opposite the end of The Pennine Way national trail. This is important because the catalyst for this challenge was my attempt to complete The Spine Race, Britain’s most brutal ultramarathon in which runners have seven days to cover the full length of TPW most walkers take three weeks to complete. The catch? The race takes place in January in winter and I had already failed once – only getting as far as 105 miles in 2013. For Edale primary school there was another hurdle; with a total number of 13 pupils there were not very many children to share the miles around. Step up mums, dads and members of staff…

By the time race day arrived in January I had recruited 13 schools along or close to TPW and 1600 pupils to my ‘Cracking The Spine’ challenge. I had visited all those schools three times which made for an awful lot of new friends. Pupils could watch the race in real-time online and send messages via social media because all the runners wore tracking devices. Despite the combined will of 1600 children urging me on I dropped out of the race at 160 miles having battled creeping hypothermia for most of three days. My visits back to the schools after the race were ‘interesting’ to say the least!

To the staff, however, my failure to finish for a second time was an unexpected bonus because it challenged some of the key messages children see and hear via the media:

Success is easy, quick, and it’s something that someone else gives you

Inspiration

Inspiration

I – who they had got to know as someone who did some mad stuff and was really quite like them as well – had just made personal a lesson that we all come to sooner or later:

‘(Meaningful) success isn’t easy, it rarely happens in a straight line or when you want it, and it’s something YOU need to work at. So when it does happen – as it will if you practice the skills of perseverance – it is a life-enhancing experience.’

I will be back at The Spine Race in January 2015.

I have to because I am also making a film of the whole project and every film needs an end. There is also 1600 children who want to see me finish the job. ‘Cracking The Spine’ will be an improved version available to schools from September. A first grant has just been awarded by Big Lottery Awards For All scheme and other grant funding routes for participating schools are opening up.

Outcomes from the pilot? Money raised £7,200.  All the schools reached their 268 mile target and many clocked up much more. Total miles run stands at 4572.

One secondary school pupil ran the full 268 miles on his own, one primary school pupil covered 100 miles and raised £1000, four families from one primary school clocked up over 300 miles per family, and a group of secondary school girls made a film about their weekend runs.

Running diaries

Running diaries

There was race week themed lessons plans and related learning on history, geology, physiology, maths, creative writing and speaking, science, and technology.

I was formally adopted as a Learning Hero role model, there are at least three school running clubs now set up, and many schools formalized the project into learning menus and creative curriculum design. As many of the schools were rural and relatively isolated it was, said many of the staff, just a relief to have something brand new and exciting for everyone to get involved in during the dark wet winter months.

Andy Mouncey
www.bigandscaryrunning.com
CTS FinishCertificate

Pedagoo & TeachMeets

This week has seen my introduction to pedagoo and also presenting at teach meets. I was originally going to blog about how I think consistently good is outstanding, but I’ve had to rethink!

My school hosted a teach meet this week and I was asked several weeks ago if I would present. I had thought about presenting at a teach meet since I attended one earlier in the year and this was a great opportunity to do so. It was also lovely to be asked! (I made sure that I was doing a 2 minute nano presentation rather than a 5 minute one at the front of a lecture theatre). Although I found out closer to the teach meet that I had to present 11 times in 22 minutes! I was nervous prior to the event but afterwards it felt great to have been one of the few to present – I look forward to the next one! I didn’t really feel proud of what I had done until the following Saturday…

This Saturday I went to Pedagoo Wonderland at Joseph Swan Academy. I must admit, at this stage of the term I’m flagging considerably and I was very tempted to spend that Saturday wrapped up watching Soccer Saturday. However, I did find the energy to go with a friend who I trained with last year (lovely to catch up!) and not only am I glad that I went, I feel extremely grateful to all the effort put into the day by some very talented and enthusiastic people. I’m sorry I ever even considered not going!

At Joseph Swan they have a beautiful learning environment and they had gone to great lengths to put on a spectacle for us – sleighs, balloons, turkey sandwiches, Christmas cards and even Father Christmas himself made an appearance! I attended four workshops which were all very different but all equally brilliant. My workshops (which were personalised!) included a differentiation carousel, foldable fun, independent reindeers (or learners if you prefer) and enquiry based learning (specifically for maths).

I gained so many ideas from the day but I have to say that they weren’t the reason why I’m thrilled that I attended. At this winter wonderland were masses of people who had given up their Saturday to attend and some incredible individuals, teachers and students, who had put a huge amount of effort into creating such a fantastic afternoon of CPD. I thought as the afternoon went on that there is probably no other profession in the world where the professionals volunteer to train one another and do so at such a high level. The passion and commitment was brought to the day by NQTs all the way up to people who have been teaching for longer than I’ve been alive! I found the enthusiasm and passion again that brought me into teaching which had begun to fade away as I struggled through my NQT year. I feel re-invigorated again and I can’t wait for more teach meets and pedagoo wonderlands!

Many of us are worried about where the government is taking our Country’s education system. I think we should take comfort in how our profession, through teach meets, blogging, twitter and pedagoo, has shouldered the responsibility of developing each other in order to give children the best education we possibly can. We should all be very privileged to be part of such a passionate, talented and giving community.

#PedagooWonderland

0530 on a Saturday morning is difficult, cold and after another long night of the ashes, very miserable. However, I was off to a Pedagoo event, packed with exciting speakers, thoughtful teachers, inspiring individuals and I was pretty confident that my chosen Saturday CPD event was going to be brilliant. It was…

The first thing that blew me away (after registering with the very welcoming pupils of the school) was the amazing building. It was bright, clean, tidy and very much the type of modern building I come to expect when I go ‘somewhere nice’. Just as our children know when they are being shortchanged as regards use of windows XP on old PC’s, they know it when they walk into a dingy building which is in desperate need of a paint job. Michael Gove said that the building and environment of a school makes no difference. I drive past these buildings at Fettes and Stewart’s Melville on the way to my school every day. Clearly, environment makes a difference.

The other thing about the building I loved was the use of images of Joseph Swan children working, often with ideas about how they work, or slogans/quotations about respect, reading etc behind them. That is something I will try and create in the next couple of weeks if energies allow as it looks so good and inspires.

Whilst having my complimentary tea and danish pastry (which would contravene the bring your own tea and biscuits policy of many councils) I set about reading my welcome pack. I loved the Happy Mondays leaflet which contained loads of great, ready to use, ideas for enhancing and reinforcing learning in the classroom. The Happy Mondays reference is because the teachers at Joseph Swan receive and e-mail every Monday, with a new idea or resource in it from their SMT. I love that idea!

MY first session of the day was in the Reading Room (and what an amazing space that is…) with David Hodgson. David talked about how we learn and how we can use techniques in the classroom to help children learn and remember how they learned things. As a primary teacher I get asked lots of questions from the children and my most frequent answer to them is good question. I don’t believe in throwing the knowledge confetti about for a couple of reasons. Firstly, I’m not convinced the children will remember it whilst they walk back to their desks and secondly I (or A.N.Other teacher) will not always be there for them when they have a question or want to learn something. The things we did in his session were all practical examples of an NLP approach, and I was so impressed I bought his book for my Kindle this morning. He used this pupil feelings graphic in his session too which I find a useful tool to have by my desk in the class room. Something David said which rang a bell was that we should ensure our children ‘Have a get out clause for children when they don’t learn’. This is vital, so often our children get way more stressed than we ever do about a wrong answer. We need them to take risks, get it wrong, change it and get it wrong again, smiling all the time! That is a successful learner right there.

The next session was with Rachel Orr who is HT at Holy Trinity Rosehill Her workshop was about developing writing through Primary Learning and specifically using Pie Corbett’s talk for writing work. I had worked on a Pie Corbett workshop for writing day before (January 2007??) and it was amazing. I’ve bought a few of his books and love his approach to writing. There is a lot of material on the internet too to supplement his written work. I also liked the punctuation sounds and actions which children are to use when they are talking and can then reinforce the assessment process in class. Rachel has used Pie’s work in two differing schools now and shared with us examples of the successes her young writers had, and these examples cal be seen on her school blogs. Rachel gave us a disk with loads of fantastic resources on, many her own work (the learning keys are a great idea!).

During lunch I met some great folk including @spiceweasel77 who is doing some brilliantly exciting things with his class!

After lunch it was on to Hywel Roberts session. Hywel spoke passionately and humourously about creating contexts in the curriculum, allowing the children to view the learning they are given through their own filters and engaging children in their learning. I made loads of notes during Hywel’s session and later tweeted many of them. Here’s the quotations I tweeted:

‘It’s our job to get the World thinking.’

‘We need to dig learning holes for our children to fall into.’

‘we are the people who make sense of the curriculum we are given. ‘

‘Have a what’s great 2 mins at the start of staff meetings’

‘we need to induct our kids into learning’

‘all of these things are just doing the job we’ve been asked to do. That we’re paid for. ‘

I’ve got Hywel’s book and it’s a great read. I need to do more of this in my classes. It’s great stuff. I was incredibly impressed with Hywel and the way he works in schools.

Finally, my last session was about using enquiry based learning in maths. Stephanie Thirtle took this session, she is a maths teacher at Joseph Swan. (I’d love The Girl to have her as a maths teacher, lessons would be so interesting!)
We did some enquiry based openers which really got us thinking and she talked about the approach of letting the children work things out for themselves, rather than an I teach then you do model. I love the work things out idea and think the way she’s bringing it to maths in a high school works really well. Much of the rationale for enquiry based learning was on her presentation and clearly showed examples of enquiry based learning which we could use as one-off lessons or develop for a maths topic. Such things investigating square numbers, straight line graphs using algebra, and one which P7 will be seeing soon – 12 Days of Christmas maths.
Her room displays were wonderful and I snapped many of them on my phone and you can see them here. I particularly liked that ways she put maths into context making it real for the children.
That chimed so well with the session from Hywel previously.

I came away with my head full of wonderful ideas and a bag full of goodies!
So, what next…well before Christmas I will make some posters of children and their ideas about learning to go up in school and I will also make some musical posters for the music room.

After Christmas I will take loads more of these ideas and run with them. It’ll be different, fun and learning will happen.

Raising Boys Attainment or Superheroes need Super Teachers

Boys… They have it tough. The gender attainment gaps in Primary school result in a reduction of life choices and chances by the end of High School. In 2011  48% girls went to University whereas only 37% boys had the same chance.
At our INSET with Gary Wilson (www.garywilsonraisingboysachievement.co.uk) on Friday we were taken through the challenges of boyhood and the barriers to boys learning. From succumbing to the peer police (“Better to be seen not to be bothered by winning than to try and fail.”) to issues with independence; with parents who have been lured into the false impression that it’s easier to do everything for our boys rather than live with constant nagging, raised blood pressure and ranting that even the smallest of requests can result in. From low self esteem to the negative labels society puts onto boys from a very early age Gary is on a one man mission to change these negative stereotypes (once challenging British Home Stores when they advertised a boys T-shirt in their Spring Collection declaring “Lazy and proud of it!”).

So what can we do in our schools and classrooms to give boys the best opportunities to meet their potential? Gary’s main suggestions of the day were: 

- Promote breakfast – by not eating breakfast by 10.30am we have the reaction speed of a 70year old. 
- Promote a “can do” ethos  -  internal auditory is louder in boys heads.
- Positive visualisation ensures success – Imagining yourself doing well means you most probably will.
- Feed your brain! Giving children fruit and a drink prior to test helps with attainment.
- Assist neuropathways by ‘piggyback’ learning- teach someone else what you’ve learned. 
- Promote creativity- children who play instruments do better at school.
- Develop leadership capacity in boys so they get attention for the right reasons.
- Boys prefer active learning. Although there’s a need to balance approaches across learning styles make sure there’s enough active learning events in our lessons to motivate and engage so boys work to the best of their ability. 
- Superheroes! Tapping  into this genre helps to boys to make links to the real world. Staff should value play based on children’s interest whilst promoting order and boundaries. Superhero play = emotional intelligence = clear rules = structure = guidelines for success. 
- Ban setting! Setting reinforces negative stereotypes. The younger a child is ‘set’ the worst they’ll do at age 16. 
- Celebrate success by using hand written ‘I did great work’ style labels as success stickers to give parents a focus to celebrate success at home.
- Aifl- use those lolly sticks or a random name generator (http://www.classtools.net/education-games-php/fruit_machine) to ensure children are focused and expect to be included in the lesson.
- Plan the plenary! Don’t let the boys skip any part of Kolb’s learning cycle (http://www.simplypsychology.org/learning-kolb.html) in their rush to be finished.
- Focus on Fiction: it promotes emotional intelligence and 
          – exposes children to wider experiences,
          – aids understanding of what others think,
          – helps children identify with characters and their issues,
          – gives children strategies to deal with dilemmas.
-Set up Systems - When in doubt give them a system! 
- Think in the short term for long term success: Short term goals, short term targets, short term rewards = boys striving for success.
-Cut out the copying out – it has no purpose and is predominantly used as behaviour control. Out of the mouths of boys: “Teachers’ can’t be bothered to teach us when we’re copying out.”
-Make learning real and fun by giving children real audiences. Use Crazy Talk (http://www.reallusion.com/crazytalk/crazytalk_trial.asp) software to manipulate pictures and provide a purpose to writing. 
- focus on fine motor control development. Often this is an area of difficulty for boys (http://scotens.org/sen/articles/primary_reflexes.pdf) so praise for quality ideas when quality presentation is a mountain too high!
- Consider training staff to teach the children peer massage  (http://www.misascotland.org.uk/index.htm) or yoga (http://www.yogascotland.org.uk/findteacher.html). Positive touch  and relaxation helps to keep students calm, focused and motivated.

Through Gary’s work with groups of boys their top tips are:
- Choose the right time of day to teach important stuff- not when we’re excited.
- don’t criticise if you can’t read my handwriting, it’s not always the most important thing.
- be more persuasive!
- writing in small chunks is best.
- we want to write in any way we want!
- use mind mapping ideas.
- you start the story, let us kids finish it.
- give us basic ideas to get started.
- make it fun!
- use lots of props.
- find out what interests us
- use mind maps as a form of plenary/ help me share my learning with a partner.
- read to us – it helps us with our own stories and poems. 
- let us act stories out.
- give us time to think and talk.
- model writing – use visualisers to share pupil work.

All the approaches above are very much good learning and teaching and would benefit any pupil regardless of gender but with a focus on engaging boys and bridging the attainment gaps the whole class will benefit.

Other places to get Gary’s words of wisdom are:

http://www.oxfordschoolimprovement.co.uk/professional-development

YouTube:

Books:

http://www.garywilsonraisingboysachievement.co.uk/publications.htm

What do you want to learn about?

This year I changed…

Trying to get kids more involved and engaged in their learning, I provided the group with big sheets of paper during the first week, and asked them to write down all the things they wanted to learn about. I have a group of 10 primary children with special needs, so they all did this on one sheet, with help to scribe or spell where needed. They came up with a really nice mix of interests – tigers, aeroplanes, police dogs, transport, football etc.

I put this up on the wall and refer to it in my planning – choosing reading books, maths contexts, surveys, invites to visitors etc. I also refer to it a lot with the group, so I can say , do you remember John wanted to learn about aeroplanes? How can we do that? Who could we invite to talk to us? etc.

It is a really simple way to start them thinking about what they want to learn, give them a bit of ownership over their curriculum and let them feel a bit special when it is their idea that is being studied.