The Power of Film

Beeban Kidron is the co-founder of FILMCLUB which is set up in 2006 to give young people the chance to have the ability to experience learning from a different point of view. FILMCLUB supports learning with the scheme called Into Film which encourages all kind of children, disregarding their abilities or background to film making, to have the chance to;

• SEE
• THINK
• MAKE
• IMAGINE 

FILMCLUB (2014) identifies there is a range of difference benefits from being involved with a film club such as; children who are seen to be more vulnerable than other students within the class have the chance to express themselves and allow themselves to be heard. Other benefits come from the academic point of view where children are developing on learning skills which then improves their confidence to be more involved with other subject areas. 

Everywhere you look these days you will see some form of technology being used for different sorts of education purposes or even just for personal use. Roehling and Trent-Brown (200) have identified that the use of technology has developed so quickly in such a small period of time it has become a major part towards our societies cultural daily lives to thinking, meaning that education need to introduce and integrate new form of technology to keep students interested with learning. Bazalgette (2009) indetifies seven 'generic impacts' towards the education through using moving imagery;

1. Learners' enjoyment and sense of achievement 
2. Disaffected or underachieving learners showing engagement and concentration. 
3. Increased motivation, confidence, and self-image. 
4. Increased attainment in literacy. 
5. Increased skills in collaboration and teamwork. 
6. Increased knowledge about, and interest in, making moving images. 
7. Increased interest in watching and talking about moving images.

References

Bazalgette, C. (2009) Impacts of moving image education. Scottish Screen Available at: http://www.scottishscreen.com/images/documents/mie_research_summary.pdf  

FILMCLUB (2014) Retrieved 1st May 2014 from About FILMCLUB  http://www.filmclub.org/about  

Roehling, P. and Trent-Brown , S. (2011) , ‘Differential use and benefits of PowerPoint in upper level versus lower level courses’, Technology, Pedagogy and Education, 20, 1, pp.113-124.  

                                            

Educational Trip

On 24th March a small group of us from the Educational Studies department took a trip to the Centre of Alternative Technology (CAT) based up in the hills of Machynlleth. The trip was designed to understand and discover what exhibitions are out there that can educate with an 'hands on' experience. The CAT is a place where it can educate and demonstrate different ways of living, to create that viable way of life for the future.
By visiting the CAT it was clear to me that the exhibit was open to all age groups due to the vast amount of information and ways of learning, however the Centre director did clarify that the majority of visitors are by groups of children from inner city primary schools, which are looking for ways for those children to be more aware and engaged in the world around them. For the Centre to become desirable for children, it had created numerous of play grounds and activities set out to help them to find the areas of learning interesting.

I noticed that most of the the CAT is built and designed outside, to help visitors understand the importance of the environment and to show them how effective different types of renewable materials can be built to produce a sustainable way of life. 
The Centre is based upon a large hill where an old slate quarry used to be situated. The environment that the exhibit has created is a very 'hands on' area therefore the importance of both fine and gross motor skills are required with the use of all senses to allow the visitor to be fully engaged with the learning experiences. 
For children that come from primary schools to visit the exhibition, they may have specifically came to gain knowledge about the new and different technologies that are out there to create a more happy environment to live in. Due to the fact that the school perhaps is carrying out a science project on renewable energy, therefore the children's knowledge of science is developed. However from visiting the exhibit authentically there was no activities on that day that were being demonstrated to recognise if any specific  subject knowledge  was being developed for visitors, part from a small insight to how the centre do grow their own products and how they preserve and look after the land around them, therefore an agriculture aspect of knowledge was developed.

From visiting the CAT first hand and reading their mission statement from their website, it is clear from my perspective that the exhibit is aiming to try to reach out to the public to demonstrate what can create an effective way of life. Nonetheless the CAT have produced a fantastic exhibit for all kinds of learners from no financial support by local authorities but there is unfortunately the lack of space for large public groups of people to come visit. Disappointingly being known as a CAT there was barley any new technology devices being used in or around the exhibit, it appeared to be out of date and I highly suggest that those areas of the Centre should be re-examined.





Refeerence
CAT retrieced on 25th Feburary 2014 from http://www.cat.org.uk/index.html 

Enquiry-Based Approach to ESDGC

Education for Sustainable Development and Global Citizenship (ESDGC)

Following up from the Welsh Education report 'Making the Most of Learning' (DCELLS, 2008a) the Welsh Government have introduced ESDGC, which educates students about the importance of the world around them and how they can make a difference. Welsh Government (2012) believes that ESDGC is a way of developing citizen's skills to help create a better environment to for the world that they live in now and for the future. The ESDGC is taught and learnt through using seven interconnected themes, such as;

• Health
• Wealth and Poverty
• Identity and Culture
• Climate Changes
• Natural Environment 
• Choices and Decision 
• Consumption and Waste

DCELLS (2008b) expresses that the ESDGC is not be taught as a separate subject but to be integrated within core subjects and the ethos should be embraced throughout the school, meaning that the school will encourage students to recycle, have sustainable play grounds, use energy efficient lighting and so on. To make it an effect approach to the learning environment of the pupils, there is the need of more than just the school to promote the methods of a sustainable society, there is the involvement of the parents, carers, governors and non teaching staff. One major aspect to the development of integrating the ESDGC within education is that it will help students to understand how to make informed decisions and it will also encourage to help students to have a knowledge about the different concepts to the rights and needs od social justice around the world (DCELLS, 2008c).  

There are a number of different schemes that schools can get involved with to contribute to ESDGC. Many of the schemes help promote particular issues that effect the world and the ways that we can prevent these from happening. For instance Fairtrade schools help promote the knowledge to students about global issues, and ways for the students to get involved with making a difference to the fairtrade around the world to less unfortunate countries than the UK. The Fairtrade foundation (2014) believes that young students are the main influences to help prevent unfair trade around the globe, they also believe that the world can become a powerful and connected environment which everyone can live in harmony.




References 
Image 1. http://www.dailymail.co.uk/news/article-1164512/Windfarm-windbag-Ed-Miliband-claims-trying-halt-turbines-unacceptable-wearing-seatbelt.html
Image 2. http://www.friendsoftarrywilepark.org/environmental-education    
Image 3. http://www.crickhowell-hs.powys.sch.uk/news/school-news/5707/fairtrade-school/  

DCELLS (2008a) Making the Most of Learning: Implements to a revised curriculum. Welsh Assembly Government. Available at: http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculumforwales/nationalcurriculum/makingthemostoflearningnc/Making_Standard_WEB_(E).pdf?lang=en 

DCELLS (2008b) ESDGC: A common understanding for schools. Welsh Assemble Government. Available at: http://wales.gov.uk/docs/dcells/publications/081204commonunderstschoolsen.pdf  

DCELLS (2008c) ESDGC: Information for teacher trainees and new teachers in Wales. Welsh Assembly Government. Available at: http://wales.gov.uk/docs/dcells/publications/081204infoteachertraineesen.pdf  

Fairtrade Schools (2014) Retrieved 21st March 2014 from Becoming a fairtrade school. http://schools.fairtrade.org.uk/fairtrade-schools/become-fairtrade-school  

Welsh Government (2012) Education for Sustainable Development and Global Citizenship (ESDGC) Retrieved March 21st 2014 from  http://wales.gov.uk/topics/educationandskills/allsectorpolicies/europeanandinternational/sustainabledevelop/?lang=en  

The Mantle of Expert

This approach to learning was developed by Professor Dorothy Heathcote in the 1980's who was known for being one of worlds most influential drama teacher which was set out to improve the ways of teaching (Bolton, 2003). Her work spans from over fifty years and her way of teaching is known to be different from others because it allows one subject to combine other skills from across the curriculum within one task (Sayers, 2011). The way of learning through the The Mantle of the Expert engages all the learners to believe that they are 'experts' within the field of study allowing them to have the chance to play together as a group while working. This way of learning can create opportunities for children from deprived areas of society to see what job expertise are out there which will encourage to engage further within education.

The video below shows a group of children that took part at being 'experts' for a few days in different subjects. As you study the children within the video you can see that they are excited to explain and tell us how they felt about what they have learnt. It shows that they are engaged with the learning and have a vast amount of information about their specific subjects.



According to Abbott (2007, cited in Aitken, 2008, p. 36) The Mantle of the Expert consists of three pedagogic structures which positions children as adult 'experts'. it also re-positions the power of the teacher to becoming equal to the students to discussing ideas and playing a role to help make children be fully engage with the situation. The three main Structures are:

1. Inquiry Learning- where the teacher will identify a problem and create a scenario for the learners to employ and then facilitate the learners to achieve their goal.                                                                             
2. Drama for Learning- also known as process drama, which acquires the  teacher and student to take on imaginary roles to help create a dramatic world which can help the learners to become more engaged with the problem solving.                                                                                                       
3. Expert Framing- the students are positioned as 'experts' and are asked to create an imaginary professional company with a particular point of view which they believe to make them right fro the investigation or problem solving.

By engaging with the use of this learning approach many of the children are experiencing different kinds of skills and having the ability to work as a group, for many this may be the first time. By working as a group children are using their social skills to communicate to one and other, they also experience many of the employed abilities which come from working in a group, these are shown within the mind map to the left.



References
Image 1. http://www.mantleoftheexpert.com/about-moe/introduction/what-is-moe/ 

Atiken, V. (2008) Retrieved 19th March 2014 from Dorothy heathcote’s mantle of the expert approach to teaching and Learning: a Brief introduction. http://www.mantleoftheexpert.com/wp-content/uploads/2008/03/MOTE-Chapter-3_Aitken_Pages-from-Connecting-Curriculum-Fraser-v3-220213.pdf  

Bolton, G. M. (2003) Dorothy Heathcote's Story: Biography of a Remarkable Drama Teacher. Stoke-on-Trent: Trentham Books Ltd.

Sayers, R. (2011). The implications of introducing Heathcote’s Mantle of the Expert approach as a Community of Practice and cross curricular learning tool in a Primary School. English in Education. 45 (1), p20-35 

Scientific Enquiry

Science is known to be able to unlock answers to questions that many of us are unable to answers simply by ourselves. According to Carey (2011) science is a powerful aspect to our way of life today by being able to investigate into phenomena's of social and natural causes and believes that science has the access to every unknown answer by processing through the scientific method. The method is a sequence of step that all kinds of scientist pursue when researching or developing a concept.

Scientific Method

The Importance of Scientific Enquiry within Education  

The way in schools deliver information about curtain subject has an major affect on the way children perceive them. Borrow (2010) believes that schools should advertise science and creative thinking in a more positive form to encourage children to become independent thinkers about the world we live in. 
Scientific Enquiry is seen to be an effective way for students to become more interested in the world of science. Score (2011) identifies that 'Scientific Enquiry' is a useful for students because it helps develop rationale thinking about specific projects and for students that are thinking to study science further develop a critical mind about the data and are easily able to think more in-depth about specific theories. 
The skills that students develop from participating in a lesson that uses science enquiry will also be able to apply them skills with other activities within their everyday lives (NFER, 2008). Therefore science enquiry is able not to just help students have a better understanding about the subject of science, but they are able to adapt their thinking within other subjects and activities which encourages them to become creative people and we are able to progress as within humanity.




 References
Image 1. http://edwp.educ.msu.edu/new-educator/2011/setting-a-new-standard/science-education/

Borrow, L. H.(2010) 'Encouraging Creativity with Scientific Inquiry'. Creative Education, 1, 1, pp 1-6. 

Carey, S. (2011) A beginner's Guide to Scientific Method. Boston: Wadsworth

NFER (2008) Scientific Enquiry Retrieved March 12th 2014 from https://www.nfer.ac.uk/what-we-offer/teacher-voice/PDFs/science-enquiry.pdf 

SCORE (2011) Scientific Enquiry and its Place in the National Curriculum. available at:  http://www.score-education.org/media/9498/scientific%20enquiry.pdf

The Leonardo Effect

Leonardo Da Vinci was well known for being ahead of his time for combining the logical thinking of science and the abstract insight from an artists point of view, which created deep meaningful theories and powerful concepts about the world that we live in (Pedretti, 2005). Leonardo Da Vinvi had a mind full of wonder and curiosity he would always questioned the facts and challenge the minds that surround him with the use of science and art which would encourage learners to think differently (The Leonardo Effect, 2011).

Teaching Methodology
Within The Leonardo Effect children are giving the freedom to explore difference ways of engaging with their thinking, the methods allows teachers to deliver a diverse learning experience for children to enjoy and become productive learners (Hickey and Robson, 2013). The method of teaching this effect consists of four stages to create that efficient learner:

Stage One: - The teacher must capture the learners imagination by the use of first-hand                                           experiences which will stimulate the learner to question the context and                                                  help the learner to produce a curious mind.

Stage Two: - Development stage where the teacher need to help the learner to gain skills in a                                variety of learning area which facilitate to think more in-depth of the matter.

Stage Three: - the teacher needs to challenge the learner to help them think more creatively                                   which will encourage them to think at a highly level and create something                                                beyond their imagination.

Stage Four: - Reflect and communicate, meaning that teachers allow the learners to evaluate                                 their own work and transmit what they have just learnt to other students.                                        this a way for them to teach and have a better understand of what they have learnt.

By teaching through these four stage the teacher can see that the learners are beginning to become powerful thinkers and this then enlightens the teacher to feel dignified to learn with them.

References

Image 1. http://www.dailymail.co.uk/sciencetech/article-2125571/Leonardo-da-Vincis-list-offers-odd-insight-mind-genius.html

Hickey, I. Robson, D. (2013) The Leonardo Effect: Motivating Children to Achieve Through Interdisciplinary Learning. Abingdon: Routledge 

Pedretti, C. (2005) Leonardo da Vinci: The Complete Works. Devon: David & Charles 

The Leonardo Effect (2011) Retrieved 25th February 2014 from http://www.leonardoeffect.com/connecting_learning_to_hard_to_reach_children.html  

The Arts Vs Science Debate

The relationship between Art and Science has always been a debatable one to the fact that they are known to be so different but yet so similar that they both play a powerful impact on the education of children today.

The Power of Art

Art within education can be seen as a way of communicating ones feelings or expressing ones creative individual mind which offers opportunity to excel within life by creating skills such as problem solving and critical thinking (Hodge, 2010; Golomb, 2011). It has also been known that art within education can help children gain confidence which can then reflect on them to have better behavioral attitude towards other subjects (Atkinson, 2002). As children's cultural attitudes change with welcoming of new social technologies such as the internet and television, their thinking requires different needs and ways to help them learn more efficiently (Hickman, 2004).

 The Power of Science

Science would probably be the most influential and powerful aspect to the way children learn and think today. Science has given humanity the ability to expand their reach to develop new technologies within their way of life. According to Abell and Lederman (2007) Science within education allows learners to be able to measure accurately the world around them and allow them to think logically about major phenomena's which will give them the ability to predict such occurrences in future.  

Art or Science?

I believe that art has the ability to open children's minds and allows them to be free to explore different cultural aspects and movements to form new ideas. While Science supplies new learners with facts about the world which can support their thinking to achieve spectacular results and  be able to evolve humanity as one. However by understanding the importance of both elements, it is difficult to extinguish whether or not one is more superior than the other due to the paradox of them being unable to grow without each other. The way I see it is that science is inspired by new and critical thinking which is reflected from art, and art is only breaking the barriers with the influences of science. Both areas have the ability to develop creative minds and produce a future for the way we live within society. 

Exploring more about how creative approaches with the combination of art and science can be adapted within education leads onto my next post about the Leonardo Effect which explores the stages and ways of creating an effect curriculum.

References 

Image 1. http://enableeducation.com/blog/wp-content/uploads/2012/11/shutterstock_13468741.jpg
Image 2. http://ehstoday.com/safety/don-t-be-shocked-static-electricity-q

Abell, S. K. and Lederman, N. G. (2007) Handbook of Research on Science Education. New Jersey: Lawrence Erlbaun Associates.

Atkinson, D. (2002) Art in Education: Identity and Practice. Dordrecht: Kluwer Academic Publisher.

Golomb, C. (2011) The Creation of Imaginary Worlds: The Role of Art, magic & Dreams in Child Development. London: Jessica Kingsley Publishers.

Hickman, R. (2004) Art Education 11-18: Meaning, Purpose and Direction. London: Continuum

Hodge, S. (2010) The Art and Design Teacher's Handbook. London: Continuum International Publishing Group

Does Education Kill Creativity?

As discussed from last weeks lecture, creativity is a complex and unique process that needs to be nurtured and developed within children today. According to Noddings (2003) one of the aims of education  is to develop and enlighten children's minds to help them become creative and independent learners for the future however in Sir Ken Robinsons point of view, education is simply doing the opposite. He believes that every individual child is born with a unique way of thinking, but unfortunately within a school environment this individuality is not praised or valued by many teachers resulting to children thinking negative about being creative and making them believe that they are incorrect in doing so (Robinson, 2011).

To looking back at my own experience of education, I have noticed that throughout my time in primary and secondary school there were a set of rules and formats to follow for answering curtain questions and it was believed that there was one and only correct answer. For example within the subject of science, typically known to be about experimenting with different elements, had been simply stylized to following instructions to all create that same outcome, this eliminating that creative experimental part of the lesson and letting children learn about the different elements through their own pathways. The only lessons that were seen to be a way of expressing my creativity was in the area of art and drama where the teachers would encourage me to think outside of the box, but even within those lessons there was a set of guys lines of what was acceptable, thus limiting my thinking to become simple and not complex.
It was not till I came to university that I noticed this attribute towards my passed education, due to having the ability to critically evaluate education and understand the views of others, for example Sir Ken Robinson's theory on how education can kill creativity does have a strong debatable view point and does raise a query on the format of the educational system.

The educational system of today lies heavily in the hands of politicians, one such as Michael Gove who is the secretary of state education, many view Gove to be destroying the future of children's education by changing the format and deciding to go back to basic 'traditional' values where children are only taught 'rigorous subjects' (Richardson, 2010). However by doing so this may limit the freedom that children have of choosing what they desire to study and condemn them of that ability to think uniquely.
Below is a speech by Robinson (2010) who believes that the key element of education which needs to be evaluated before changing education is to discuss the purposes of specif subjects to help develop a childs understanding and way of thinking for the future.




References
Noddings, N. (2003) Happiness and Education. Cambridge: Cambridge University Press.

Richardson, H. (2010) Retrieved on 22nd Feburary 2014 from Gove Puts Focus on Traditional Values http://www.bbc.co.uk/news/education-11822208  

Robinson, K. (2011) Out of Our Minds: Learning to be Creative. West Sussex: Capstone Publishing Ltd.

Introduction to creativity

Lets begin by asking what is meant by the word Creativity? 

As you are able to see,from the mind map created by another educational studies student, there are a range of ideas to what is meant by creativity. However when researching for a more academic meaning to the word creativity there are challenges to understand one true meaning of the word. According to Robinson (2006), who did a talk on how education is killing creativity, believes that creativity is the greatest endowment of human intelligence and should be as important as literacy in the world of education. Agreeing with Robinson's theory is Duffy (2006) who believes that creativity is a vital and important function in education, 'it is the representation of one's own image', suggesting that each child needs to have a creative mind to be able to absorb the context and adapt their own thoughts to be able to move forward in life.
Following on from that, creativity can be seen as original however Csikszentmihalyi & Wolfe (2000) believe that to be able to labeled a product as 'creative' there needs to be acknowledgment of the General Model of Creativity (as seen to the right).
Three objectives to gain a creative status for the new object; the first is the Originality of the new object which has not been copied, second the Value of the object does it have any meaning to anyone, and last the Implementation which is when something is noticed and is set into society.

EDUCATION
Children from a very young age can experience creativity on such a large level and a key feature of education is to be able to teach the creative minds to develop their minds further and be able to establish their own understanding on the world. Cropley (2001) identified that there needs to be the correct education to allow young creative minds to flourish, without it there will be no economic or social progress. Therefore creativity is undoubtedly an important feature to the educational environment, to help the future of our society to expand and reach further than the limits. More about creativity within an educational environment will be further discussed on the next post Does Education Kill Creativity

References
Cropley, A. J. (2004) Creativity in Education & Learning: A Guide for Teachers and Educators. Abingdon: RoutledgeFalmer.

Csikszentmihalyi, M. & Wolfe, R. (2000) New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education, in Heller, K., Monks, F., Sternberg, R. & Subotnik (Eds.) International Handbook of Giftedness & talent (pp.81-93). Oxford: Elsevier Science LTD.

Duffy, B (2006) Supporting Creativity and Imagination In the Early Years. Berkshire: Open University Press.

Robinson, K (2006) http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity