Inquiry Conference – Preparing for the future of education
This conference was held at the Barnham Broom hotel, Norwich on Friday, 18th June, 2010. With more than 70 delegates from schools from around the country. The inquiry at the conference will focused on the future of education in light of the recent change of government and the cancellation of the New Primary Curriculum.
During the day delegates worked in special interest groups discussing specific related issues. Notes from the discussions in these groups were collected and are listed below. The aim of the conference was to generate a common purpose and to take the first steps in a direction to influence the future of education.
Organised by Surlingham Primary School, School of Creativity, delegates included school leaders, class teachers, governors, advisers and others engaged in creating meaningful, relevant and challenging educational experiences for children.
After keynotes from ‘expert witnesses’ Chris Watkins from the Institute of Education and Luke Abbott, director of mantleoftheexpert.com, delegates worked in special interest groups, each with an inquiry focus. During the day there were opportunities to draw on the expertise of Chris and Luke, the experience of children and staff from Surlingham Primary School and the knowledge, strengths and experiences of other delegates at the conference.
The aim of the conference was not to decide the outcome or ‘deliver’ a single point of view, but to gather together like-minded professionals and allow them the space, time and resources to discuss and share their thoughts and ideas for the future of education: A very rare opportunity.
Conference Documents and References:
Chris Watkins Powerpoint – pdf (4.8MB – 9 pgs)
Chris Watkins article – Learning, Performance and Improvement (561KB – 16 pgs)
Michael Gove’s Keynote to school leaders at the NCSL conference, June 2010 (135KB – 16 pgs)
The following notes from the SIGs are a mix of general thoughts, observations and questions, they are neither final conclusions or specific answers. The conversation on these matters is ongoing.
1. Notes from Luke Abbott address:
See Micheal Gove – conversation with HTs – NCSL. This is what you will do for us. Cleverly written. Be careful with what it is saying.
Teachers know how to engage and interest children. Key skills is that we know how to interest children in things that are desperately boring.
Co- construction – seen in good early years. Younger children more freedom.
Ian Pollard “The Social world of Childrens’ Learning”. Making relationships with Children.
Inquiry – more questions are asked in the classroom.
Monitoring learning and teaching. Children being articulate about what makes good teaching. Can’t just be who is the best teacher.
Every action taken with moral, ethical actions.
“Let us be the first of invoking the questions of how to qualify the ‘best’ teachers.”
Notes from Chris Watkin’s address:
Degree of thoughtfulness
Ofsted: Impact
Schools with strategies in place show no improvement.
Changing power dynamics over the next time.
National Curriculum – HT holds responsibility for curriculum in schools.
Curiosity noticing wondering imagining creativity appreciative inquiry
A focus on learning can help performance, a focus on performance can depress performance
Expanding experiences
Inquiry is based in being social. Morals and values drive inquiry and give it purpose,
Imagination is …..
The construction of stories beyond experience…so far….
Imagining the best of your past for the future
Conversations with children imagining their best learning.
Bloom’s Taxonomy completed with ‘create’
See ‘All our futures…….DFEE 1999)
Appreciative Inquiry
Dimensions for effective learning in the classroom;-
Active
Collaborate
Learner – driven
Learning –focused
Look at above in the order they appear
All heading for Learning-centred classrooms
Effective learning happens when there is a risk. Suffolk teachers
When children see a reason for what they are doing. Jenny
When it is not about being right or wrong. Suffolk
When what you say matters and is acted upon. General
When children can make connections with the real world. General
When there is freedom to explore. General
Group Questions:
How can we involve the children earlier on in the planning stage.
Where do you begin when trying to move from QCA units to a more creative approach?
What happens when teachers change the way they plan?
2. General thoughts and questions
When pupils are asking their own questions and finding the answers.
Everyone of all abilities is actively engaged in his/her own learning.
When children are inspired and feel confident.
When pupils want to pursue an idea/question and have the autonomy and resources to be able to do this effectively.
Children are learning actively and collaboratively.
Questions:
How do you ensure curriculum coverage (in the eyes of OFSTED!!!) across a whole school when using topic and inquiry based teaching?
How is children’s progress recorded?
Can we see examples of a curriculum framework and planning formats.
3. Creativity conference Notes
Catrin Parry Jones :
Mantle of the Expert : works extremely well, how do children come to know stuff?
Other ways of enquiring
1 Straightforward Inquiry, books, internet.
2 Imaginative Inquiry
3 Dramatic Inquiry
High moral, ethical standards in imaginary worlds
Not being transferred to everyday life
Make changes in wider school life.
Learner dispositions : reflective, resourceful, resilient.
Luke Abbott:
Literacy Strategy. Maths Framework :
“Good for teacher skills
Tendency to constrain ‘newer’ teachers into narrow subject based approaches.
Teachers more used to topic teaching might find it easier to make the transition.”
Mantle : human, environmental geography, extremely strong.
(Michael Gove recent statement for education for this administration to NCSL)
Guild model : find the master teachers and share the expertise.
Ian Pollard : The Social World of a Child’s Learning
Table discussion:
“How do parents feel about mantle / enquiry? (Private school)
Recording work, is it rigorous enough for OfSted?
How do you know what questions to ask?
Do you do maths in the inquiry?
Do you choose the inquiry topics?
What if you didn’t feel very confident to be in the inquiry?
What would you like to do for your next inquiry?
Could it work without computers and cameras?”
Chris Watkins :
Appreciative Inquiry. Imagine your best learning, take that forward into your future.
Remember
Understand
Apply
Analyse
Evaluate
CREATE
Creativity :
Thinking and behaving imaginatively
Imaginative activity is purposeful
Processes produce something original
Outcome of value in relation to the objective.
“video clips of speakers”
“can we got someone like that? What would they cost?”
Learning-Centred classroom
Teacher-centred learner-centred learning-centred
“Effective learning when…
Children are talking trying out ideas, taking risks and overcoming difficulties and then sharing them.
Ask questions and want to take things forward.
Excited engaged and committed to what they’re doing, lost the classroom boundaries, take risks.
Expectations of engagement from everybody.
Child has own expectation of being successful.”
4.
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