This is a brilliant talk by Ken Robinson, about how schools are killing creativity in young people. A must see for anyone involved in education.
It was used in an Emerging Senior Leaders training day – 10 habits of successful leaders, lead by the Executive Principal of the Cabot Learning Federation, David Carter
Part of the lecture refers to an education system that is geared towards creating University Professors, which ties in very nicely with todays news…
Worth remembering the clip is 5 years old.
As I start to lead more Inset for staff within school and in a wider context, I am constantly looking for ways to make my sessions more engaging (as a teacher should with their lessons). One way of doing this is by learning from other Inset providers. I usually have a separate sheet of paper to make notes on delivery style.
As with teaching lessons, subject knowledge is just one element required to facilitate learning. Course structure and delivery is essential. Planning of these should be partly informed by the audience/learners you are delivering to.
One should not assume that because adults have a longer attention span than children, they should have to tolerate a more didactic and bland mode of delivery. Quite the opposite in fact. In my experience, adults can sometimes go into a training day/session skeptical, especially if they do not see the value in the training. An engaging start is vital.
I recently attended a Specialist Leader in Education (SLE) core training day, hosted by Kings Oak Academy in Bristol. The academy is part of the Cabot Learning Federation, which Culverhay is joining in September. Here are a few examples of good practice from the day that I intend to use in the future:
- As part of the introductions, asking participants to state what they want to gain from the day.
- Name tags – simple and easy to read to encourage people to be more personable. I think this promotes creativity and a deeper engagement.
- The use of Post it notes to write any questions or issues arising during the day, with a place to stick them where they could be read and addressed.
- Asking direct questions to participants. I first noticed this style on another Cabot course, Emerging Senior Leaders, which is lead by David Carter, Executive Principal of the federation. This may not be appropriate for general Inset, but I think it is great to engage and challenge those that are wanting to be effective leaders in education.
- Increased use and effectiveness of mini plenaries to consolidate learning.
- Generating ideas around a theme, rotating groups and then reviewing and prioritising another groups work.
- An active post-lunch activity to re-engage the participants.
- Before having to complete the formal course evaluation sheet, the participants were asked for some immediate feedback on the course. Using WWW (what went well) and EBI (even better if) allowed me to listen to others thoughts and ideas, encouraging immediate and deeper reflection of my own learning.
This week, I completed a task for my emerging senior leaders course, being run by the Cabot Learning Federation. It was based on the topic of quality assurance.
The objectives of the session were:
I am confident that we do many good things in the PE deparment at Culverhay. However, this session really made me think about how do I know/prove we are doing a good job. I was really challenged to think about what consists of a thorough QA process. I immediately started to think how I could start to regularly QA the work we do in the PE Department (as per last objective).
Throughout the session, I developed a clear understanding of a simple structure that the CLF use to QA.
Below is an example of some action research based on QA of an element of my leadership / department.
Here it is…
Here is an assignment for my Emerging Senior Leaders course at the Cabot Learning Federation.
In a meeting this week, the Headteacher emphasised how important the role of the middle leader is.
He said that middle leaders are fundamental in driving up standards in school and so are required to be able to form accurate judgements of what is happening around the school.
I have always enjoyed observing teachers (often trainee’s in my early years) and making judgements based on ITE or Ofsted criteria (soon to be changed..again!). I really enjoy coaching and giving feedback when the lesson was good or better, but still find it a challenge to give feedback to satisfactory or unsatisfactory lessons.
A target I am hoping to address on my ELS course at the CLF.