Here are my considered reflections…if you want to comment, could you do so on the main page post. Ta xxx

THOUGHTS ON THE MAKING CONNECTIONS AND SHARING GOOD PRACTICE CONFERENCE 22/23 April 2008.

1. Developments such as GLOW, ACfE, and AiFL need to be considered as joined up practice, rather than independent initiatives. GLOW allows users to deliver the four capacities of ACfE as well as peer assessment/ formative assessment and clarity of learning intentions. I think the rush to ‘unpack’ the draft learning outcomes misses the point of ACfE. Do we really want it to become just the ‘son of 5-14’ or do we want it to become a teaching and learning tool working with AiFL and GLOW in a tripartite alliance. The whole point of these three is to change how we teach, not what we teach. I know from my experience, particularly with GLOW and AiFL that my teaching style undergoes a paradigm shift from a didactic dispensation of knowledge to learning facilitator. This in turn pushes the learning in my classroom on a journey through the four ACfE capacities, via AiFL.

“Continuity gives us roots; change gives us branches, letting us stretch and grow and reach new heights” (Pauline R. Kezer).

2. GLOW is a time-saving tool for teachers, not an extra workload issue. My lesson planning for a GLOW class is approximately half an hour. More or less the same as for any other class. These plans are stored in folders containing the links to the resources within the GLOW group for the class. They are then available for my classes the following year, and for any other teacher who wants to use them and for pupils to access from home. Laurie O’Donnell (LTS) makes a telling point about how if all teachers in Scotland could save just half an hour per week this would amount to a saving of £500K each week, time that could be spent on other activities.

“If you don’t like something change it; if you can’t change it, change the way you think about it” (Mary Engelbreit).

2. A simple change such as putting notices and daily ‘please- take’ lists onto GLOW instead of photocopying and distributing hard copies would save the average secondary
school £5K each year, enough to fund the purchase and
annual maintenance of two class sets (i.e. 40 machines) of RM Asus mini pc’s, software, and a wireless router to
permit WiFi internet access in a classroom or laboratory.
Banning the printing out of e-mail could result in even
bigger savings.

“Change always comes bearing gifts” (Price Pritchett).

3. GLOW allows teachers to collaborate within school, LA, and nationally, sharing resources, experiences, and good
practice. This work has already started through GLOW and is bearing fruit.

4. Using GLOW is not an ICT issue, it’s a teaching and learning issue. It’s about the pedagogy, not the technology. Do we want to use a tool that will save time and enhance teaching and learning, deliver ACfE, re-engage pupils, and raise attainment. IT skills required to use it are well within the benchmarks for the Standard for full registration, a baseline set of skills required of all registered teachers. Annual staff CPD reviews/appraisals should address any skills shortfall in this area. Are staff using their annual 35hr requirement effectively, linked to school as well as personal development needs?

“Those who expect moments of change to be comfortable and free of conflict have not learned their history”. (Joan Wallach Scott)

5. Is GLOW a part of the school development plan ? Is GLOW addressed by every department development plan? Are there mechanisms for regular progress assessment built into this planning? Do curriculum managers understand the importance of delivery of this aspect of their planning?

“If you focus on results, you will never change. If you focus on change, you will get results” (Jack Dixon).

6.Are there opportunities for all staff to access in-service training, at different skills levels, at suitable times, provided by experienced classroom practitioners ? Whole-staff events on in-service days are invaluable for awareness-raising.

“In times of change the learners will inherit the earth, while the knowers will find themselves beautifully equipped to deal with a world that no longer exists” (Eric Hoffer)

These three education initiatives are inextricably bound up together (joined up practice) They cannot be viewed as separate entities by schools that are serious about moving teaching and learning to a new level. This does require some bold management, firm decision making and a will to see these changes through. GLOW is a part of the national concordat between LA’s and national government. In return for increased autonomy of decision-making, LA’s have committed to several key policy deliveries which include putting children’s learning at the heart of policy-making. We now have a chance, perhaps a once in a lifetime chance to really reflect upon our classroom practice and change the way we work. Children and young people are different now than they were ten, twenty and thirty years ago. Teaching and learning needs to adapt to meet the challenge posed by the ‘digital’ generation we now see every day in our classrooms, with their shorter attention spans and active learning demands.
The upside of this is that kids are used to concentrating intensely for short spells of time and as teachers we can take advantage of this by using GLOW (and gaming- GLOW can be delivered through PSP’s) to help us meet this challenge.
One final quote which closes these reflections better than I can, at this moment in time anyway…

“Change is the law of life. And those who look only to the past or present are certain to miss the future” (John F. Kennedy).