I am an artist

aritst

For this research I chose to focus on the learning of my A level photography students in Years 12 and 13. I formulated my action research question as follows:

Stimulus: I’d like my A level photography students to be better able to generate their own
ideas and be more independent learners.
Hypotheisis: I suspect they haven’t yet made the leap from considering their work as belonging to school, in their role as students, rather than to themselves as artists.
Research: I’m interested in ideas like Mantle of the Expert, design thinking,
studio schools and ‘How to be an artist’ by Michael Atavar.

 

Consequently, my research question is:
If I encourage my Year 12 and 13 photography students to inhabit the role of
artist/photographer, with a practice of their own, will they become more
independent and resilient?

Jon Nicholls, Thomas Tallis School
Greenwich, London

Read the full report here:  ‘I am an artist’

INTRODUCING PROBLEM-BASED LEARNING TECHNIQUES INTO THE FOOD SCIENCE CURRICULUM

I am a part-time voluntary lecturer at Askham Bryan College teaching Food Science modules. I teach relevant topics to young learners at Further Education (Level 3) and Higher Education (Level 4-6) programmes. Being an employee in a food manufacturing company, one of the concerns that I have is bridging the gap between learning at college and its application to the industry. As argued by Gough (cited in Cotton, 1991), if students are to perform successfully in a highly technical society, they have to be equipped with thinking skills essential to rapidly acquire and process information to solve problems in real-life situations. It is ideal that students acquire skills by doing and expanding their knowledge through involvement.

 

“Problem-Based Learning (PBL) is a novel approach to challenge learners to focus on real-world problems and resolve realistic dilemmas. Such problems generate opportunities for meaningful activities that engage students in problem solving and higher-ordered thinking in genuine settings” (HAFL, 2012, p.1). Although most disciplines are suitable to this type of approach, few subjects actually take advantage of the PBL method (Burris & Garton, 2007, p.107). During problem based learning, learners are guided through a process that includes objectives, problems, research abilities, solution development activities, and assessments (Torp & Sage, 1998, p.14).

 

In this specialist paper, I intend to investigate how appropriate the PBL approach is in solving the diminishing performance at the Westfield Dairy Farm at Askham Bryan College.   In this particular instance, learners working in groups were presented with a problem (Mastitis in Westfield Dairy Farm) and asked to examine preliminary data. With my support, the group researched the theory behind the problem. During mind-mapping sessions, each group shared the results of their research with rest of the class, received feedback and continued investigating the problem.

Read the full paper here: Ramana-Sundara_U1276297_Specialist-Conference

Chemist with a Conscience

Action Research

“I was introduced to action research as part of a session run by Zoe Elder at my school a few weeks ago (for a quick summary see her blog post http://fullonlearning.com/2013/06/15/tm-clevedon-workhop-engagement-courageous-curiosity/). This then linked in nicely with a session that I attended last week with the Teaching Leaders programme on action research and Building Learning Power by Bill Lucas (http://www.buildinglearningpower.co.uk/). In both sessions action research was described as practitioner led enquiry with the aim of ‘becoming a better noticer’. Zoe Elder kindly stated that as long as you base your action research on your values as a teacher then you should be doing it right!

I’ve detailed the outline of my action research plan below using a combination of the ‘Teacher Enquiry Action Plan’ by The Expansive Education Network (http://www.expansiveeducation.net/) and the documents that Zoe Elder provided at our session. ”

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3 case studies to stimulate your own thinking and reflection about science learning in your school.

The Science Leaders Innovation Cluster in Stockport provide insight into enriching the primary science curriculum. Read 3 case studies of the impact of outdoors, responsive assessment and developing personal capabilities on children’s learning in science.

How can we encourage the development of scientific enquiry skills in primary schools?
Stockport CS All Saints.pdf

If we focus on improving personal skills in science lessons, will it improve learning outcome?
Stockport CS Orrishmore & Bradshaw.pdf

What does a responsive, child-focused planning and assessment framework for Primary Science look like?
Stockport Great Moor Infants School.pdf