Wednesday, 3 December 2014

Week Five: Why do governments fund education?

Reflect on:

·what are your initial reactions to this week's question?

 Because citizen have given their votes to the elected government to manage the whole country and future generations are included in this rubric too.

·Why do you think governments consider educaton to be such a high priority?

Because the progress of a country depends on how much the government invests on kids + citizens + education = wealth.


Videos: all done

Read

Policy Paper
Education, justice and democracy:
The struggle over ignorance and opportunity
Prof Stephen J Ball
September 2013

https://d396qusza40orc.cloudfront.net/futureeducation/EDJ.pdf


Exploring the Complex
Interaction Between
Governance and Knowledge in Education
Mihály Fazekas, Tracey Burns

http://www.oecd.org/edu/ceri/49835315.pdf



Got to know about education in Canada & some more info about a private language school in Peru.


Reflective blog

In an ideal world, how do you think education should be organized?

The ideal world I am about to describe should be placed in my homeland – Peru. To begin with, I would give a brief description of this three region country: the coast facing the Pacific Ocean; the Highlands with its Andean Mountain Range, and the Amazon area and its huge rainforest.  The coast is a multi-race place where mixed customs have been giving shape to new generations.  Here everyone goes to school, university, and learns at least a foreign language to graduate from university.  The Highlands has a slightly different reality.  Although attending school is obligatory, rural children do not always attend classes – schools are too far away, the cold weather doesn´t help much when there is an hour walk, or these children have to look after their parents’ farms or younger siblings. The Amazon area enjoys hot weather, delicious tropical fruits and locals have different interests not being school a number one priority.   All three regions are meant to be part of the same Ministry of Education. Unfortunately, there seems to be a huge problem with State schools: National Unions rule.  As a consequence, students coming from State schools are not prepared as the ones coming from Private schools. 

As a consequence of this terrible problem a number of private and affordable schools are emerging in the capital, offering crash courses to level up slow learners, extending school hours, preparing for entry exams, and a place at a local university.  The government offer, offer and offer many things but the core problem exists. 

Having described the Education system in my country, I feel the need to re-invent a new one - a more professional, effective and productive at the same time.  Therefore, my ideal school should be organized as follows: the Ministry of Education at the top, a board of experienced teachers representing the needs of each region, a board of psychologists, sociologists, linguists, and retired teachers (working on voluntary basis) with lots of experience to see what would be the best solution to today´s problems and local sponsors.  Teachers would have to carry out research as part of their professional development.  As a consequence today´s curriculum could be adapted to the present needs.  On the other hand, taxes should be duly paid and not avoided as it happens today.  Learning centres should provide learners books, laptops, stationary, laboratories, toilets, showers and up-to date teachers.  Inspections should be done on regular basis to improve teaching and learning quality and not to be used as a sacking tool.   

What priorities do you think it should reflect? 

I would concentrate just in three: better teaching quality at schools, academies and universities to forget poor academic results, teachers and educators should never stop professional development and illiteracy must be abolished.  All of these is to aim a better economic growth.  I would like to quote Professor Stephen Ball´s mantra: “the more educated your population is, then the more prosperous your country is likely to be.” 

Who should be responsible for ensuring that it is of a good quality?

The new Ministry of Education and the local boards should be responsible for applying Doctor´s Deming 14 Points on Total Quality Management.

Is there anything from the padlet wall that has informed your position?

I love the Abu Dhabi project by Jeff Evans.  I wish my country would be in the same position to carry out a long term project to prepare our population to face new challenges in a more productive and knowledgeable way.








Friday, 14 November 2014

Week Six: What future for education?

Reflect on: 
  • Before you engage with the activities this week, start with recording your own views on what you think the future for education should be. You might want to consider:
  • what is currently working well within the education system that you are familiar with?

There is a lot to do in Peru.  There are plenty of children who want to learn all in the progressive way and are eager to show how techy they are.

  • what priorities and values does it reflect?
An urgent new educational programme!
  • what requires improvement, or what has been forgotten?

Start from scratch!

Clare discussing Week Six


  • TED  Padlet Wall  This is difficult to chose!  All talks are worth to watch, learn and put ideas into practice.
Contribute to the discussion Now find one other idea that someone else has recorded that you like, and give them some feedback: why do you think this idea is important for the future of education?

Ana Rivas   Sugata Mitra: Build a School in the Cloud

Moral: engage kids and they will do the rest!  Hats off to Sugata Mitra for coming up with this marvellous worlwide project. I really hope many more grannies/teachers will sign in.




Hangout: impossible to attend 

Assignment Task
I would like to begin this final assignment by saying this MOOC has not given me the impression of a selection of material under the “What Future for Education?” umbrella.  To begin with, I found it well-organised, ran by up-to-date professors, giving lectures in a very natural and friendly way but full of food for thought, and giving participants a whole week to reflect on new concepts or refreshing old ones. 

During these six weeks, I found myself thinking about how to improve the education system in my country.  The first idea has always been how to break down the invisible barriers which prevent State teachers from performing their subjects in a more progressive way - because the results will be more empowering for our children.  I also thought, "my State peers" are also entitled to professional development, to keep up-to-date with the subject to teach, to master the use of  IT or "Educational Technology" Sugata Mitra uses this term in TED.  We want them to become digital immigrants title which will open a new world full of projects and discoveries in teaching and learning.  They will be able to download free e-books whose information will allow them to enhance online classes and/or foster the flip chart. 

Students from the three regions: Coast, the Highlands and Amazon area will benefit from this new teaching tools and brand new techniques.  They will forget "traditional teaching or giving knowledge" to produce tailor made projects in groups where everyone learns from each other.

On the other hand, the future of a country is based on the education given to own citizens.  Today Peru is famous for many reasons, ie Machu Picchu, one of the Modern Wonders of the World.  I have often asked myself:  Are Peruvians prepared to face new challenges?  Will new generations be able to handle these changes?   I think the Peruvian education has a great role to play in the answer to these questions.  

Did I enjoy this course?  Needless to say I did from the beginning to the end.  I have enjoyed every second of this course, from choosing a picture to the design and colours of my blog. The pedagogy used in this course was definitely appropriated for teachers who do not have the means or the time to attend face-to-face sessions in the UK.  Participants were immersed into the subject with a mild personal reflection, becoming gradually more specific.  The use of clear-cut videos and reading material gave enoguh support when needed .  Later on, participants were meant to give their own personal opinions -  in the padlet and/or discussing with peers online.  By then, attendees were equipped with the video lectures and reading to end this learning journey with a reflective and memorable essay.   

Finally, I would like countries to organize their future for education based on useful subjects grouped on syllabi based on the necessities reflected in today´s world; run by experienced and dedicated professionals where all kids will have a school to attend face-to-face or virtual!    


Week Four: Can schools make a difference?

Reflect on:


·         your own schooling. Did you go to a "good" school?

I attended a single sex religious school ran by Italian nuns.   I should say it was totally completely progressive for an emerging country.


·         What "residuals" did you take away from your schooling, and how has it helped you subsequently.

 A great lot!  To begin with two foreign languages: I teach English for living while Italian has been usuful when in Italy.  I am quite organised, love clenliness, Italian food is just delicious, knitting - still find the time to knit the odd sweater & love decorating my house.




The children of the Anglo-Italian School are the leaders of tomorrow. We believe, as did Dr. Maria Montessori, that “the child moves him or herself toward learning when given the necessary support.” To properly channel this movement, the child must have independence achieved through order and discipline. The child will then be able to function as a responsible, productive citizen in a complex, technical, and democratic society.The school environment emphasizes high morale character, intercultural harmony and superior academic achievement, working with both parents and the community. Our aim is to provide the educational foundations for good citizens who cultivate a lifelong desire and appreciation for learning.


I read an interesting article based on Sugata Mitra, 2013 TED Prize winner called: SCHOOL IN THE CLOUD, 

.

Sugata´s main ide

a of education is to gather rich and poor children from all over the world: "engage them, connect with information and mentoring online".  Children from far away places will benefit by learning what they cannot get locally due to the fact of lack of schools (earthquakes or others), lack of teachers, lack of books, and parents who think a child will be more productive working at home or on their farms.  A click away will quench the thirs for learning and it will provide a learning tool which will last for life.  It must not be forgotten that every single child has the right to proper healthcare and EDUCATION.  The UNESCO International Literacy Day is celebrated 8th September.
  http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/literacy-day/

Join a Google Hangout 
Done
Create an entry in your reflective blog or journal. 
·         How has your experience of school shaped you as a learner, and as an adult?
·         In what ways do you think your own schooling could have been improved, and what priorities do you think are the most important for schools today?
·         Your entry should be a minimum of 200 words.
La Mia Scuola

I had a unique experience as a school learner where I enriched my “cultural capital” which was Italian and Peruvian.  I attended a progressive private school ran by Italian nuns, having a number of excellent teachers and a few with little knowledge of pedagogy.  It means some subjects where easily presented and easily grasped while others needed extra tutorials, ie math.  I dully learnt all basic principles, moral values and the stuff suggested by the local Ministry of Education.  In the end, my school was “effective” as quoted by Dr. Jane Perryman.  The great benefit was that my school shaped me as a long life learner.

My school could have been better if they improved the selection of teachers.  There were some who definitely did not know much about teaching and learning, kindness and understanding children in general.  They tend to lose their temper while “funny students” were asked to leave the classroom and/or go the Principal’s office.  There is a second kind of regret.  All language teachers seemed to know their mother tongue well but had little or none teaching qualifications.  They had good intuition but tend to be quite Behaviorists.

Personally, I think the most important priority for schools today is to get learners ready to face the real world no matter their sex, religion or social class. They should hire qualified and committed teachers (not being the case in emerging countries).  They must be subject to inspection – not just getting the paper work done before an inspector is about to call but to get better, measure the learners’ progress and study shortcomings to avoid these in the nearest future. 

Unfortunately, Malala Yousafzai - a brave Pakistani student who fought for the right of learning, reported last September “31 Million Girls Were Kept Out Of Classrooms” https://twitter.com/MalalaFund/status/510416493461635072 .   Unbelievable denial especially when UNESCO celebrates the International Literacy Day on the 8th September.

To end a touching quote:

“Literacy is a key lever of change and a practical tool of empowerment on each of the three main pillars of sustainable development: economic development, social development and environmental protection”
                                                              Former UN Secretary-General, Kofi Annan






Week Three: What makes a good teacher?


Reflect on

  • Do you remember having a good teacher? Or a particularly bad one? Reflect on your memory, what was about it about this teacher that makes them stand out for you?
Mrs. Doris Wilcox, excellent at explaining and making all her students feel confident enough to carry out roleplays in L2.
  • How does this image of a teacher relate to other images you have of a "good" teacher?
I think my other images could have similar characteristics: teachers seem to have lots of patience and praise highly even the lowest piece of production.

Watch

I am learning/refreshing so much!
Read one of these two blogs/essays:
Padlet Wall



A Palestine teacher doing the very best of her job: teaching!
A real teacher wants to transfer knowledge no matter where s/he is.

Hangout:  Talkabout 

Reflective blog 


I met Mrs. Doris Wilcox at Southampton City College, UK.  I went to her class full of mixed feelings.  I would have never imagined how much I profited from her “good teaching” as stated by Professor Alex Moore 3.2.1. She dominated the subject to teach – EFL.  She was an experienced inspirational English teacher with lots of charisma – both empathy and sympathy 3.2.3 which made her students feel confident enough to express themselves without inhibitions in a lower intermediate level!   But she was NOT a fictional charismatic teacher, she planned her lessons (she had a large notebook which kept at a glance) and we gained good results from her teaching.  What is more, we were able to see immediate results in the one too many pair/group work, storytelling or speeches telling the class about our countries.   I wish could recall them all to use them in my own classes.  The most important part was the final product.  We felt thrilled when we made ourselves understood by using a recently learnt piece of functional language.
She never seemed to be tired of the one too many questions her mixed nationality class asked.  The idea of a stiff upper lip English teacher was completely forgotten as soon as her students met her.  I would say she played an influential role on her students.    
According to the Cambridge dictionary online “pedagogy” is the study of the methods and activities of teaching while other authors go back into history defending their views on pedagogy.  I think, Mrs. Doris Wilcox taught us a hundred percent pedagogically: she made esson plans, she had rapport, she was a language model, an input provider who knew how to deal with 8 or 10 different nationalities in a single classroom.  I guess, at that time there might have been more than one student thinking differently of her.  This could be due to the fact these learners have different background (sex equality), come from very rigid teaching environment (Asian: teachers are not supposed to bow), just don´t like L2 at all or other reasons.

She is not longer with us – she passed away some years back.

 met Mrs. Doris Wilcox at Southampton City College, UK.  I went to her class full of mixed feelings.  I would have never imagined how much I profited from her “good teaching” as stated by Professor Alex Moore 3.2.1. She dominated the subject to teach – EFL.  She was an experienced inspirational English teacher with lots of charisma – both empathy and sympathy 3.2.3 which made her students feel confident enough to express themselves without inhibitions in a lower intermediate level!   But she was NOT a fictional charismatic teacher, she planned her lessons (she had a large notebook which kept at a glance) and we gained good results from her teaching.  What is more, we were able to see immediate results in the one too many pair/group work, storytelling or speeches telling the class about our countries.   I wish could recall them all to use them in my own classes.  The most important part was the final product.  We felt thrilled when we made ourselves understood by using a recently learnt piece of functional language.
She never seemed to be tired of the one too many questions her mixed nationality class asked.  The idea of a stiff upper lip English teacher was completely forgotten as soon as her students met her.  I would say she played an influential role on her students.    
According to the Cambridge dictionary online “pedagogy” is the study of themethods and activities of teaching while other authors go back into history defending their views on pedagogy.  I think, Mrs. Doris Wilcox taught us a hundred percent pedagogically: she made lesson plans, she had rapport, she was a language model, an input provider who knew how to deal with 8 or 10 different nationalities in a single classroom.  I guess, at that time there might have been more than one student thinking differently of her.  This could be due to the fact these learners have different background (sex equality), come from very rigid teaching environment (Asian: teachers are not supposed to bow), just don´t like L2 at all or other reasons.
She is not longer with us – she passed away some years back.