Thanks to everyone who made it yesterday for our discussion on the Curriculum for Excellence. It was great to see so many staff attending. There was also a healthy mix of staff areas/roles represented: Student Support; Student Guild; Quality; Curriculum Planning; HE articulation; Scotlands’ Colleges; and, of course, teaching staff from a variety of areas.
The discussion was focused on the values, purposes, and implementation issues associated with the Curriculum for Excellence.
Our discussion was framed by the ideas explored by Mark Priestley in the abridged version of his article which I circulated prior to the meeting (and can be read in the post below. Mark has since sent me a more extended version of that article which I have also circulated by email).
Mark is a former secondary school teacher and currently a lecturer at the University of Stirling. He has a particular interest and research experience in the area of curricular change.
Mark himself attended the discussion and provided an overview of what he regarded as some of the challenges (and indeed possible solutions) regarding the implementation of the Curriculum for Excellence (CfE). After this, we opened up into a more general discussion in which we drew upon Mark’s expertise in this area.
In his overview Mark discussed his experiences and ideas about the evolution of the CfE. In essence, he argued that the founding principles and purposes of CfE are sound and should be embraced. However, he perceives that problems have arisen in the perception and implementation of CfE.
One of the positive potentials of the CfE is, according to Mark, that it repositions teachers as professionals with autonomy over what and how they teach.
However, the reality, all too often, is that educational institutes have reacted to the CfE on a cosmetic level in order to be compliant with the myriad of curricular documents and outcomes associated with CfE.
Mark identified three issues which he regards stunt the healthy development of the CfE in educational institutions:
1. The widespread focus and preoccupation on outcomes and levels runs against the grain of the CfE principles. CfE principles focus on the process, as much as the product, of learning.
2. The perception that CfE is more concerned with skills than content. Mark points out that this is not the case, but the perception itself is damaging and prohibits meaningful engagement with CfE.
3. The fact that CfE is fundamentally about teaching methodology. This relates to the first point about the process. CfE is about how we teach as much as what we teach. This is not often recognized.
In order to avoid a situation where institutions merely comply with the language of CfE, Mark argues that institutions should take the opportunity to take control and develop the curriculum that is right for their learners and the values of their institution. This, of course, takes a degree of bravery and creativity at various levels within organizations – not least at the executive levels.
So, in suggesting a way forward, Mark finished his overview by proposing that the following points be explored by institutions that wish to engage meaningfully with the CfE:
1. There is a need to go back to basics and start with the big picture. Fundamental questions about the purpose of education, roles of staff and the college need to be addressed.
2. Institutions need to ask questions about the kind of content they want in their curriculum and how that content will be taught.
3. Institutions also need to look at the cultural and structural barriers to change.
Mark was positive about existing practice in colleges which, in many ways, allows for the meaningful implementation of the CfE.
After Mark’s overview a more general discussion ensued. A number of points were made:
The role of assessment came up. There were questions and concerns about how we could/would change as an institution when a lot of what we do is so (summative) assessment focused. Teaching practices that are in tune with CfE are often distorted by summative assessment. There was some discussion about the degree of control we have (or don’t) with regarding to assessment arrangements. This related to points about the role and impact of external bodies such as the SQA and HMIe. A lot of what we do is defined by the requirements of external bodies such as these and, so, how they respond to and absorb the value and principles of CfE is crucial. There was some concern about how closely such bodies are aligned to the core values of CfE.
Points were also made about the changing role of the teacher – a point was raised that teachers, increasingly, it was felt by some, play a social role in their learners’ lives. Of course, it could be argued that one of the principles of the CfE is to make learners more autonomous and more resilient, thus, over time, negating the need for teachers to play this social role.
Finally, it was generally agreed that change needs to be supported and planned and the role of strong, consultative and creative leadership is crucial in this.
If anyone would like to make any comments coming out of this, please use the comment function below. If you’re not quite sure how to do that, but would still like to make a contribution just email me and I’ll pop it up for you on the blog.
This is, as I see it, not the end but the beginning of our discussions on Curriculum for Excellence and its impact on the College.
Yesterday's discussion provided us with the opportunity to, at least, start to imagine the kind of questions we should be asking.
[Click here for more information on Mark’s background and research interests.]
Friday, April 30, 2010
Wednesday, April 21, 2010
Curriculum for Excellence – an opportunity to enhance practice?
(What follows is a summarised and adapted account of some of the issues raised in University of Stirling's Mark Priestley’s paper ‘Realist Social Theory and Curriculum Development’, presented at the Laboratory for Educational Theory, 26th January, 2010 , The Stirling Institute of Education)
Policies often represent opportunities to enhance practice, but more often they are forced into contexts where they do not easily fit; the result is a policy that does not work nor meet its original aspirations, becoming mutated as it translates into practice.
Curriculum for Excellence (CfE)
· May transform schools and colleges
· May disappear without a trace as its main concepts come into conflict with entrenched practices · Seamlessly assimilated into schools and colleges, with minor tweaks to existing practices and changes to terminology.
Anecdotal evidence suggest the latter scenario, as the standard approach to CfE is to audit existing practice against the new Outcomes and Experiences, making changes only where they are seen to conflict with the new guidance.
This is, thus, compliance with the new curriculum, rather than a serious engagement with its aspirational spirit.
An alternative view
CfE is a set of ideas or resources which come into contact with existing cultures and practices. It is inevitable that such ideas will mutate as they transmit through the education system and this should be seen as a potentially positive experience; teachers should be creatively mediating policy ideas as they work them to suit their immediate context. Change is brought about through the social interaction of individuals, who are influenced by the following:
· Their prior experiences, knowledge and motivations. The extent to which people can bring creative ideas into practice and share these with others.
· The opportunities and constraints provided by existing culture: the shared ideas, knowledge and values.
· The opportunities and constraints provided by social structures: the power relationships.
Developing capacity
· Empowered and engaged teachers and managers will respond to change creatively from a wide range of repertoires. Disempowered and/or uninformed individuals will respond narrowly, often to avoid risk.
· Cultural and structural barriers to change need to be indentified and addressed. Catalysts to change may be identified and enhanced.
Key ingredients
· Effective leadership
· Access to physical and cognitive resources, including good professional development
· Teacher autonomy and creativity and relationships based upon trust
· Processes for engagement
Key questions we should be asking
· What is the nature of the change initiative?
· What is meant by the four capacities?
· What are we trying to achieve in the light of this change initiative?
· What is the purpose of education?
· What are the values that are integral to colleges?
The Four capacities
· What should a [young] person leaving college be like?
· What skills and attributes should they possess: information literacy, decision-making capacities, the ability to think critically and creatively?
Biesta (2008) identifies 3 broad, overlapping purposes of education: qualification; socialisation; and subjectification (individual growth). In placing an emphasis on qualifications (HMIE, quality frameworks) have we lost sight of the other purposes of education? Should we be focussing more on the latter two dimensions?
Engaging methodologically with the new curriculum
Two dimensions: knowledge and pedagogy.
· What types of knowledge do [young] people need to meet the goals set out in the four capacities?
· What methods are best suited to achieve the four capacities?
· What sort of activities might foster decision-making capacity required of an active citizen?
· How might formative assessment be utilised to develop the sorts of meta-cognitive capacities required for successful learning ?
· How might dialogical learning promote a deep-seated understanding of relevant concepts and content?
Change
· What might impede change?
· What are the barriers to change?
· What are the factors which might facilitate change?
Culture: what existing notions of practice exist in this area, and how these complement and conflict with CfE
Structure: what relationships and systems exist internally and externally that may influence the enactment of new ideas ?
Agency: What new skills are required to engage with the change ? Which individuals are well placed to play major roles in engaging with the change?
Building Capacity
Once teachers are clear about the purposes of CfE and once the terrain for change has been mapped, we need to consider ‘what needs to be done to facilitate engagement with the innovation?'
· Timetabling arrangements
· Setting up work parties
· Designating key staff to take forward initiatives
· Allocating resources
· Providing additional CPD
· Creating networks and other spaces for dialogue
· Altering physical spaces (bringing together previously separate depts.)
At this stage attention should be given to accountability and the Outcomes and Experiences, but these should remain as slaves rather than masters of the main purposes of the change – not the drivers of change. Just doing nothing, or falling back on ‘best practice’ notions, prevents meaningful engagement with change.
Policies often represent opportunities to enhance practice, but more often they are forced into contexts where they do not easily fit; the result is a policy that does not work nor meet its original aspirations, becoming mutated as it translates into practice.
Curriculum for Excellence (CfE)
· May transform schools and colleges
· May disappear without a trace as its main concepts come into conflict with entrenched practices · Seamlessly assimilated into schools and colleges, with minor tweaks to existing practices and changes to terminology.
Anecdotal evidence suggest the latter scenario, as the standard approach to CfE is to audit existing practice against the new Outcomes and Experiences, making changes only where they are seen to conflict with the new guidance.
This is, thus, compliance with the new curriculum, rather than a serious engagement with its aspirational spirit.
An alternative view
CfE is a set of ideas or resources which come into contact with existing cultures and practices. It is inevitable that such ideas will mutate as they transmit through the education system and this should be seen as a potentially positive experience; teachers should be creatively mediating policy ideas as they work them to suit their immediate context. Change is brought about through the social interaction of individuals, who are influenced by the following:
· Their prior experiences, knowledge and motivations. The extent to which people can bring creative ideas into practice and share these with others.
· The opportunities and constraints provided by existing culture: the shared ideas, knowledge and values.
· The opportunities and constraints provided by social structures: the power relationships.
Developing capacity
· Empowered and engaged teachers and managers will respond to change creatively from a wide range of repertoires. Disempowered and/or uninformed individuals will respond narrowly, often to avoid risk.
· Cultural and structural barriers to change need to be indentified and addressed. Catalysts to change may be identified and enhanced.
Key ingredients
· Effective leadership
· Access to physical and cognitive resources, including good professional development
· Teacher autonomy and creativity and relationships based upon trust
· Processes for engagement
Key questions we should be asking
· What is the nature of the change initiative?
· What is meant by the four capacities?
· What are we trying to achieve in the light of this change initiative?
· What is the purpose of education?
· What are the values that are integral to colleges?
The Four capacities
· What should a [young] person leaving college be like?
· What skills and attributes should they possess: information literacy, decision-making capacities, the ability to think critically and creatively?
Biesta (2008) identifies 3 broad, overlapping purposes of education: qualification; socialisation; and subjectification (individual growth). In placing an emphasis on qualifications (HMIE, quality frameworks) have we lost sight of the other purposes of education? Should we be focussing more on the latter two dimensions?
Engaging methodologically with the new curriculum
Two dimensions: knowledge and pedagogy.
· What types of knowledge do [young] people need to meet the goals set out in the four capacities?
· What methods are best suited to achieve the four capacities?
· What sort of activities might foster decision-making capacity required of an active citizen?
· How might formative assessment be utilised to develop the sorts of meta-cognitive capacities required for successful learning ?
· How might dialogical learning promote a deep-seated understanding of relevant concepts and content?
Change
· What might impede change?
· What are the barriers to change?
· What are the factors which might facilitate change?
Culture: what existing notions of practice exist in this area, and how these complement and conflict with CfE
Structure: what relationships and systems exist internally and externally that may influence the enactment of new ideas ?
Agency: What new skills are required to engage with the change ? Which individuals are well placed to play major roles in engaging with the change?
Building Capacity
Once teachers are clear about the purposes of CfE and once the terrain for change has been mapped, we need to consider ‘what needs to be done to facilitate engagement with the innovation?'
· Timetabling arrangements
· Setting up work parties
· Designating key staff to take forward initiatives
· Allocating resources
· Providing additional CPD
· Creating networks and other spaces for dialogue
· Altering physical spaces (bringing together previously separate depts.)
At this stage attention should be given to accountability and the Outcomes and Experiences, but these should remain as slaves rather than masters of the main purposes of the change – not the drivers of change. Just doing nothing, or falling back on ‘best practice’ notions, prevents meaningful engagement with change.
Sunday, March 7, 2010
All you ever wanted to know...
There was plenty of lively debate and discussion at the last two meetings of EDDG. Thanks to everyone who came and contributed, keeping the conversations within the context of ‘professional dialogue’ and avoiding personalisation. It’s often difficult, when we feel passionate about a subject, to keep it professional, and that is why it’s important to relate our discussions to research and evidence based practice. Professional learning embraces conflict and uses that conflict to examine the perceptions and values that underpin our practice, regardless of our role within the college.
Frank Coffield’s article http://eddg.blogspot.com/2010/02/all-you-ever-wanted-to-know-about.html provided a valuable stimulus in relation to a number of issues. The first issue concerned the role of educational leaders in keeping teaching and learning as the organising principle of the college. This quickly led to a debate around whether senior managers should do some teaching, and more importantly staff’s perception about the role of senior managers. There were varying views on the role of senior managers, with some participants feeling that managers can get out of touch with the realities of preparation, class room management and assessment.
However, there was also some valuable input from other participants about the lobbying aspects of the senior managers’ roles and the conversations that occur between Boards, Principals and other senior managers as to the role of the Funding Council and the need for governments to review how funding is allocated to colleges. This debate was useful for locating the discussion of barriers to effective teaching i.e. too much marking, within the wider policy context.
Perhaps one of the main points that came out of this discussion was the importance of perception and the need to communicate more openly re. roles and responsibilities. Within an institution like a college it is easy to get trapped by the vertical and hortizontal structural barriers, and lose an understanding of different perceptions and rationales. All agreed at both meetings that there should be more opportunities to share understandings, open debate and be creative in creating diverse solutions that keep learning and teaching as the main focus of college life.
The meetings also focussed on Frank Coffield’s conclusion that teachers should openly discuss their teaching methods with students. While participants agreed that in general they shared learning objectives or learning intentions with students, there was very mixed experience of sharing teaching methods with students. While this may be done at the start of the academic session with a new group, it would appear that generally teachers don’t really discuss the methods they are going to use and the rationale for those methods with students. Arguably this lack of engagement makes it hard for students to evaluate the effectiveness of the teaching, as perceptions of what is actually going on in the class may differ.
Unsurprisingly the other area of great debate and tension was around assessment and giving feedback. Coffield concurs, with the experience of the group that students value well structured feedback that validates their efforts and aids their progression. Some shared situations, where as learners they had been given poor feedback, which ignored their emotions as learners.
We examined how well we prepare students for learning, and how we take into account their feelings about being a learner.
Some ideas to take forward:
· New learning skills unit of materials and exercises that will support lecturers and tutors in helping developing learning literacy and a sense of responsibility for their own learning. Jerry O’Neill has already begun work on this and is keen for anyone to contribute.
· More participatory cross faculty and cross college events focussing on issues relating to learning and teaching.
· Staff development events that remind us what it is like to be a learner, including the process of being assessed and receiving feedback.
Frank Coffield’s article http://eddg.blogspot.com/2010/02/all-you-ever-wanted-to-know-about.html provided a valuable stimulus in relation to a number of issues. The first issue concerned the role of educational leaders in keeping teaching and learning as the organising principle of the college. This quickly led to a debate around whether senior managers should do some teaching, and more importantly staff’s perception about the role of senior managers. There were varying views on the role of senior managers, with some participants feeling that managers can get out of touch with the realities of preparation, class room management and assessment.
However, there was also some valuable input from other participants about the lobbying aspects of the senior managers’ roles and the conversations that occur between Boards, Principals and other senior managers as to the role of the Funding Council and the need for governments to review how funding is allocated to colleges. This debate was useful for locating the discussion of barriers to effective teaching i.e. too much marking, within the wider policy context.
Perhaps one of the main points that came out of this discussion was the importance of perception and the need to communicate more openly re. roles and responsibilities. Within an institution like a college it is easy to get trapped by the vertical and hortizontal structural barriers, and lose an understanding of different perceptions and rationales. All agreed at both meetings that there should be more opportunities to share understandings, open debate and be creative in creating diverse solutions that keep learning and teaching as the main focus of college life.
The meetings also focussed on Frank Coffield’s conclusion that teachers should openly discuss their teaching methods with students. While participants agreed that in general they shared learning objectives or learning intentions with students, there was very mixed experience of sharing teaching methods with students. While this may be done at the start of the academic session with a new group, it would appear that generally teachers don’t really discuss the methods they are going to use and the rationale for those methods with students. Arguably this lack of engagement makes it hard for students to evaluate the effectiveness of the teaching, as perceptions of what is actually going on in the class may differ.
Unsurprisingly the other area of great debate and tension was around assessment and giving feedback. Coffield concurs, with the experience of the group that students value well structured feedback that validates their efforts and aids their progression. Some shared situations, where as learners they had been given poor feedback, which ignored their emotions as learners.
We examined how well we prepare students for learning, and how we take into account their feelings about being a learner.
Some ideas to take forward:
· New learning skills unit of materials and exercises that will support lecturers and tutors in helping developing learning literacy and a sense of responsibility for their own learning. Jerry O’Neill has already begun work on this and is keen for anyone to contribute.
· More participatory cross faculty and cross college events focussing on issues relating to learning and teaching.
· Staff development events that remind us what it is like to be a learner, including the process of being assessed and receiving feedback.
Thursday, February 25, 2010
All you ever wanted to know about learning and teaching
Just a reminder that there are two EDDG meetings next week: Monday, 1st March, 1.15-2.15 in room 810 and Wednesday 3rd March 12.30-1.30, also in room 810. There will be coffee/tea and biscuits, but please feel free to bring your lunch.
This EDDG meeting will focus on Frank Coffield’s excellent booklet ‘All you ever wanted to know about learning and teaching: but were too cool to ask.’
Some of the issues we could discuss include his conclusions that:
· Senior manager teams (SMTs) firstly have to become educational leaders who are knowledgeable about teaching and learning. Learning should not be another topic for senior management to tackle but the central organising principle of the college.
· Senior managers should teach regularly to emphasise the overriding importance of teaching and learning, and be reminded of the need for time for preparation, reflection and assessment.
· The percentage of the budget should not be spent on staff generally, but on staff who teach.
· If we want to educate our students and not just teach them to pass exams, then they need to be able to exercise critical intelligence. We could provide them with a model of such behaviour by consulting them about their learning experiences, reflecting on their views and then acting appropriately to respond to their constructive criticisms.
· Institute a review of all administrative procedures with the aim of cutting back bureaucracy as much as possible to release more time for learning and teaching.
· Tutors/lecturers should discuss their teaching methods openly with students, and begin a dialogue about their learning and how it could be improved.
Please come along and share your views about any of the above or any issues raised by the Coffield article. There are still copies of the article available in the staff resource base (218) or in the staff room on the 1st floor.
This EDDG meeting will focus on Frank Coffield’s excellent booklet ‘All you ever wanted to know about learning and teaching: but were too cool to ask.’
Some of the issues we could discuss include his conclusions that:
· Senior manager teams (SMTs) firstly have to become educational leaders who are knowledgeable about teaching and learning. Learning should not be another topic for senior management to tackle but the central organising principle of the college.
· Senior managers should teach regularly to emphasise the overriding importance of teaching and learning, and be reminded of the need for time for preparation, reflection and assessment.
· The percentage of the budget should not be spent on staff generally, but on staff who teach.
· If we want to educate our students and not just teach them to pass exams, then they need to be able to exercise critical intelligence. We could provide them with a model of such behaviour by consulting them about their learning experiences, reflecting on their views and then acting appropriately to respond to their constructive criticisms.
· Institute a review of all administrative procedures with the aim of cutting back bureaucracy as much as possible to release more time for learning and teaching.
· Tutors/lecturers should discuss their teaching methods openly with students, and begin a dialogue about their learning and how it could be improved.
Please come along and share your views about any of the above or any issues raised by the Coffield article. There are still copies of the article available in the staff resource base (218) or in the staff room on the 1st floor.
Friday, February 12, 2010
Diet and learning: food for thought ...
Last week I sent out an email about some thoughts and concerns I have about our roles and responsibility in terms of the health and well-being of our learners. I received several responses to that email.
What follows is a copy of my original email and, below that, a copy of the responses (this is the interesting bit). I've added a few links for further reading below the staff comments.
I've kept the comments anonymous. If you'd like to add to the discussion, please use the click on "comment" at the end of this post and have your say (if you are not sure how to leave a comment on the blog, get in touch with me and I'll show you in person):
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Text of email sent to teaching staff: 05 Feb 2010
Hi
The other morning my students settled down to tackle a demanding practice reading assessment.
Before they started (at around 10 am) I asked them to jot down on the top of their scripts what they had eaten since they got up. This is a list of what they ate and drank:
· Can of Iron Bru and packet of pickled onion
· Glass of milk, orange, banana
· One piece of toast, banana lucozade, and bottle of water
· Cup of coffee, muesli, 2 bits of chewing gum, can of Iron Bru and 2 ½ cigarettes (smoked, not eaten)
· Half packet of skittles, half packet of Mexican Chilli crisps, half can of Iron Bru
· Toast, ham sandwich, Iron Bru, not chocolate
· Galaxy bar, Dairy Milk
· Bran Flakes, banana, toast
· 2 pieces of dry toast, glass of blackcurrant juice, cheese and onion crisps
· Mini Ritz Crackers, half can of coke, chewy vitamin C’s
· Grapes, Crème Egg,
· Crème Egg, can of coke
· English Muffins, cookies, Easter Egg, Crème Egg, milk, coke
· Bran Flakes with sultanas, coffee
We’ve all heard the sometimes slightly sanctimonious, but nonetheless sound, arguments and evidence which links a healthy diet to more effective learning. Schools have addressed this issue. The Curriculum for Excellence, rightly, sees “Health and Well Being” as a core component of the learning experience of tomorrow’s students. And if that's not enough, Jamie Oliver shouts at us from the telly that "good food = good learning is bleedin' obvious - in'it".
So how do we, at Stevenson, measure up to these developments in education?
What is interesting, and possibly disturbing, about my student’s list is that most of the junk food was bought in vending machines at the college. Many students arrive here in the morning without breakfast and rush to get something to eat before class. Is this something we need to address?
Jerry
--------------
Jerry O’Neill
Teacher Fellow
ps. There is a touch of hypocrisy creeping in here … although I had porridge for breakfast, I wrote this whilst munching on some chocolate sweets which someone had kindly deposited near my desk … but then hypocrisy always tastes good.
----------------------------------------------------
Responses from staff to email:
...........................................................
And here's more for you to digest ....
Edinburgh University research on teenagers and breakfast
http://www.mind.org.uk/foodandmood/food_and_mood-the_mind_guide
http://www.dascot.org/depression/treatment/food.php
What follows is a copy of my original email and, below that, a copy of the responses (this is the interesting bit). I've added a few links for further reading below the staff comments.
I've kept the comments anonymous. If you'd like to add to the discussion, please use the click on "comment" at the end of this post and have your say (if you are not sure how to leave a comment on the blog, get in touch with me and I'll show you in person):
---------------------------------------------------------------
Text of email sent to teaching staff: 05 Feb 2010
Hi
The other morning my students settled down to tackle a demanding practice reading assessment.
Before they started (at around 10 am) I asked them to jot down on the top of their scripts what they had eaten since they got up. This is a list of what they ate and drank:
· Can of Iron Bru and packet of pickled onion
· Glass of milk, orange, banana
· One piece of toast, banana lucozade, and bottle of water
· Cup of coffee, muesli, 2 bits of chewing gum, can of Iron Bru and 2 ½ cigarettes (smoked, not eaten)
· Half packet of skittles, half packet of Mexican Chilli crisps, half can of Iron Bru
· Toast, ham sandwich, Iron Bru, not chocolate
· Galaxy bar, Dairy Milk
· Bran Flakes, banana, toast
· 2 pieces of dry toast, glass of blackcurrant juice, cheese and onion crisps
· Mini Ritz Crackers, half can of coke, chewy vitamin C’s
· Grapes, Crème Egg,
· Crème Egg, can of coke
· English Muffins, cookies, Easter Egg, Crème Egg, milk, coke
· Bran Flakes with sultanas, coffee
We’ve all heard the sometimes slightly sanctimonious, but nonetheless sound, arguments and evidence which links a healthy diet to more effective learning. Schools have addressed this issue. The Curriculum for Excellence, rightly, sees “Health and Well Being” as a core component of the learning experience of tomorrow’s students. And if that's not enough, Jamie Oliver shouts at us from the telly that "good food = good learning is bleedin' obvious - in'it".
So how do we, at Stevenson, measure up to these developments in education?
What is interesting, and possibly disturbing, about my student’s list is that most of the junk food was bought in vending machines at the college. Many students arrive here in the morning without breakfast and rush to get something to eat before class. Is this something we need to address?
Jerry
--------------
Jerry O’Neill
Teacher Fellow
ps. There is a touch of hypocrisy creeping in here … although I had porridge for breakfast, I wrote this whilst munching on some chocolate sweets which someone had kindly deposited near my desk … but then hypocrisy always tastes good.
----------------------------------------------------
Responses from staff to email:
...........................................................
Absolutely , Jerry. I’m on the catering committee… And am happy to take this up with them. Not sure if the vending machines belong to them though or if they are a college piece of kit. I’ll try to find out.
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I think so. All day breakfasts should be cheaper.
...........................................................
I think it is up to them -they are all adults
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No surprise to me – l have asked similar questions to my students in the past.
I would also add we should make fresh drinking water much more readily available . When BS was based at Napier we had water coolers outside classrooms
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Thanks for this – really interesting for me as both health professional and tutor.
Given that you collected this information prior to an assessment – is there any pattern or correlation in results?
Whilst a great deal of junk food was consumed it might have provided a good sugar rush for the brain in some cases – would be interesting to see if there were any links.
You’re right of course hypocrisy does indeed taste good, but not as good as the bag or crisps I’ve just scoffed.
...........................................................
Damn it Jerry ... you are so bloody mellifluous
...........................................................
definitely think so plus same problem with how many hours sleep they have had although that is in their hands.
...........................................................
Very interesting reading.
[We] are piloting a course called Fit for Life .... where we try to make our students aware of the benefits of healthy eating to promote physical AND mental well being. Not sure we are winning though!
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We’ll be wiping their a***s next……………………………
...........................................................
… Aramark COULD turn off the vending machines until morning break and serve healthy breakfasts until then BUT where would that leave their profits?
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Yes we should address this
My ultimate goal is to have an hour of Physical activity timetabled for all student and staff
Don’t want to list all the benefits in terms of: cross college communication, role models, health benefits, community involvement/feeling, …
...........................................................
Just had a packet of cheese and onion McCoys and a chocolate Twirl myself – now feel slightly dirty
...........................................................
This is something I have felt concerned about for ages. Isn't it an abrogation of the College's duty of care towards the school students and young people we teach, that we sell rubbish to them when they are in the College buildings? Shouldn't we be setting an example (not a dig at you Gerry. You eat your chocolate) by making sure only nutritious and cheap food is available?
Fizzy sweet drinks make people more thirsty, send them on the way to type 2 diabetes, as well as obesity. They compromise their immune systems and are highly addictive to boot. We don't sell heroin on grounds that people like it, it makes a profit and people can make up their own minds what they put into their bodies. Shouldn't we at least not provide this stuff. People would be free to bring it into the College (not heroin), but we shouldn't be selling it.
Your list makes frightening reading. ... [A]n ex teacher at Stevenson, died recently. It was mentioned at her funeral that she took matters into her own hands and used to organise a breakfast club for her art students. It helped them concentrate and ensured one good meal in their day. Pressures of work make that unrealistic for today's lecturers but could the College not run something?
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I do healthy living with ACE students and share your views - if you want to start a campaign for healthy food in the college count me in!
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When I was teaching in Canada, one of the English teachers organised a breakfast club (which she attended) for her class. Canteen were up for it, and many students got a decent start to their day. I think everyone was to be in by 8.30am. She may even have got funding for this (in the good old days.)
...........................................................
I agree. We ... talked about this last year, Most of our NC students don’t eat a decent breakfast which most definitely has a bearing on their performance in class. They seem to depend on bottles of energy drinks top get them through the day. This no doubt has an effect on classroom behaviour and therefore retention.
If we could initially support the younger students in this way, educating them on diet, then it would over a period of time filter through the entire student population, maybe even to some of the staff!
Sadly our canteen is a commercial enterprise, I think It would be difficult for them to see this our way and clear out the crap from their shelves.
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Yes, but how did each do in the assessment?
...........................................................
We used to run a breakfast club for our young CPC group – funding was from ESF pot which, of course, ran out. We tried to keep it going but it was too expensive.
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I cannot understand why the college allows such rubbish to be sold. Ban the fizzy drinks and crisps for a start. I was at a meeting in the college some time ago with representatives from local schools and was asked what arrangements the college made for those school kids who had to take Ritalin over the course of the day … We know that all this crap that they eat and drink contributes to concentration and behaviour problems (not to mention health difficulties) so why do the college allow it in the door? Well we know why ………………………
...........................................................
... This has been a worry for me with my INT 2 class for some time. I have printed out the list you sent and am going to think about how I use it. I have TALKED to them about the importance of breakfast blah blah, but am at a loss about how to change things which are so personal and ingrained and unquestioned and comforting… a tough nut to crack.
I had muesli and am feeling smug. Though I had a lovely square of chocolate to help me to get to bed last night.
...........................................................
Interesting Jerry – I think I’ll conduct a similar survey prior to an assessment on Friday.
If we are going to take it forward re vending machines and healthy eating perhaps a college wide survey of classes on a given day would be interesting – I wonder if students eat differently prior to exams/assessments?
...........................................................
... there was one laddie here recently who bought four bottles of lucozade each morning, a fiver at todays prices and that sustained him all day!
...........................................................
I don't think it's our job to be telling students what they should be eating. They all look healthy to me.
...........................................................
Do you know how much does a banana cost in the refectory?
45p, almost as much as a chocolate bar. No wonder that students prefer to buy chocolate bars than fruit in College.
End of staff comments
---------------------------------------------------------------------------------------And here's more for you to digest ....
Edinburgh University research on teenagers and breakfast
http://www.mind.org.uk/foodandmood/food_and_mood-the_mind_guide
http://www.dascot.org/depression/treatment/food.php
Monday, February 8, 2010
young people's perception and experiences of college.
Today I attended a SFC event on more choices, more chances at the City Chambers. This was an excellent event that give an opportunity to disseminate and discuss the current research findings on young people's perception and experiences of college.
The presentation from the event is available to download from this link.
What was interesting about this, was that the young people had carried out the research, after undergoing training and support. The research had been carried out by 35 researchers with 45 focus groups covering a wide range of programmes.
The research findings focused on 3 main areas: attraction, recruitment and retainment.
Attraction: the main attraction to college was the perception that it wasn't like school. It was felt to be less strict , you could have a laugh, make news friends, and get to do something you wanted to do. 83% of young people felt that college was better than they expected it to be.
However, the generic information that was available, via websites, careers offices etc. wasn't particularly good or helpful. 82% of young people felt that there should be more information about colleges available at school, particularly around range of courses, course content and financial support.
The main reasons that young people went to college was to get a job and a qualification, but there were a significant number who just didn't have anything else do do.
Suggested actions: colleges should be actively promoted through schools. This could be through 'college week' events, students from colleges going into to talk about college life, 'inspiring lecturers' going into schools, tasters on a range of subjects in college and in school. They also felt that a self-assessment questionnaire focusing on career choices would be really helpful prior to a careers or college course interview.
It was also recognised that many young people drop out of school early on, and need to be visited so that college options can be discussed. A personalised approach was seen a crucial for encouraging and motivating many young people.
Interestingly there was some discussion around colleges combining to create a 'make something of your life campaign'. There was a strong feeling that colleges should be promoting themselves collectively rather than investing heavily in individual marketing sections. Could savings be made this way ?
Recruitment: it was felt that many young people did not make informed choices about college courses. They had a very limited understanding, often applied late and therefore didn't actually get to do the course they wanted.
Barriers for young people included being lazy/couldn't be bothered, money problems, distance to travel, lack of confidence, looking after children, and a lack of motivation. It was recognised that some young people did not want to engage, and had got caught in a lifestyle dominated by TV, computer games and unmotivated friends. However, it was also recognised that maturity can come over time, and boredom, parental influence and friends can have a positive effect. For some people, having children was an incentive to get an education and a job.
There were particular difficulties around money, with an emphasis on not knowing what financial support you were entitled to, administrative problems, and a feeling that you would be better off receiving benefits.
For those who were interviewed early on , potential barriers were picked up quickly
and young people felt supported.
Recruitment could be improved by: knowing the options, more support throughout the application process, ensuring transport is not a barrier, better induction, opportunities to meet classmates and lecturers.
There should be more bridging opportunities between school and college (stepping stones) with some pre-course sessions, perhaps during the summer holidays, and pre-course team-building . It was also recognised that relationships needed to be built with the variety of agencies who support young people.
Retention: 40% of students considered dropping out due to boredom, no work to do, too easy, too repetitive, didn't enjoy the subject, the format didn't meet their expectations, financial difficulties, personal problems and they couldn't make friends.
One of the main reason young people stayed was their relationship with 'good' lecturers: enthusiastic, passionate, friendly, fun, could explain things in a different way, good at listening, didn't talk down to you, obviously loved their job. Young people felt involved in classes where there was practical work, banter, and where a variety of teaching methods were used, including group work and individual work. They didn't like being given the answers, work that wasn't challenging and lectures.
Another reason for staying was related to building and maintaining friendships. Positive group dynamics and friendship groups helped young people feel secure, while not being able to make friends, or falling out with people led to dropping out.
93% of young people felt that they knew where to go to get help, though it was recognised that support was given by a variety of formal and informal networks. The most important aspect of the support, was that the person should be approachable and easy to talk to.
To improve retention the young people identified the importance of using a self-assessment questionnaire at the beginning of the course, to identify any barriers to learning. This would enable support to be put in early on, while regular review meetings would give individual attention to the young person's progress. The use of peer support was regarded as crucial in improving retention.
Many issues were raised by this research, with some interesting and thought provoking suggestions being made by young people. Should there be a probationary period for lecturers new to teaching in colleges ? Should young people be involved in the recruitment of lecturers ? What kind of support do lecturers need to work effectively with young people ? What kind of CPD do lecturing staff need ?
The current thinking around the senior phase of Curriculum for Excellence suggests that we need to we need to take a holistic approach to teaching young people. Look out for Jerry's blog entry relating to Health and Well-being and 'food for thought' , coming soon.
The presentation from the event is available to download from this link.
What was interesting about this, was that the young people had carried out the research, after undergoing training and support. The research had been carried out by 35 researchers with 45 focus groups covering a wide range of programmes.
The research findings focused on 3 main areas: attraction, recruitment and retainment.
Attraction: the main attraction to college was the perception that it wasn't like school. It was felt to be less strict , you could have a laugh, make news friends, and get to do something you wanted to do. 83% of young people felt that college was better than they expected it to be.
However, the generic information that was available, via websites, careers offices etc. wasn't particularly good or helpful. 82% of young people felt that there should be more information about colleges available at school, particularly around range of courses, course content and financial support.
The main reasons that young people went to college was to get a job and a qualification, but there were a significant number who just didn't have anything else do do.
Suggested actions: colleges should be actively promoted through schools. This could be through 'college week' events, students from colleges going into to talk about college life, 'inspiring lecturers' going into schools, tasters on a range of subjects in college and in school. They also felt that a self-assessment questionnaire focusing on career choices would be really helpful prior to a careers or college course interview.
It was also recognised that many young people drop out of school early on, and need to be visited so that college options can be discussed. A personalised approach was seen a crucial for encouraging and motivating many young people.
Interestingly there was some discussion around colleges combining to create a 'make something of your life campaign'. There was a strong feeling that colleges should be promoting themselves collectively rather than investing heavily in individual marketing sections. Could savings be made this way ?
Recruitment: it was felt that many young people did not make informed choices about college courses. They had a very limited understanding, often applied late and therefore didn't actually get to do the course they wanted.
Barriers for young people included being lazy/couldn't be bothered, money problems, distance to travel, lack of confidence, looking after children, and a lack of motivation. It was recognised that some young people did not want to engage, and had got caught in a lifestyle dominated by TV, computer games and unmotivated friends. However, it was also recognised that maturity can come over time, and boredom, parental influence and friends can have a positive effect. For some people, having children was an incentive to get an education and a job.
There were particular difficulties around money, with an emphasis on not knowing what financial support you were entitled to, administrative problems, and a feeling that you would be better off receiving benefits.
For those who were interviewed early on , potential barriers were picked up quickly
and young people felt supported.
Recruitment could be improved by: knowing the options, more support throughout the application process, ensuring transport is not a barrier, better induction, opportunities to meet classmates and lecturers.
There should be more bridging opportunities between school and college (stepping stones) with some pre-course sessions, perhaps during the summer holidays, and pre-course team-building . It was also recognised that relationships needed to be built with the variety of agencies who support young people.
Retention: 40% of students considered dropping out due to boredom, no work to do, too easy, too repetitive, didn't enjoy the subject, the format didn't meet their expectations, financial difficulties, personal problems and they couldn't make friends.
One of the main reason young people stayed was their relationship with 'good' lecturers: enthusiastic, passionate, friendly, fun, could explain things in a different way, good at listening, didn't talk down to you, obviously loved their job. Young people felt involved in classes where there was practical work, banter, and where a variety of teaching methods were used, including group work and individual work. They didn't like being given the answers, work that wasn't challenging and lectures.
Another reason for staying was related to building and maintaining friendships. Positive group dynamics and friendship groups helped young people feel secure, while not being able to make friends, or falling out with people led to dropping out.
93% of young people felt that they knew where to go to get help, though it was recognised that support was given by a variety of formal and informal networks. The most important aspect of the support, was that the person should be approachable and easy to talk to.
To improve retention the young people identified the importance of using a self-assessment questionnaire at the beginning of the course, to identify any barriers to learning. This would enable support to be put in early on, while regular review meetings would give individual attention to the young person's progress. The use of peer support was regarded as crucial in improving retention.
Many issues were raised by this research, with some interesting and thought provoking suggestions being made by young people. Should there be a probationary period for lecturers new to teaching in colleges ? Should young people be involved in the recruitment of lecturers ? What kind of support do lecturers need to work effectively with young people ? What kind of CPD do lecturing staff need ?
The current thinking around the senior phase of Curriculum for Excellence suggests that we need to we need to take a holistic approach to teaching young people. Look out for Jerry's blog entry relating to Health and Well-being and 'food for thought' , coming soon.
Tuesday, February 2, 2010
All You ever wanted to know about learning and teaching but were too cool to ask.
Hi all
The next EDDG meetings will take place Monday 1st March, 1.15-2.15, and Wednesday 3rd March, 12.30-1.30. Both meetings will be in room 810.
The discussion will focus on Frank Coffield’s recent booklet ‘All you ever wanted to know about learning and teaching, but were too cool to ask’. In this booklet he offers students some of the latest thinking on learning to help them become better learners, while the learners offer some practical and constructive recommendations to improve teaching. This is a follow-up to his last publication ‘Just supposing teaching and learning were to become the first priority’, which we discussed at EDDG in September 2008.
This recent booklet is in 2 parts. In the first part he talks directly to students about learning and teaching, while in the second part he draws from students’ experiences to offer some insights and advice. He also outlines, in summary form, what he thinks governments, Senior Management Teams (SMT’s) and lecturers could do to ensure that teaching and learning remain a first priority. A copy of these summaries will be posted on the wall of the staff room and the resource base in 218.
For the purposes of the EDDG discussion, it may be as well to focus on the second part of the booklet which focuses on the role of teachers, tutors and senior managers.
The next EDDG meetings will take place Monday 1st March, 1.15-2.15, and Wednesday 3rd March, 12.30-1.30. Both meetings will be in room 810.
The discussion will focus on Frank Coffield’s recent booklet ‘All you ever wanted to know about learning and teaching, but were too cool to ask’. In this booklet he offers students some of the latest thinking on learning to help them become better learners, while the learners offer some practical and constructive recommendations to improve teaching. This is a follow-up to his last publication ‘Just supposing teaching and learning were to become the first priority’, which we discussed at EDDG in September 2008.
This recent booklet is in 2 parts. In the first part he talks directly to students about learning and teaching, while in the second part he draws from students’ experiences to offer some insights and advice. He also outlines, in summary form, what he thinks governments, Senior Management Teams (SMT’s) and lecturers could do to ensure that teaching and learning remain a first priority. A copy of these summaries will be posted on the wall of the staff room and the resource base in 218.
For the purposes of the EDDG discussion, it may be as well to focus on the second part of the booklet which focuses on the role of teachers, tutors and senior managers.
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