9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Man...
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EDUCATION PRESENTATION: Digital and Social Media: Supporting Attainment, Aspiration, Employability and Social Mobility for Young People in Education and Those Entering the Workforce

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Understand how digital and social media can help schools and those working in the education sector to support attainment, aspiration, 'employability' and social mobility for young people from challenged and less-privileged backgrounds. In particular, this can help deliver more engaging lessons, support outstanding teaching, assist job searches and be applied within a business/professional environment.

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  • UK vs. US comparisons: http://ukwebfocus.wordpress.com/2012/02/03/how-higher-education-uses-social-media-infographic-us-and-uk-comparisons/
  • EDUCATION PRESENTATION: Digital and Social Media: Supporting Attainment, Aspiration, Employability and Social Mobility for Young People in Education and Those Entering the Workforce

    1. 1. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Digital and Social Media in Education Supporting attainment, aspiration, ‘employability’ and social mobility for young people
    2. 2. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah i) Introduction
    3. 3. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Outcomes from this presentation 1. Recognise the impact of digital and social media in education 2. Learn from case studies integrating digital, work-related learning with the curriculum 3. Appreciate how digital and social media can be used in the classroom and workplace to build core career progressing skills  Support student attainment and aspiration  Deliver engaging content/lessons and outstanding teaching  Help make young people more ‘employable’  Strengthen social mobility
    4. 4. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Market insight “Digital and social media are not ‘add-ons’, but critical to successful outcomes in the 21st century classroom and workplace.” Source: The Worst Kept Secret
    5. 5. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Quotes and insights from teachers and employers “I guess digital can give them access to another world.” “I just don’t get how you can use Twitter and that social stuff here.” “It’s their language, so we must use it.” “I’m trying to engage all my students and beat their look of boredom.” “We can’t use Facebook and other sites here.” “But they already know about it – so what’s the point?”
    6. 6. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Digital and social media are modes of communication English Language / Traditional Written Communication Spoken English / Oral Communication Sign Language / Manual Communication Social Media / Digital Communication  Cut across subjects in schools and functions in an organisation • Facilitating or helping to achieve defined objectives
    7. 7. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Social media cuts across the curriculum English Maths Foreign Languages Sciences Economics Humanities Design & Technology Information Technology Business Studies Media Studies Digital and Social Media
    8. 8. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah  Impacts the delivery of most organisations’ objectives Digital and social media cuts across an organisation Marketing , PR & Brand Compliance/ Regulatory Affairs Operations / Sales/ Human Resources Finance Consumers/ Media/ Community Media/ Regulators/ Government Customers/ Suppliers/ Third Parties Job Seekers/ Recruits/ Employees Funders/ Banks/ Suppliers Digital and social media cuts across an organisation
    9. 9. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Digital’s impact in education Technology Online learning Idea generation and creative thinking
    10. 10. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah The use of social media in academic institutions  US and UK studies show broad usage in schools and universities • Fund-raising, positioning, marketing, development • Helping to deliver the syllabus and enhance learning
    11. 11. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Our core deliverables for the education sector  Provide workshops for students • Support the 3As: ‘Attendance, Attainment, Aspiration’ • Drive ‘work related learning’  Offer bespoke courses for teachers • Support engaging and outstanding teaching • Apply a digital and social media lens  Lecture to trainee teachers • Support engaging and outstanding teaching • Provide innovative tools to sit alongside PGCE  Aid employability for young people • Provide insights and profiles of role models • Support aspiration and social mobility
    12. 12. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah ii) Classroom case studies
    13. 13. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Background to the transformation of Bishop Challoner  Bishop Challoner was the UK’s first federated school • Comprising of boys’ school, girls’ school and sixth form (c.1,200 pupils) • Majority of students from deprived inner-city and challenged backgrounds o Challenged backgrounds given high levels of social deprivation – Double the national average for students eligible for the pupil premium o Lack of core language and communication skills – English not primary language for c.50% o Families not established in UK and lacking a professional network – 75% non-white/ethnic minorities – largest Black British African  It was characterised by low attainment and low aspiration associated with schools in areas challenged by poverty and social deprivation • 2010 50% of pupils achieved 5 GCSEs A-C (including English and Maths)
    14. 14. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah The transformation of Bishop Challoner  However, the school has been transformed in 5 years • Impact from 2012: GCSE 67% A*-C (including English and Maths) o A Level 50% A*-B  In 2014-2015 , the school moved from Good to Outstanding in its Ofsted rating • 79% of pupils achieved 5 GCSEs A-C (including English and Maths) o Boys’ school continued 5 years of improvement – 62% GCSE A*-C (including English and Maths); a 8% increase vya o Girls’ School – 25% GCSE received at least 4 A*-A o Sixth Form – 25% A Level received A*-A – With A*-C at 80% o 4 students going to Oxbridge and others to Russell Group – a first
    15. 15. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah How Bishop Challoner achieved this transformation • Sharing of best teaching practice, standards, ideas and budgets • Focused management structure Three schools working in unison • Prioritised traditional academic education • Less emphasis on vocational qualifications • Developing ‘work related learning’ and partnerships Setting high ambitions and aspirations • 80% of 125 teachers are new over the last 5 years • Increased number of young, powerful role models • Proactive talent management and development New energised teaching body • Private sector sponsor remedial reading/maths • Use of innovative, engaging teaching methods • Ogilvy provide an Emerging Talent Programme to address opportunity gaps Sought non-traditional partnerships
    16. 16. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Case study 1: social media fundamentals for GCSE  Objective was to support GCSE English • Target a poorly performing cohort of students in an inner-city academy where most students come from a less-privileged background • Help complete key stage 4 objectives • Improve quality of coursework • Improve potential and final grades o In particular of students predicted ‘D’ – moving to ‘C’ and above
    17. 17. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah The course and workshops  We created and delivered 4 double lessons • Creative writing, persuasive writing, listening, interpreting  Industry professionals provided work related insight • Media and entertainment • Show pupils how classroom learning can be applied in a working environment  Final presentations • Delivered in a ‘professional’ context to a panel
    18. 18. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah The results exceeded expectation  100% attendance  All students received a grade C or above  A significant number of students (2/3) whose predicted grades were borderline moved up in their final exam  Featured in major national media • The Telegraph, TES, Teachers TV and popular websites  Used in School Improvement Plan
    19. 19. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Video of feedback from students and the Principal
    20. 20. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Case study 2: digital literacy to aid aspiration  This delivery was again an ‘intervention strategy’ to support GCSE English amongst a challenging cohort of students • Address literacy • Encourage independent study • Provide career skills  However, the Executive Principal was keen for us to focus on raising aspiration • Lesson plans were drawn up and this was delivered over 4 weeks
    21. 21. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Delivery and workshop overview Support Curriculum Objectives Course Unit Concept Help Raise Aspiration • Relate to GCSE English specification • Creative and persuasive writing for a target audience • Ensure correct grammar, sentence structure and word choice • Show what is possible through collaborative learning • Gain GCSE ‘speaking and listening’ grade from teacher • Separate ‘grade’ awarded for work tasks and presentations • Picture success via a work related challenge • Develop an online marketing strategy for the school • Class and homework tasks – focussed on a target audience • Work related learning and present back to a panel
    22. 22. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Lesson plans and workshop delivery Lesson 1 Set project Decide companies Class task: website outline Homework: decide role and job application Lesson 2 Content focus Creative and persuasive writing Class task: Twitter, Facebook Homework: slogan tweet and website welcome paragraph Lesson 3 Outline successful presentations Strategy meeting and define roles Class task: build presentation Lesson 4 Presentation Feedback Successful outcomes as per case study 1
    23. 23. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Impact: aspiration achieved “Sir, how do I do my tie like Obama?” Source: Student quote during week 4, just before presentation.
    24. 24. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah iii) ‘Access to opportunity’ and talent nurturing Source: ‘Access to opportunity’ - Dowshan Humzah
    25. 25. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Building partnerships  Ogilvy & Mather was keen to develop the next generation of talent • Encourage stronger diversity in their industry where differing experiences and diversity of thought are essential for great client outcomes  All too often ‘access to opportunity’ is limited to the privileged, well- resourced or well-networked few – especially in media/advertising • From the widest possible talent pools, the best of the best should be identified and selected on merit – further encouraging social mobility  We were able to recommend Bishop Challoner to Ogilvy as a school in their borough drawing on local pupils
    26. 26. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah The Emerging Talent Programme: Ogilvy and Bishop Challoner  A unique, integrated and long-term partnership was developed • Ogilvy wanted to build ‘something special’ in its local community, commit to the long-term and unearth talent that would otherwise go unnoticed  The Emerging Talent Programme covers four key areas • Key for many pupils from challenging/non-privileged backgrounds In-school careers clinics Agency experience days Work experience placements Ongoing mentoring through sixth form Access to opportunity Extra- curricular experience Support social mobility and aspiring students to launch their professional careers
    27. 27. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Access to opportunity and aspiration  Privilege is invisible to those that have it • One of the few things separating those that make it from those that do not is ‘access to opportunity’  The innovative teaching methods we developed with Bishop Challoner and the partnership with Ogilvy will help in a number of ways • Support higher aspiration and greater attainment o Ensure the basics: students must have a good grasp of literacy and numeracy o We emphasise that digital and social media tools do not replace traditional methods but sit alongside them o Using digital and social media techniques effectively in both the classroom and the workplace Support higher levels of aspiration Bring the curriculum to life, producing engaging lessons Help students to understand the potential of digital and social media Bridge the gap between what is learnt at school and skills for the workplace
    28. 28. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah iv) Broader considerations and classroom examples
    29. 29. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Modern tools and methods  Modern tools and methods sit alongside established pedagogies • Traditional principles still need to be taught and applied • Help students and young job seekers achieve their aims
    30. 30. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Using Twitter in education  It is an ‘extreme précis’ • Summarise text in 140 characters or less o Focus on correct grammar o Can be tailored according to student ability  Supports research • Use Twitter search for ‘real time’ research and insights  Building a character or conversation • Building a character from a book o Tweet with the emotions a character experiences or from a different viewpoint Twitter can help focus communication for organisations and support real-time research needs
    31. 31. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Using Facebook in education  English/Foreign Languages • Create profiles/rich content of characters  Maths/Economics/Business Studies • Deliver target audience analysis o Understand venn diagrams/statistics  Media Studies • Analyse what is said on Facebook o Increase likes/visits/frequency/engagement  Closed Groups • Interact, discuss and share links privately Facebook can help organisations understand and reach out to target audiences
    32. 32. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Using YouTube in Education  Supports cross curricular learning • Drive independent learning  Acting out a character • Building on a story (Brief, storyboard, etc.)  Optimising video content • ‘Search, share and discover’ for online o Can apply a commercial objective  Facilitates online learning • YouTube for Schools YouTube can support an organisation’s content strategy - and for students can help bring a CV to life
    33. 33. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Using other social media sites in education  LinkedIn • Research and aid job applications  Wikis • Enhance collaborative learning  Blogging • Develop rich ‘long-form’ content  The future • Mobile and social search These sites and elements can support organisations, students and those looking for jobs or to be self-employed
    34. 34. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah v) Way Forward  Young people have access to a greater range of relevant online tools • Integrate appropriate digital and social media tools/techniques o Bring the curriculum to life with work-related learning o Be up-to-date, reflecting the lives of students/young people • Help students progress personally, academically and professionally in employment or enterprise  Increase student engagement and attainment at all levels • Provide students with an understanding of using digital and social media tools to help themselves and organisations in the future  Support social mobility and aspiration especially among students who are not as privileged • Drive ‘access to opportunity’ and ‘merit based diversity’ • Ensure the best are identified from the widest possible pools
    35. 35. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Feedback from Andreas Schleicher, OECD “Thank you so much, such examples is exactly what we are looking for in the next step. Source: Andreas Schleicher, OECD – post findings of The effect of computers in schools – Sept 2015
    36. 36. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Feedback from Professor Jane Waldfogel “This sounds like very interesting work.” Source: Professor Jane Waldfogel, Columbia University and The LSE, post presentation on ‘Too many children left behind’ – Oct 2015
    37. 37. 9th November 2015 - Delivered by Dowshan Humzah CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks. © Dowshan Humzah Many Thanks  Please contact me if you have any questions • Dowshan Humzah dowshan@usa.net www.linkedin.com/in/dowshan

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