British council core skills programme in practice - lessons for librarians? - Pavey
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British council core skills programme in practice - lessons for librarians? - Pavey
- 1. British Council Core Skills Programme in practice Lessons for librarians? Presented by Sarah Pavey MSc FCLIP http://www.sp4il.co.uk @Sarahinthelib LILAC Conference 14.30pm Wednesday 4th April 2018
- 2. Objectives This presentation will consider: • The rationale for the Core Skills Programme and whether this model could be used to foster CPD for the Library and Information Sector home and abroad to develop partnerships overseas? • Examples of project work developed by teachers in UK schools and FE Colleges within the Digital Literacy and Critical Thinking & Problem Solving strands and what ideas might work in a library and information context • Issues highlighted during the research process by teachers that might impact on librarians working in schools, FE and HE. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool
- 3. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool British Council Core Skills Programme UN’s Sustainable Development Goals stress: “‘high quality and equitable quality education’ needs to be achieved across the world.” The Global Monitoring Report in 2014 shows that: “Although many more children are in school, many are not learning the basics and, in addition, many others are intellectually disengaged from that schooling because the education that they are receiving does not appear to be relevant to the context in which they operating, or provide the skills they need to thrive.”
- 4. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool • Digital Literacy • Critical Thinking & Problem Solving • Collaboration & Communication • Creativity & Imagination • Citizenship • Student Leadership Six Core Skills
- 5. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool •learn new interactive teaching approaches and techniques to introduce core skills in the classroom, including use of digital tools and resources •become part of an international support network of educators to share best practice •create practical activity plans to embed core skills in the curriculum •be confident you can prepare your students for life and work in a global economy Outcomes for teachers
- 6. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Project journey
- 7. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Project examples Critical Thinking & Problem Solving 6th form A Level English to move away from rote learning
- 8. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Project examples Critical Thinking & Problem Solving 6th form A Level Philosophy and Ethics • Questioning • Understanding • Investigating • Presenting “You cannot be religious and support capital punishment” “Trump is right to pursue a more aggressive foreign policy towards North Korea”
- 9. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Project examples Critical Thinking & Problem Solving History with Year 10 focus on questioning and perspective
- 10. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Project examples Critical Thinking & Problem Solving Primary School pedagogical focus on developing questioning and thinking • Pose • Pause • Pounce • Bounce The LSAs monitored questioning frequency and types of question asked. Teachers observed each other and collected samples of pupils’ work to show the progress and impact of critical thinking • Think • Pair • Share
- 11. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Project examples Digital Literacy Girls school – schoolwide policies to encourage interest Digital Passports
- 12. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Project examples Digital Literacy International school 6-16 year olds whole school policy ‘We are extremely grateful for the introduction of digital literacy into our curriculum; our classes have become more interactive, progressive and enjoyable.’ Pupil ‘Using digital literacy I found my students more eager and interested to learn and it seemed that concepts were grasped more easily and enjoyably.’ Teacher ‘The introduction of digital literacy into the curriculum has brought about a new and energetic atmosphere here’ Headteacher
- 13. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Issues highlighted Our levels of expectation may be too low What is not obvious may be ignored We need to take risks We need to be SMART in our planning A fundamental of the BC Core Skills Programme is the Leadership buy in
- 14. Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Library and information skills Could we adopt a similar approach to help embed importance of these core skills to teaching colleagues? If this is successful could we liaise with overseas colleagues to develop global impact?
- 15. Questions Sarah Pavey MSc FCLIP, SP4IL, Lilac Conference 4th – 6th April 2018 University of Liverpool Presented by Sarah Pavey MSc FCLIP http://www.sp4il.co.uk @Sarahinthelib
Editor's Notes
- Introduction. This talk is about my experiences in becoming a core skills trainer for the British Council. I really liked the ethical approach and the rationale for implementing the training programme and as I delivered the courses began to realise how interlinked they were and began to wonder how we could adapt this to IL. One of the big disappointments for me was the direction of the training towards teachers to the exclusion of school library staff but in part this may be semantics because in many schools overseas the librarian is just accepted as part of the teaching staff
- So this short talk will focus on three areas - why the BC created the programme and how we might use this as a model for our own CPD. I will show some examples of successful projects within 2 of the strands and suggest how these might be developed in an LIS context and finally we will look at some of the issues that came to light during the research process
- The basic idea was to try and focus on the core skills needed in society and to embed them into the curriculum so that students have global skills needed by employers when they emerge from full time education
- The core skills focus on 6 areas for integration with an existing curriculum. Each unit is discrete in terms of teaching the skills to teachers but there is also considerable overlap. The content is about principles and not just a “how to” but engages participants in reflection and questioning their pedagogical practice and gives them a safe space to take risks and explore their own ideas
- The idea is that the teachers will adapt their practice and think more globally about the outcomes of the skills they give students
- The training offered face to face was FREE. The initial idea was to bring teachers from different schools and key stages together to learn and to discuss potential projects. The modules are still FREE online but you need to enrol. So it’s a day face to face, then a 10 week project monitored via an online forum, then a second face to face to present projects. Until the end of last year funding was then available to travel to an overseas school also enrolled in the programme to share ideas. Overall it was designed to link up schools and buy in from senior leaders at the school ensured longevity
- The idea was to get students involved in self-directed thinking and to enable them to consider other viewpoints and ideas. When students arrive in secondary education it is usually after a year of drilling to get them through tests and they have become entrenched in rote learning. However, in the English curriculum they will need to be able to consider writers’ perspectives. Texts and ideas are open to interpretation in this subject. They will need to interpret and analyse unseen texts for themselves. A graphic novel The Arrival by Shaun Tan was used in this project – it has no words. Students had to deduce and infer information from the images through discussion with each other and the whole class. This evoked an emotional response towards refugees and then this was followed up with factual material from the media, opening up a debate on authenticity and trust.
- This teacher devised a Questioning, Understanding, Investigation and Presenting (QUIP) methodology in a structured format for her A Level Philosophy and Ethics class. It has taught students to be able to argue strongly based on factual evidence even when they might not adhere to this viewpoint on an emotional level. Hence, they gain empathy with other people’s views and understand where these might originate. Another factor is that students gained the confidence to express their own views and to self-direct their learning within a safe environment. By linking this structurally to their examination there was an incentive to engage with the process and a clearly visible outcome. The QUIP approach is now being rolled out to other subject areas within the school and to other year groups. This project is a good example of how to embed critical thinking questioning, perspective, deep learning and self- directed learning into an existing curriculum topic with a very visible outcome for both teachers and students. If it is applied to other more practical subject areas it could, in particular encourage non-routine problem solving. Overall it is easily adapted to all age groups and subjects and provides a nice link between oral discussion and debate and written answers for communication
- This project focussed on use on questioning and perspective in critical thinking. Pupils were shown pictures of an artefact beginning with a close up of part of it and they could ask questions about what they saw. A series of photographs of the same artefact but taken from different angles and showing different parts were shown and the process repeated. Initially the questions asked were closed eg what is it made of but gradually more in-depth questions evolved eg what is it used for? This then led to a discussion about what kinds of questions give us more information and could lead us to wanting to do more investigation and research. The questioning done, and the research questions identified the pupils were shown the artefact – a stylus. It gave the pupils the opportunity to self-direct their learning and to understand how to formulate a research question. It provided an interesting way of introducing a new topic. This idea will now be demonstrated to other teaching staff in the school so this type of questioning can be built upon.
- Teachers introduced the pose, pause, pounce, bounce questioning technique (PPPB) which involves posing a question, pausing to give pupils time to think, pouncing on one individual for an answer, and then bouncing that answer on to another pupil for an opinion. They also developed pupils’ use of thinking time through the think, pair, share approach. Pupils also developed their thinking skills through activities such as hot-seating, roleplay, imagery stimulation and mind-mapping. The outcomes of the project were monitored carefully. The LSAs monitored questioning frequency and types of question asked. Teachers observed each other and collected samples of pupils’ work to show the progress and impact of critical thinking
- This assignment focussed on raising the digital literacy skills of girls as a whole school policy through the promotion of coding as a life skill. The idea was to show girls the opportunities that exist for jobs in this sector and the impact these skills can have on society. This was brought about partly by the design and implementation of a digital passport. In the past this school found that digital literacy as a concept was limited and students had few opportunities to engage with technology in the classroom because the staff did not feel confident in the use of tablets and the associated software. The outcome is change in the culture of the school and the understanding that the girls have gained of the opportunities in digital technology industries as a career. There is also an establishment of a school wide Digital Passport termed Seven Cs of Digital Literacy
- 180 pupils aged 11 to 16 were given the space, time and facilities to work individually and in groups using ICT for research-based learning. They accessed materials online and began to learn visually as well as through text and talk. Pupils were encouraged to look for information about the same topic from multiple sources and to critically analyse, compare and contrast the information they found. In particular, they made the most of new opportunities to work together on PowerPoint presentations, communicating and collaborating in groups and giving presentations with growing confidence.
- It was really important to get the support of decision makers in the school because the grand scheme was to develop projects that would lead to school wide policy changes in terms of pedagogy. Some surprising issues came out of the inter Key Stage project approach, Primary teachers felt that there was a dumbing down of student expectations of achievement at transition to senior school – Year 7s were treated as babies rather than acknowledging the responsibilities and higher aims fostered in the final year of primary school and therefore they coasted or got away with as little as they could – does the same thing happen at University transition? One project undertaken by a primary school involved community improvements and a physical walk around the environment – interestingly a chief complaint was not enough recreational areas and yet they walked past the playground park – but it was hidden behind a hedge! Secondary teachers related to this saying students could often not cope with abstract ideas that they could not see and we need to make learning visible. The projects involved experimenting and taking risks – this aspect was enjoyed but the question is how to develop this approach without fear of reprisal or loss of time in everyday practice – they thought the experience had made them braver. Finally there was a general consensus for making goals SMART so that tangiable impact could be measured and used to build further on project ideas
- So could we learn lessons from this approach for information skills and literacy? How might we develop a similar approach for faculty staff or teachers within our establishments. How could we help them embed the principles into their practice. This would be different from telling them what to do and maybe it would lessen the need for separate library units and sessions. They would be able to develop for themselves what they need within a subject and we, as librarians, are providing the theory support. The practice may or may not involve us directly – how would we feel about that? Could a successful model then be shared with overseas colleagues?
- Any questions