SFC & Open University Update by David Beards and Ronald MacIntyreLorna Campbell
SFC & Open University Update by David Beards, SFC and Ronald MacIntyre, Open University Scotland.
ALT Scotland SIG Open Education Open Scotland event, Edinburgh, 3 June 2014
This session will illustrate a sustainable development model for the teaching and learning of Chinese in Scotland and England, respectively. In 2008, Scotland had only one Confucius Classroom in one school. By 2010 there were 10 Confucius Classroom Hubs serving 15 school districts and hundreds of schools. This presentation will describe a sustainable model used to promote and develop Chinese language and culture across the curriculum in Scottish schools and coordinated by a national agency working in partnership with school districts. The national model in Scotland is guided by a set of principles that are relevant to anyone interested in developing Confucius Classrooms and significantly increasing the number of teachers and students learning Chinese language and culture. In England, the Specialist Schools and Academies Trust (SSAT) is an independent membership organization dedicated to raising the achievement of young people in schools, through our “by schools, for schools” approach. The SSAT Confucius Institute has 34 Confucius classrooms developing Chinese and the study of China across schools in their area and a national fund to make support available to all schools in England introducing Chinese and to progress the core issues around teaching resources, teacher training and appropriate assessment for learners.
SFC & Open University Update by David Beards and Ronald MacIntyreLorna Campbell
SFC & Open University Update by David Beards, SFC and Ronald MacIntyre, Open University Scotland.
ALT Scotland SIG Open Education Open Scotland event, Edinburgh, 3 June 2014
This session will illustrate a sustainable development model for the teaching and learning of Chinese in Scotland and England, respectively. In 2008, Scotland had only one Confucius Classroom in one school. By 2010 there were 10 Confucius Classroom Hubs serving 15 school districts and hundreds of schools. This presentation will describe a sustainable model used to promote and develop Chinese language and culture across the curriculum in Scottish schools and coordinated by a national agency working in partnership with school districts. The national model in Scotland is guided by a set of principles that are relevant to anyone interested in developing Confucius Classrooms and significantly increasing the number of teachers and students learning Chinese language and culture. In England, the Specialist Schools and Academies Trust (SSAT) is an independent membership organization dedicated to raising the achievement of young people in schools, through our “by schools, for schools” approach. The SSAT Confucius Institute has 34 Confucius classrooms developing Chinese and the study of China across schools in their area and a national fund to make support available to all schools in England introducing Chinese and to progress the core issues around teaching resources, teacher training and appropriate assessment for learners.
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
Creating learning experiences in museums (2)AlanKirwan3
An introduction to the methodologies and tools that museums can use to develop meaningful, exciting and engaging learning activities for a wide range of audiences.
The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative thinking into an holistic program that aligns with the new Australian Curriculum. Through the “Inspired Learning at Iona” website this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners but also develops the cognitive and affective predispositions towards learning, personal development, self efficacy and accountability.
Speakers: Alice Young, Head of Arts Award Programme, Arts Award; Sara Candy, Executive Director, Opening Minds and Louise Thomas, Senior researcher, RSA - Discover how Arts Award can help support your younger audiences and enable
your organisation to develop links with schools, colleges, youth services and arts
organisations. Hear also about the RSA’s Opening Minds and Area Based Curriculum
work with museums, heritage sites and schools on curriculum co-design – making
the most of the environment beyond the classroom in collaborative and practical ways.
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
Creating learning experiences in museums (2)AlanKirwan3
An introduction to the methodologies and tools that museums can use to develop meaningful, exciting and engaging learning activities for a wide range of audiences.
The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative thinking into an holistic program that aligns with the new Australian Curriculum. Through the “Inspired Learning at Iona” website this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners but also develops the cognitive and affective predispositions towards learning, personal development, self efficacy and accountability.
Speakers: Alice Young, Head of Arts Award Programme, Arts Award; Sara Candy, Executive Director, Opening Minds and Louise Thomas, Senior researcher, RSA - Discover how Arts Award can help support your younger audiences and enable
your organisation to develop links with schools, colleges, youth services and arts
organisations. Hear also about the RSA’s Opening Minds and Area Based Curriculum
work with museums, heritage sites and schools on curriculum co-design – making
the most of the environment beyond the classroom in collaborative and practical ways.
CLIR staff present the results of a 2011 survey of student engagement with projects funded through the Cataloging Hidden Special Collections and Archives program. See also:
http://www.clir.org/hiddencollections/student_survey_results.html
CLIR officers describe results of recent survey of student engagement in Cataloging Hidden Special Collections and Archives projects. See also: http://www.clir.org/hiddencollections/student_survey_results.html
Libraries and Learning Symposium at the Ontario College of Art & Design, Toronto, Canada May 13, 2009. Jill Patrick, Director of Library Services and Victoria Sigurdson, Learning Zone Librarian.
2. Strategic Commissioning is a cultural education programme, funded by DCMS and DCSF, which aims to build capacity and sustainability into museum and archive learning through the development of exemplar models of practice and workforce skills. MLA’s Strategic Commissioning workforce development programme offers opportunities for museum and archive educators, teachers, trainee teachers and other cultural sector and children’s and young people’s professionals.
3. Initial Teacher Training Grant Programme Aims to embed the use of museums and archives into the practice of teachers at the beginning of their professional careers. Museum and archive staff should also benefit from the ideas and expertise the trainees bring to their service
4. The programme enables trainee teachers to take part in funded placements in museums and archives. Placements support: Trainees to: Enjoy using museums and archives Understand how museums and archives can support teaching and learning Develop their skills in using objects in the classroom Museum/archive staff to: Consider fresh approaches to the collections Better understand teachers’ needs and the needs of the curriculum Better understand their role in supporting teacher education
5. Placements are designed in a variety of ways . Short placements may include: Evaluating existing resources and carrying out research Mapping existing resources to the curriculum and identifying gaps Creating, and preparing, marketing resources Assisting in outreach Longer placements may include: Researching, developing and creating resources Explore accessibility and adapting resources for SEN Deliver a part, or all, of a session to a variety of audiences Liaise with teachers Tip: A whole cohort could do a 2 day placement, with a smaller number returning for more in-depth work
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7. IMPACT: The feedback from students shows a much better understanding of how museums and archives can support teaching. Statements of intent to use local museums and archives in the future are really encouraging. A number of students had clearly been inspired by the collections they were working with and had done independent research. I also have a better understanding of how artefacts can support and strengthen children’s learning…I now understand and recognise what the benefits are to creating good relationships with local museums and archives. Trainee Teacher Huge benefit to the organisation which has very limited staff. Museum participant A Brave New World cont.
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9. For more information please: Visit www.mla.gov.uk/what/programmes/commissioning/Initial_Teacher_ Training Email itt@mla.gov.uk Phone 07825 932776