Education for Sustainable Development and Global Citizenship

        ESDGC studies concerns developing individuals skills which will enable them to participate in improving their own lives, and for sustainable development in the future. It focuses on modern day issues which have become evident in the world, such as pollution, preserving the environment, minimising inequalities, awareness of human rights and working towards harmony. 
  

          ESDGC is rooted in the curriculum, embedded in most subjects. It encourages pupils to think about the challenges the world faces, and the complexity of them. It provides an awareness of individual's Human Rights, and how they play a role in our lives. ESDGC discuses issues such as poverty, power and resources, consumption, local and global implications, health, identity and culture, decisions and quality of life. 


References
ESDGC [Online]. [Accessed 5 May 2014]. Available from https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/2008-09/esdgc/getting-you-going/index.html

Welsh Government, ESDGC.  [Online]. [Accessed 5 May 2014]. Available from
http://wales.gov.uk/topics/educationandskills/allsectorpolicies/europeanandinternational/sustainabledevelop/?lang=en

Technology and Film in Education

Technology and the media need to be embedded in children's learning. Technology is everywhere. It's in the workplace, it's how people interact with others, it's in our social lives. Therefore, "Digital Literacy" should be a central feature of our curriculum studies. Steve Jobs advocated the need for creativity and technology to go hand-in-hand. The two subjects, art and technology should not be seen as separate studies, but should work together to produce creative outcomes. 

Film Education

When I was at school the only option was media studies if you wanted to use cameras and study films. Just a few years later, technology and film is becoming more frequently used in the classroom. Primary school children are using ipads with apps to create whatever they can imagine in the classroom. There is an app for nearly every subject in schools. 
    Films are fun and make concepts come to life. When children watch films they enjoy, they become completely absorbed and captivated by it. If, by watching films has this effect, then the enjoyment they get from making a film themselves, must be enormous. Film education can benefit every subject, it can widen vocabulary and  increase motivation.


Underachievers 

Pupils with low reading and literacy skills can flourish in this technology driven environment. At home, they may have little encouragement to read or practice writing. However, what they do spend a lot of time doing is watching television, playing on games consoles, ipads/iphones. Therefore, the gap between school and home is narrowed, as they can transfer their knowledge and skills in both locations. Research has discovered that pupils who are low achievers, improve their literacy skills and become more engaged in school work because they are interested in using media technology. 

   

This Tes talk below discusses the benefits of "Film Club" in schools in the UK. Film Club produced vast benefits for pupils, with thousands of schools signing up to the scheme. The film producer argues for the use of film for children's education, and how it has positively shaped her life. 


References
Cross, C. (2012). The Guardian. [Online]. [Accessed 9 May 2014]. Available from
http://www.theguardian.com/teacher-network/teacher-blog/2012/mar/21/creativity-technology-classroom-teaching 
Kidron, B. (2012). Ted. [Online]. [Accessed 1May 2014]. Available from http://www.ted.com/talks/beeban_kidron_the_shared_wonder_of_film#t-330095

Techniquest

Techniquest provides a hands-on approach to science, engineering, maths and technology, suitable for all ages. The centre promotes experiment and enquiry through self-exploration of each exhibit. Shows and demonstrations are held for school children and older pupils can take part in workshops. Techniquest follows the welsh curriculum, providing specific activities for the foundation phase, key stage 2 and secondary school pupils. (Techniquest.org)

Whisper Dishes 

The Whisper dish involves two people, one speaking into the ring in front of the dish and the other listening at the other dish. It demonstrates how sound waves are transmitted in the everyday technology we use, such as mobile phones and television. 
   The exhibit is suitable for all age ranges, but I feel key stage 2 pupils and onwards would find this interesting as they may be able to understand it better. The bright colours and design used is attractive to young children, and the size of it also makes it more appealing. 
    Children will need to be able to work together to use the exhibit, so team work is an essential skill needed. Also, the ability to follow instructions on the sign is needed, so they know how to use it properly. 
   The exhibit demonstrates scientific concepts, of how sound waves can beam through each dish to transfer the noise clearly to the other person listening at the dish. 

       Children's scientific knowledge becomes deepened by using this experiment as they are experiencing for themselves how sound waves can travel. For some, science topics such as sound can be quite difficult to grasp without demonstration. By using this exhibit, topics feel more real as they see it unfolding for themselves. 
        Before seeing this exhibit, I did not know how sound waves could travel in this way, so it has increased my subject knowledge. Going on school trips to Techniquest as a child was always exciting and fun as you could actually get involved yourself! Children and adults can benefit immensely from Techniquest. 
      Each exhibit is easy to use once the directions are read, and many are straight-forward. Use of water, wind, and sound add to the dynamic experience. Children are running free, able to explore whatever they want. This is the ultimate creative way to learn typically scientific subjects. The mix of the two aspects demonstrate how easy they work together to give children a stimulating learning experience. 
      Techniquest is different because it is completely interactive. Museums policy of no touching creates a barrier between the child and exhibit, but here children can become completely immersed in exploring and experimenting. 

References
Techniquest (2012). [Online]. [Accessed 21 April 2014]. Available from http://www.techniquest.org/

Creative Approaches in the Curriculum- The Leonardo Effect

Leonardo Effect teaching methodology is a hybrid of science and art formulation. Produced to engage both pupils and teachers, it aims to create children who have an awareness of their creative senses and are engaged in their own learning process. Teachers who find the curriculum too rigid and suffocating can produce a more flexible, creative and rejuvenated teaching structure. This type of pedagogy has been proven to be particularly beneficial in primary school settings. Children are said to be more self motivated, confident and curious.   Many aspects of the Leonardo Effect echo concepts of philosopher John Dewey's ideas that children learn best through experience, and actually doing things for themselves. 

 The Leonardo Effect is split into various stages:

Stage 1: Capturing Imaginations
It is important to draw upon children's experiences, within a context most relevant and interesting to pupils. This is particularity significant, as if a child is learning about something which is completely out of reach to themselves, and the experience they have of it, are they likely to be interested in it?
          This stage also encourages the use of pupils creating questions themselves, therefore, demonstrating their engagement in the topic.It also embodies the theme of curiosity and creative ideology. By promoting acquisitiveness, learning is therefore based on discovery and exploration. 

Stage 2: Development
This stage looks at the children's abilities to explore in-depth, promoting their enquiry skills and engaging in conducting experiments. By doing this, children can actually test their hypothesis, develop confidence in their own ideas and make vital connections. Allowing children to experiment is essential, as it enables them to become fully participating in their own learning, facilitating skills, knowledge and understanding . I never had much of an opportunity to test my own ideas in school, only a few times were we allowed to conduct experiments in science, on topics the teacher told us to do. 

Stage 3: Creation
This stage is where The Leonardo Effect completely exceeds the mainstream curriculum. Teachers encourage pupils to do something with the skills and knowledge they have. Pupils are taught to fulfil their ideas in a creative, inspiring environment. Thus, not only are learners providing their ideas and experimenting with them, they are also applying them in a stimulating way. This is the true way how creativity should be embedded in the curriculum, empowering students and infusing confidence. 

Stage 4: Reflection and Communication 
The final part of this creative jigsaw, is self-critique and wider interaction. Pupils evaluate their product, see what worked well and what didn't. This in my opinion, is vital in schools. Pupils need self-motivation which stems from looking at their own work, seeing where they perform best, looking at where they went wrong and most importantly, seeing how they can improve. 
        Through broad-casting their idea, students can feel proud of what they have created. A completely creative innovation comes to life when it is shared with others. 

(theleonardoeffect.com) 

My own Leonardo Effect experiment...

We were given a scenario and told where and why the bridge should be built, and we were left to create it! Choosing which type of bridge would be suitable for the location, a company name, a pitch to the council for permission, materials and a company names were difficult decisions to make when you have little knowledge on bridges! However, a bit of team work and imagination went a long way! We then had to share our product with the group, after building a creative masterpiece! 

References 
The Leonardo Effect.(2011).  [Online]. [Accessed 3 April 2014]. Available from http://www.leonardoeffect.com/

Mantle of the Expert- Dorothy Heathcote

"Mantle of the Expert" was developed in the 1980's by professor Dorothy Heathcote. The approach to teaching and learning is focused around imagination and enquiry based learning. This method of teaching removes the focus of the teacher being the transmitter of knowledge, but more of an enabler. It allows students more freedom in their learning experience, and have an active role in constructing it. 

Foundations of Mantle of the Expert

• Students are considered as the experts. I think this allows students to gain confidence in their own abilities. Activities for pupils to engage in being the expert, are for example, imagine you are "running a Tudor mansion", when studying about the Tudors. (YouTube clip below)

• An imaginative approach to the curriculum. The example above demonstrates how by using imagination, which children love doing, they are projecting themselves into the topic they are learning about. 

• It covers every aspect of the curriculum in a "meaningful, cross-curricula context". The hands-on approach discards the strict, imperative and dictatorial role of the traditional teacher, instead giving pupils a chance to learn completely for themselves, with the guidance of the enabling teacher. The curriculum should not be taught as separate components, but should be combined. 

• Joint responsibility for teachers and pupils to "run the enterprise". Mantle of the Expert is always centred on an enterprise to be run and its client whose needs must be met. 

• Teachers produce drama scenarios which may cause difficulties to the situation children have to deal with. By doing this they learn how to compromise, negotiate and problem-solve. 

• Children learn to accept diversity, and the individuals or groups considered different. 

(mantleoftheexpert.com) 

I feel this approach to learning is stimulating for children's real world knowledge. They are learning in a context of reality, thus, they can relate, and accept that not everything goes to plan in life, and that they will encounter difficulties. It also provides a reason for pupils as to why they are learning about a particular topic. This approach built on team-work, therefore, the pupils can share success with their peers which will be beneficial for later life.


This clip (link below) demonstrates the drama aspect of the approach, and how through imaginative play, children really get involved with learning. It also highlights the negative aspects of this type of teaching, as teachers may find it hard to maintain their roles in the drama situation being enacted. Also, classrooms are confined spaces, so imagination is essential for this method of teaching.

References 
Mantle of the Expert [Online]. [Accessed 23 March 2014]. Available from: http://www.mantleoftheexpert.com/about-moe/introduction/how-does-moe-work/

The Importance of Creativity- Sir Ken Robinson

Why is creativity important?

            Creativity is important because it allows individuals the freedom of expressing themselves, without sanctions or enforcers to say if it's right or wrong. It allows people to experiment with any ideas they have, producing something which is personal and unique to them.

            Sir Ken Robinson defines creativity as "The process of having original ideas that have value". In the following YouTube clip, Sir Ken Robinson expresses the need for education to instil creativity. He believes that schools are formulated on conformity, and producing children who will benefit the economy. Schools were not designed for creativity to feature, and so they must be redesigned to cultivate creativity. Sir Ken Robinson believes that "creativity is not an option, it is an absolute necessity".

           
           Creativity has importance, as without it, we simply couldn't survive. We would be robots, carrying out mundane activities in our routine lives. Sir Ken Robinson believes that creativity brings achievement and fulfilment to human beings.
Steve Jobs-   “Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn't really do it, the just saw something. It seemed obvious to them after a while”  (Waters, 2013) 

        This quote sums up the elusive nature of being creative, it is not formative. It simply happens. It goes against the systematic programmes of education and produces something completely free.

Ken Robinson's TED talk on "Changing Education Paradigms" 

              
             This is an animated version on Sir Ken Robinson's influential speech, where he discusses issues such as the current education system dismissing the arts, engineering students on a production line, ADHD and children being uninterested by the subjects taught in schools. What Sir Robinson is saying is definitely resonant in education today. Standardised testing leads pupils to feel worthless and feel they have no talents if they do not succeed. Those who excel in subjects such as art, drama and music are made to feel their talents are not as worthy as those who perform well in mathematics and science. 
            However, it can be argued that this is not a fair representation of the education system in the UK. Education is changing all the time, and this view seems a little outdated. 


References 
Waters, P. (2013). Elite Daily. Why Creativity Is The Most Important Quality You Have. [Online]. [Accessed 19 February 2014]. Available from  http://elitedaily.com/money/entrepreneurship/creativity-important-quality

So what is creativity?

        Creativity is a well debated term, which is often stereotypically applied to individuals who are particularly artistic, or have "creative" abilities in producing something outlandish and eccentric. However, creativity can be deceiving. To me, creativity optimises unique ideas and new thought processes. It enables individuals to learn, absorb and comprehend concepts in a entertaining, inspiring and provoking way. It is not just about expressing yourself in an artistic way, but being able to create something which is organic and evocative. Creativity can be first imagining something, but then producing something with it. (Klieman, 2008) 

           When asked to define creativity, many would say it is "your own ideas", this is in essence, what creativity is based on. In education, a child's own ideas should be encouraged immensely throughout their school life. Someone will gain no benefit from simply regurgitating other peers, teachers or parents ideas. Their own thought needs to be nurtured, they need to have confidence in their own opinions and being able to openly express these ideas. 

            Pychology professor, Csikszentmihayli, defines creativity within its social context. He argues that creative effort can be admired by individuals in the same domain, therefore,  respecting the aspect of creativity, as they were in the same place and time working towards the creative break through.  Csikszentmihayli believed that creativity must be recognised because it exists within the social system, therefore it must be accepted by society.

        The domain is appealing as it is garners new innovation and generates rewards. For something to become creatively attractive, it must become socially valued and accepted. A meme acts as a "unit" which embodies cultural practices, ideology and values. Societal reaction is highly important to creative breakthroughs. Therefore, the new meme must become valued by society and transmitted from person to person.  The field relates to the social conditions, the location and receptivity of the audience to the creative innovation. Economical factors also influence, concerning to access of resources and wealth. (Griffin, 2010)


       




References
Griffin, G. (2010) SlideShare. Implications Of A Systems Perspective Theory For The Study Of Creativity.  [Online]. [Accessed 1 February 2014]. Available from: http://www.slideshare.net/wggriffin/csikszentmihalyi-and-the-systems-perspective-for-the-study-of-creativity

Kleiman, P. (2008). Towards Transformation: Concepts of Creativity in Higher Education. Innovations in Education and Teaching International. 45(3).


Wider Reading
Sternberg, R. (1999). Handbook Of Creativity. New York: Cambridge University Press.