Dubai College Learning Reflections Issue Two

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Learning Reflections

Published by the Dubai College Centre of Learning, Teaching and Innovation

Third Space: Learning Reflections

CONTENTS FOREWORD TURNING MARKING INTO FEEDBACK Regina O’Dwyer, SLE: Digital Skills

EXPLORING THE IMPACT OF DIGITAL TEACHING METHODS ON TEACHING AND LEARNING Jerry McIlveen, SLE: Digital Skills

HARKNESS AND LEARNING: IN WHAT WAYS DOES GROWTH IN STUDENT CONFIDENCE MANIFEST ITSELF THROUGH HARKNESS? Sarah Lambert, SLE: Innovative Pedagogy

INTEGRATING AI INTO THE CLASSROOM Stuart Forsyth and Mahmoud Yacoub, SLEs: Dubai College Online

INTRODUCING A NEW TEACHING AND LEARNING PEDAGOGY WITHIN AN INTERNATIONAL BRITISH CURRICULUM SCHOOL Joseph Almond, Further Mathematics and Extension Co-ordinator

ENHANCING THE OPPORTUNITIES TO STRETCH AND CHALLENGE STUDENTS AT AN ACADEMICALLY SELECTIVE SCHOOL Rebecca Dibble, SLE: Innovative Pedagogy

PRINCIPLES AND PRACTICE IN PUBLIC ENGAGEMENT WITH SCIENCE: SCIENCE MAJLIS: NEEDS ANALYSIS FOR YOUNG PEOPLE IN THE UNITED ARAB EMIRATES Dr Barry Stormont, SLE: Digital Skills and Teacher of Physics

CAN DIRECT METACOGNITIVE INSTRUCTION ENHANCE YEAR 7 STUDENTS’ METACOGNITIVE AWARENESS AND CAPABILITIES? Dee Saran, Deputy Head: Learning and Teaching

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Third Space: Learning Reflections

FOREWORD How do we define innovation in education? Exploring this question was one of the main drivers that led us to want to both continue to immerse ourselves in action research and to host a conference that invited academics and teachers to freely engage in an intellectual evidenced based debate. Teachers should not be seen as the technicians who implement the educational ideas and approaches of others, but rather as professionals who are able to think about and look for solutions when they face new problems. However, a brief look at the teaching innovation landscape can be both overwhelming and discouraging for most teachers. This is why it is important that, as in so many other professions, we as policy makers, school leaders and teachers take an evidence informed approach. Evidence-informed practice is now regarded as making an important contribution to school reform and is defined as the process of teachers accessing, evaluating and applying the findings of academic research in order to improve their teaching.

This year we hosted the Innovation in Education Conference in partnership with ResearchEd. The goal of a ResearchED conference is to bridge the gap between research and practice in education. Researchers, teachers, and policy makers come together for a day of information-sharing and myth-busting. The atmosphere during the two days can best be described as both synergetic and empowering perhaps because it was a conference run by teachers for teachers, offering sessions by both teachers and academics. So why would 130 teachers give up their weekend to attend a conference? It may have something to do with the range of speakers, the chance to network and meet other teachers who share a common purpose and values system. Speakers presented on a range of topics: the psychology and science of learning, AI education and our role as educators in developing human intelligence, using research to lead and professionally grow a learning community, Harkness, evidenced informed Edtech, positive education, teacher retention, innovative ways of using data in schools, comparative judgement, leading inclusion and what makes great teaching, were amongst a few of the subjects explored!

This year the College will continue to work across the region to promote intellectual debate and fly the flag for evidence-led professional learning. It is one of the founding schools that forms the UAE’s first Research Schools Network, further consolidating the work we have already published with the University of Oxford’s Educational Deanery this year. We have been very fortunate to have had the opportunity to be guided and supported by Professor Burn in partnership with the University of Oxford. Katharine is an Associate Professor of Education and coordinator of the Oxford Education Deanery: a multi-strand partnership with schools, focused on the development of teachers’ research engagement through initial teacher education, early career professional learning and collaborative university/school research projects.

We would like to thank Katharine and the Deanery for their expert advice and support as we continue on our evidence informed journey in curating and exploring innovations that are relevant and effective to our context. Another thank you must be extended to the talented Innovation Action Team, without their reflections, research and time we would not have had the opportunities to learn, adapt and lead. The research and reflections that were born from this team have been instrumental in shaping our strategic plans, which in turn have lead to impactful teaching and learning interventions that have our amazing students at the heart of every decision.

Dee Saran Deputy Head: Learning and Teaching Dubai Colllege

Professor Katherine Burn Associate Professor of Education and coordinator of the Oxford Education Deanery

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Third Space: Learning Reflections TURNING MARKING INTO FEEDBACK

THE ISSUE

though the University of Oxford and EEF publication ‘A marked improvement?’, which had reviewed existing evidence, summarised the issues very well and This project was sparked by reflection, after attending a training course, on the gave me some ideas about possibilities, e.g. using selective marking, sample kind of feedback I was giving students, whether it was having an effect on their marking, marking mistakes vs errors, etc. learning, and the time that homework feedback in particular was taking. This led to many questions: is the reward in terms of student learning enough to justify I discussed with colleagues what issues they had and ways they had discovered the teacher time being assigned? Are there better ways of providing feedback of managing those. This led to suggestions of the use of the ‘yellow box’ method in terms of student outcomes? Are these methods less labour-intensive for and whole-class marking grids. teachers? What constitutes ‘better’? Can I come up with a system of marking that makes it more effective so that students learn more from the feedback they are getting?

Figure 2: Whole-class feedback grid produced for a Year 12 class. Based on student reaction and usability in lessons, I did not think it was successful.

Figure 1: An example of the kind of marking previously being done. Even though students were given time in lessons to respond to feedback, there is no evidence A colleague also pointed me towards a ‘whole class feedback’ Twitter search of any response, or that the feedback had any effect. While not universal, this is where people regularly post resources. My first efforts therefore were focused a typical example. on this method, using a grid that I produced based upon advice received.

SIGNIFICANCE OF THE PROJECT: I was spending a very long time (as I believe are most teachers) marking student work but with suspect motives for doing that. Have we lost the reason behind marking because it is seen as something that has to be done because it will be checked by someone (parents/line-managers/inspectors)? Can I make the students more active participants in the marking process so that it brings it back to its actual purpose – improving how they articulate their understanding?

How do I do that within marking policies and expectations and bring down the time it takes to complete?

With an increased focus on well-being, and workload being cited as one of the main reasons for teacher dissatisfaction in the UK (Allen & Sims, 2018), it seems clear that if a method can be found that takes less time, increases student participation, improves student engagement, and satisfies any auditors, it should be encouraged, or at least explored. Allen and Sims (2018, p104) specifically recommend ‘teachers… carry out more efficient approaches to gaining feedback… such as whole class marking’.

Nichol (2006) makes the suggestion that for feedback to be useful learners need to understand it, discuss how to improve their work, and have an opportunity to try again. So any strategy needs to incorporate these principles. Nichol also points out that to make this process manageable, areas for improvement should be prioritised.

Figure 3: Example of ‘yellow-box’ marking. It has the advantage of being fast and forcing a teacher to evaluate what is either the most important point on which to focus or on extending the student. The disadvantage is that other areas that might need work are then missed.

RESEARCH QUESTION

INSIGHTS INTO THE ISSUE

Does the use of a whole-class feedback strategy (with Year 7 and Year 11 Science and Physics classes) make it possible to provide formative feedback I decided to specifically focus on marking student work, rather than other forms which is effective for the teacher and the students while reducing teacher of feedback, as this appears to be the most time-consuming version. There is workload? limited research in the area of marking specifically (as distinct from ‘feedback’)

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Third Space: Learning Reflections TURNING MARKING INTO FEEDBACK

RESEARCH DESIGN

FINDINGS

I started with whole-class feedback grids in conjunction with yellow box marking TEACHER TIME (see Figures 2 and 3) and used these with Years 7, 11 and 12 classes. I then decided to limit it to Year 7 and 11 due to the nature of the work being done at The first astonishing effect was in how long a set of books took to mark. the time and for various practical reasons.

Previously, for a class of twenty Year 7 students, it would have been up to three hours of work, generally held over until the weekend. Now, I could get through a My strategy evolved as term one progressed as a result of feedback from students set of books, reflect on what I had learned from them, and produce the outline and what I perceived to be the strengths or limitations of various methods tried, of my whole-class feedback in less than an hour. This means that a free period based upon student engagement with the marking. By the end of the term, could be used and therefore there was no need to have a block of time set aside the strategy had evolved into a mixture of sample marking, selective marking, specially. yellow-box and whole class feedback (see Figures 4 and 5). This combination seemed to most effectively blend relatively short teacher ‘marking’ time (i.e. time spent writing on student work) with student engagement in the process TEACHER REFLECTION (based upon how focused they were in asking questions about the marking, how much discussion ensued, and how many corrections were made as a result). One of the most important and less-expected effects for me was ‘what I had After a term where the use of this method was embedded into classroom learned from them’. At the end of a marking session, I had enough emotional practice, the effects were researched by means of a questionnaire for students. and intellectual energy left to reflect on what I had just seen. The whole-class feedback could be designed to focus on key points of understanding that were incorrect with prompts or clues to help students work out their response. Or I learned that I needed to go back and re-teach a particular concept as it had clearly been entirely misunderstood. I found myself, for the first time I can remember, actually enjoying the process of marking because it was less of a chore I had to get through and more a means by which students were feeding back to me about how well they had understood. Now, it seems obvious that that should be the purpose of giving them the work!

STUDENT ENGAGEMENT WITH THE MARKING When students’ work was given back to them, all they saw were parts highlighted in green and parts in orange, and a yellow box at the bottom with a question in it. An occasional comment might appear where a response was particularly impressively expressed or clarification was required. Their job was then to focus on the orange parts, figure out why they were orange, and improve their answer using the whole-class feedback and their partner, group, or teacher. Dedicated lesson time (up to 0.5 of a lesson per week) was given over to this process.

While I have no data to support this, I was particularly struck by the increase in talk by many of the students about their work. It seems that seeing only an orange mark, without an accompanying comment on the page, forced them to Figure 4: What the student sees – my part is the green and orange highlighted engage with those around them, asking questions and finding out the error, parts and the production of the yellow-box question (plus the two ‘of?’ at the rather than just internalising the marking. They seemed to see their work less top!). All other corrections are done by the student based upon whole-class as ‘job done’ and more as a ‘work in progress’. It is entirely possible that this is feedback produced (Figure 5). simply because of the nature of students at our school or in our situation but I think it certainly makes the method worth trying.

QUESTIONNAIRE RESPONSES Considering the above, my attitude towards surveying students about this method was that as long as they did not feel negatively towards it, I would consider it a success.

The ‘questions’ I chose reflected some concerns that had been raised with me by colleagues about this marking method, for example that it would not acknowledge students’ successes enough or that it would not be sufficiently personal.

Students were asked to respond to the questions on a 5-point scale with 3 being ‘not bothered either way’ and 1 or 5 representing strongly held views.

The questions were: What do you think of the use of highlighters rather than red pen?

1. I felt the green highlighted areas clearly acknowledged the work I did well.

2. I would have preferred to have a comment acknowledging what I did right rather than the green highlighter.

Figure 5: Sample of whole-class feedback produced, shown to, and shared with 3. Having orange highlighted work allowed me to identify quickly which areas students via OneNote. Students are given time in lessons to reflect on their work needed my attention. in light of these, ask questions, and discuss improvements.

4. Spending class-time correcting the orange highlighted areas is a waste of

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Third Space: Learning Reflections TURNING MARKING INTO FEEDBACK

5.

6.

7.

8.

9.

time as it did not help me improve.

Having whole-class feedback and/or being able to ask the teacher questions during class time helped me to improve my work.

I would have preferred to have had those areas corrected for me by the teacher rather than having to do it myself.

I prefer having an extension/focus area in a yellow box rather than reading teacher comments on my work and responding to them.

I felt that the marking of my work with highlighters and yellow boxes was not sufficiently personal.

My opinion of the ‘highlighter’ method changed over time.

Now that I am confident using it, I would like to incorporate negotiated success criteria/assessment rubrics/model responses into it and this is something I would like to explore next academic year particularly as I roll it out to KS5.

I think that as a model, it is very adaptable and easy to flip with students.

As a result of this, I envision expanding its use to incorporate peer and selfassessment.

BIBLIOGRAPHY

Allen, R. and Sims, S. (2018) The Teacher Gap. London and New York: Routledge Of the 37 students in the two classes with which I used this method, 22 Coe, R., Aloisi, C., Higgins, S. and Elliot Major, L. (2014) What makes great responded. Such a small sample size does not allow for any definitive statements teaching? Review of the underpinning research. CEM, Durham University, The to be made about this method, of course, but merely gives a small insight Sutton Trust. into how the students who were motivated enough to respond felt. Obvious questions can be raised as to the motivations of students who respond to such Elliot, V et al. (2016) A marked improvement? A review of the evidence on questionnaires as well as the wisdom of including a 3, thereby allowing students written marking. University of Oxford & Education Endowment Foundation an easy way out of making a choice.

Hattie, J. and Clarke, S. (2019) Visible Learning Feedback. London and New York: Routledge For questions 1, 3, 7, 9, 10: the average student response was 3 +/- 0.2 which may indicate that, on average, students were neutral about the method Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and selfcompared to more traditional marking and that they did not feel that it was regulated learning: a model and seven principles of good feedback practice. impersonal or lacking in positivity.

Studies in Higher Education, 31:2, 199-218 In fact, in response to question 2, the average score was 4.14 in the positive so it seems having green highlighter applied to their work was sufficient to acknowledge work done well (8 students strongly agreed with a further 10 agreeing).

Tarricone, P. and Newhouse, C.P. (2016) Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability. Journal of Educational Technology in Higher Education 13:16 Van der Kleij, F., Adie, L. and Cumming, J. (2017) Using video technology to enable student voice in assessment feedback. British Journal of Educational For question 4, students felt that the orange highlighter did help them focus Technology, 48:5 1092-1105 on areas for improvement, the average score being 4.09 in the positive (10 students strongly agreed with 7 agreeing).

Wilson, A (2012) Student engagement and the role of feedback in learning.

Journal of pedagogical development, 2:1 (online) Available at: https://www.

On whether the whole-class feedback helped students improve their work beds.ac.uk/jpd/volume-2-issue-1/student-engagement-and-the-role-of(Q6), the average score was 4.05 in the positive which indicates agreement. 10 feedback-in-learning/ (Accessed 19 January 2019) students strongly agreed with that statement.

As for the yellow box replacing a comment (Q8), this was the only area in which students were not positive on average with a score of 2.68. However, only 3 students strongly disagreed with the statement with 6 more indicating ‘disagree’.

Finally, students were asked to elaborate on any of the choices they had made.

Only two students chose to comment: 1. “I prefer red pen but highlighting does make it more clear whether the answer is correct or not.”

2. “I just find it more informative when the teacher reveals the answer to what I got wrong instead of me having to work it out again.”

Neither of which seems to indicate an indictment of the method.

It should be stated that for every question, there were students who felt strongly in both directions. Is it possible to please everyone with your marking choices? It would seem not but considering the gains made for the teacher, the averages above seem to vindicate the method.

PLANS FOR THE FUTURE I definitely plan to continue using this method of marking with added refinements considering the reaction of students to the yellow boxes. I would also like to see stronger positive responses so I think that further discussions with the students about the method and the rationale behind it might help in their perception.

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Third Space: Learning Reflections EXPLORING THE IMPACT OF DIGITAL TEACHING METHODS ON TEACHING AND LEARNING FOCUS

A large range of digital mediums where used throughout the year. OneDrive, OneNote, MS Teams, electronic inking, video creation using iMotion and Microsoft software, PowerPoint, MS Word, Wikis, Photography and upload of work, email, Google Earth, Google Maps, YouTube, Excel and Google Sheets.

Online services such as OS Maps, MineCraft, DigiMaps, BBC Bitesize, Quizlet, EdPuzzle and Padlet were used and tested. Infographics weere created using Piktochart.

The focus of my action research was to investigate whether the Year 8 geography curriculum could be taught in an entirely digital way and could a ‘fully digital’ class achieve the same or better results than the rest of their cohort.

Additionally, I investigated what problems and issues would arise that could be highlighted for anyone undertaking future digital deployment at Dubai College.

Specifically what issues arose and, where possible, how were they addressed and mitigated.

Students were, where possible, offered a choice of digital medium through which to complete their work. At the heart of the design was the pedagogical The significance of my action research is best highlighted when viewed from principals from Professor Rose Luckin et al (Decoding Learning). The principals within the context of the digital focus of the UAE Vision 2021 and the rhetoric of creativity, collaboration, and inquiry were, and remain, the cornerstone of emanating from the KHDA in recent years. The UAE Vision 2021 calls for a lesson planning and the principal of using the digital technology to achieve “complete transformation of the current education system and teaching these pedagogical aims remains at the heart of the digital classroom. methods” and asserts that “The National Agenda aims for all schools, universities and students to be equipped with smart systems and devices as a basis for all Raw data of the attainment of these three classes was to be compared with the teaching methods, projects and research”. Additionally, broadly speaking the rest of the cohort through four key assessments completed over the course KHDA were impressed with use of ‘digital’ by teachers but stressed that the of the first two terms. Experiences as captured in lessons and collated in a students where not using ‘digital’. What will they look for next time? reflective journal would provide additional ‘data’. A student questionnaire was used to capture the student voice. Lessons weere planned using a triangular While the statements are robust it can be argued they are open to significant approach. The geography curriculum delivered in a fully digital way with the interpretation. However, it is clear that the UAE is committed to some degree principals of Luckin at its heart. of digital transformation in schools.

KEY FINDINGS INSIGHTS AND RESOURCES USED TO EXPLORE THE ISSUE What difference, if any, has the adoption of a digital classroom had on students’ SPECIFIC RESEARCH QUESTIONS attainment in geography?

My research will focus on four specific research questions. These are outlined below.

• What difference, if any, has the adoption of a digital classroom approach had on students’ attainment in geography?

• What do students, who have had a sustained experience of a digital classroom, think about their use of technology?

• How has the experience of using a digital approach developed my understanding of the affordances and constraints of the technology and its implications for pedagogy?

• What problems and issues would arise that could be highlighted for anyone planning future digital deployment at Dubai College. How where they addressed and mitigated?

RESEARCH DESIGN Three Year 8 Geography classes (out of a total of eight in the cohort) where used to collect data. This data was to be a mixture of raw data from end of unit STANDOUT FINDINGS. assessments and a student questionnaire co-designed with Katharine Burn (Oxon). In order to investigate the final two research questions I will be using These graphs represent a selection of the key findings from my research: data gathered from my own experience and journey alongside insights from my reflective journal (found here https://dubaicollege.sharepoint.com/learning- Figure 1 and-teaching/digital-pedagogies).

This table shows the whole cohort of Year 8. It is a visual tool to demonstrate An immersive approach was used with all three of the Year 8 classes fully some basic findings. The students shaded in blue are those in the digital groups. integrated in a digital classroom. All students were to use their devices such as Those with a red highlight are in the digital group and male. This table is ranked Surface Pros. The Office 365 environment was used extensively, most notably in order of attainment (average of four key assessments). using OneNote as the students ‘exercise book’ and utilising MS Teams as the class hub. Resources were to be, where possible, distributed electronically What is immediately evident is that there is a cohort of ‘digital female’ students through OneNote class notebook. Work was to be completed in their OneNote performing exceptionally well at the top of the year. through the use of MS OneNote. More recently, the development of the geography department MS Stream was used as a hub for the students’ video There is a group of ‘digital male’ students who appear to have underachieved at the foot of the table. ‘content creation’.

Males in general are more likely to appear in the lower half of the table.

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Third Space: Learning Reflections EXPLORING THE IMPACT OF DIGITAL TEACHING METHODS ON TEACHING AND LEARNING finding is entirely consistent with wider research evidence. Students therefore need to learn that they should assess the demands of the task and the specific objectives and be able to make an effective judgement about the best tool for Figure 2 the job. The importance of assessing the demand and making a reasoned choice needs to be explicitly taught. Left to choose themselves - students will default On average there appears to be no difference in the average performance of to the ‘digital’ choice even though it would clearly be more effective using more digital vs non-digital students. traditional methods. We as teachers also have to make some judgements about what strategy to use when adopting a hybrid approach.

Figure 3 One unexpected and particularly valuable finding that manifested itself very This is a graph showing the overall performance of male vs female in Year 8. This early on in this process is the way in which I have been able to use technology, data includes ‘digital’ and ‘non-digital’ students. The ‘digital’ girls outperformed notably OneNote, for live modelling and feedback as students are working on their ‘non-digital’ peers. The ‘digital’ boys underperformed when compared to tasks. Through OneNote I have been able to move examples of students’ work their ‘non-digital’ peers. onto the screen for everyone to see and can comment on particular strengths or point out developments needed in ways that help everyone to understand Figure 4 the task better.

Out of the top 20 digital students, 2 are male.

This shows that the cohort of underperforming students at the bottom of the year did not perform well in the early assessments but made noticeable improvement as the year progressed. Students at the top of the cohort started strongly and continued to do so.

Classroom/behaviour management is an issue: students’ access to digital devices means that we as teachers have to plan the management strategies that we will use to secure and retain students’ attention when needed and to ensure that students remain on task. While software monitoring means that teachers can readily check what students are working on, constant monitoring WHAT DO STUDENTS (WHO HAVE HAD A SUSTAINED EXPERIENCE OF of screens is not the best use of teacher time and expertise in the lesson. This is A DIGITAL CLASSROOM) THINK ABOUT THEIR USE OF TECHNOLOGY? a particular problem with boys, though not exclusively. Certain students really need to be sat where you are most often going to be able to see their screens.

The student survey returns were overwhelmingly positive. Students were very Spotting suspicious body language, two or more students looking at the same positive about the experience, they felt they were highly engaged, they think screen, fingers near the A,W,D keys (gaming keys). it made easier to learn, they think it gave them more opportunity to be more creative and collaborative. The only frustration seemed to be with school digital If you want to talk to the class, even if little and often – they simply must shut infrastructure – primarily WiFi connectivity. They identified that they need to their device. I have not found any other way around the problem. They simply learn more about effective research skills. They also struggled to identify ‘how’ cannot hold their attention to you with the screen open. Particularly boys. they could be more creative with technology. A stand out response was that they could not see an issue with the pace of work and also suggested that even In the early stages of the academic year students often needed to be taught the if the work took longer it was worth it. This has obvious ramifications when digital skills that they required. There were ‘digital obstacles’ to learning. This curriculum planning or ‘tight’ GCSE schemes of work. will mean that learning the subject matter is slower at the start and teachers need to plan for that in allocating time to topics. Attainment was lower for HOW HAS THE EXPERIENCE OF USING A DIGITAL APPROACH DEVELOPED some students in the first couple of assessments. They were held back by the MY UNDERSTANDING OF THE AFFORDANCES AND CONSTRAINTS OF use of digital. You can see in the assessment raw data evidence of this. Removal THE TECHNOLOGY AND ITS IMPLICATIONS FOR PEDAGOGY? of those digital obstacles is of paramount importance.

One of the first things that becomes apparent when trying to integrate technology into the classroom is how easy it is to fall into what I coined a ‘substitution trap’ and the ‘AED4000 exercise book’. You can easily end up doing what you would have done anyway in a more traditional setting. I made it a primary focus as the year progressed to constantly seek ways to exploit the technologies’ value in relation to the some of the purposes identified by Rose Luckin – namely collaboration, creativity and enquiry.

LINK TO DIGITAL SKILLS CURRICULUM 2019

Encouraging students to create their own videoed explanations of particular processes can help in securing their understanding before they try to construct written explanations. The students can be encouraged to record and upload their own explanations but the teacher can also video them as they attempt such an explanation – using questions as appropriate to guide or direct them.

These videos can be retained by the student and reviewed when they are Although the technology creates the potential for all these aspects, achieving tackling homework tasks or revision, securing understanding. them is not straightforward: students need to be explicitly taught how to collaborate and the tasks they are set need to be structured in such a way that Students need to be taught how to collaborate and to see that it is valued. they have to do so. I have had to build in very specific instructions for them to This applies in general as well as to their work online. Tasks need to be clearly share ideas or consult one another. Similarly, the enquiry process needs to be structured to require specific kinds of collaboration and collaboration itself similarly structured or scaffolded – beginning with straightforward tasks to may need to be explicitly included in success criteria for the task. They are not ensure that students have identified and mastered essential information before natural collaborators and I had to ‘force’ collaboration through task design. moving on to more open tasks/research. For some students I have had to revert to quite tight formats and writing frames in order to operate at the pace PLANS FOR THE FUTURE of the rest of the department and to ensure the weaker students were not ‘lost’ in a sea of complexity.

In light of my findings I plan to roll this through and keep adapting my digital pedagogy, looking at ways to enhance the use of digital in the classroom, and More creative outcomes (such as a video) take much longer – especially on specifically looking at how to increase the attainment of the cohort of lower the first occasion when students have to learn the digital skills that they need. achieving boys. I will keep exploring the ‘hybrid’ approach and maintain the While standards rapidly increase, pace is still an issue. However I have no doubt principal of putting Luckin’s creativity, collaboration and problem solving at the that there is the opportunity to ‘learn’ the content in far more depth. heart of lesson planning.

We should not lose sight of the value of using pen and paper for some tasks. This

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Third Space: Learning Reflections EXPLORING THE IMPACT OF DIGITAL TEACHING METHODS ON TEACHING AND LEARNING I am also widening the scope to include the Dubai College Geography digital-pedagogies Department’s Digital Strategy. Informed by my experience this year we felt that a targeted approach would be best rather than a blanket deployment of digital across an individual unit of work or year group. Across Years 7-9 we have identified which aspects of the curriculum lend themselves particularly well to the adoption of digital.

Informed, in part, by my identification of ‘digital obstacles’ (as referenced earlier) I am developing a Year 7 and 8 Digital Skills curriculum to be timetabled into a discreet lesson per week. This will hopefully go some way to alleviate the need to teach both digital and subject matter in classrooms across the school, should increase skill levels of those year groups, and increase the speed and efficiency of students’ digital usage.

As more departments roll out a digital component (in a variety of forms) there will likely be an increase in need for support by some individuals and some departments. My role as SLE: Digital Skills will encompass that.

CONCLUSIONS, PARTICULAR AFFORDANCES AND MOVING FORWARD Taken together the findings point to very clear implications for the school and for individual teachers: 1. Pace/scale of implementation – departments need to move forward (KHDA etc) but should do so with caution if attempting wholescale change. Keeping pace with peers in context of a rigid curriculum would present additional challenge.

2. Challenge is to maintain focus on particular gains that tech can potentially offer – in terms of Luckin – collaboration, creativity, and enquiry. These should be at the forefront of curriculum planning.

3. Not everything is best taught through digital - blend them through the ‘hybrid’ approach 4. A key challenge is to avoid digital substitution – the AED4000 exercise book.

5. The heavy demands on teaching staff should not be overlooked.

6. There are obvious time issues. These should be considered carefully.

7. Classroom Management – there are key issues. It is not the same, e.g. giving instructions, distraction.

8. Explicitly need to teach collaboration and change student perceptions of the benefits of it. Students need to be taught to research more effectively.

9. The ‘digital’ can become a ‘digital obstacle’. The skills need to be secure before use in the classroom – if they are not secure they are likely to disadvantage (particularly) the weaker students and increase knowledge and understanding gap. Time spent teaching digital skills was an early problem.

10. Technical/digital Support, WiFi, WiFi after update, MS syncing issues, forgotten laptops, lack of chargers, laptop broken, laptop out of charge are all fairly constant.

11. My experience and results have shown that there has been that a cohort of (primarily) boys that have made slower progress. Going forward it will be particularly important to focus our attention on these students and develop strategies to support them in managing the additional demands of digital technology and the issue of distraction.

Further Reading: https://dubaicollege.sharepoint.com/learning-and-teaching/

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Third Space: Learning Reflections HARKNESS AND LEARNING: IN WHAT WAYS DOES GROWTH IN STUDENT CONFIDENCE MANIFEST ITSELF THROUGH HARKNESS? THE ISSUE In an increasingly technology-focused, hard skills educational landscape (Christensen et al., 2010; Glaser, 2018; Horn, 2012), the need for developing dialogue and collaborative oral communication has perhaps never been greater with soft skills being increasingly in demand in the workplace (Brett, 2018; National Research Council, 2012). Technology and digitalisation, combined with the UK curriculum’s focus on terminal examinations, has encouraged the focus of classrooms towards the use of individual devices (Carter et al., 2017; Muir-Herzig, 2004; Yang, 2002), test preparation and the delivery of syllabus content with an eye on assessment, leading to some students adopting a more passive and dependent approach to learning (Kidd, 2015; Mansworth, 2016; Martin & Marsh, 2003; Owen-Yeates, 2005; Rogers & Hallam, 2010).

This project built upon my previous MSc empirical study of the passivity of Key Stage 4 students by adopting the pedagogy of Harkness (Cadwell & Quinn, 2015; Williams, 2014) which I implemented as part of that study having first encountered it in my Part 1 research into flipped learning (Flipped Learning Network (FLN), 2014; Tucker, 2012). My previous MSc assignments sought to increase student ownership of learning by looking at how to shift pedagogical approaches away from rote learning and the Gradgrindian dissemination of knowledge from teacher to students (Dickens, 1995; Lee, 2001; Thompson, 2009) – and the subsequent regurgitation of learnt content in examinations (Benton, 1999, 2000; Dymoke, 2002; Garner, 2013; Marsh, 2017; Stacey, 2015; Xerri, 2016) – towards more student-centred, active learning. My MSc has been an organic journey and this project explored the ways in which adopting the Harkness method develops the non-examined skills of students, in particular their confidence.

design is in the before and after measures relating to a specific intervention’ (Edwards & Talbot, 1997), the research design had three distinct phases (see Figure 1) with pre-/post- enquiries framing ongoing observations (Menter et al., 2011) during the intervention. Whilst the project focused primarily upon my own Year 13 English Literature class, other colleagues’ classes in Key Stage 5 also completed questionnaires which brought in elements of cross-sectional study to compare cohorts (Edwards & Talbot, 1997).

Phase 1 Initial

Time September

Instrument Pre-intervention Assertiveness Formative Questionnaire (Gaumer Erickson & Noonan, 2018)

Participants (n) Year 13 English Literature (11) Year 12 (34)

2 Ongoing

September-April

Year 13 English Literature (11)

3 Terminal

May

Observational mapping and coding Post-intervention Assertiveness Formative Questionnaire (Gaumer Erickson & Noonan, 2018) Harkness Questionnaire

Year 13 (33) Year 12 (44)

1:1 Interviews

Year 13 English Literature (5)

RESEARCH QUESTIONS 1. Does student confidence increase?

2. How does student participation change?

3. Does prior preparation contribute to a growth in confidence?

FINDINGS

4. Does the environment contribute to students’ growth in confidence?

The findings suggest that growth in student confidence is facilitated by prior preparation and a safe classroom environment and manifested through increased participation, greater engagement in learning and increased preparation for lessons. The findings show an interconnection between the foci of the research questions with students reporting an increase in participation as a result of prior preparation, reflecting the views expressed in the flipped learning literature that prior knowledge makes students more confident in lessons (Bergmann & Sams, 2012; Fulton, 2012; Roach, 2014) and being motivated by the demands of the discussion to prepare in advance, a motivation identified in the Harkness literature (Christoph, 2015; Hiza, 2015; Pérez-Andreu, 2015). This relationship is supported by the environment that Harkness lessons foster: the students saw the layout of the room as enabling greater interaction through connecting them around a table and enabling them to see each other, findings espoused by not only Harkness teachers but by studies into classroom spaces too (Arnold et al., 1993; Careena Fernandes, Huang, & Rinaldo, 2011; Gremmen, Van Den Berg, Segers, Cillessen, & Nl, 2016). The ability to see and read peers’ faces and cues enables students to participate in constructive discussion and it builds the respect for one another that makes the environment a ‘safe space’ (Holley & Steiner, 2005) in which they feel comfortable to share the ideas they have formed. According to our students, all of this leads to, and demonstrates, a growth in confidence.

RESEARCH DESIGN I approached this research project from a reflective rather than critical theorist angle (Cohen et al., 2011) because I wanted to explore the effects of my own pedagogical approach upon my students’ learning. It was ethnographic and idiographic (Cohen et al. 2011), focusing primarily upon one class and the research’s concern for individual students’ experiences and views made it pragmatic, ‘practice-driven’ (Denscombe, 2008, p. 280), fulfilling the reflective nature of practitioner research.

To ascertain how a growth in student confidence manifests itself in Harkness lessons, the research required the Harkness method to be adopted with classes who had never experienced the method previously. I adopted the use of regular Harkness lessons over the course of two and a half terms with my Year 13 English Literature class who had not previously experienced this pedagogy, but this approach was at times paused due to internal mock examinations and the completion of coursework. The colleagues who collaborated in Phase 1 and Phase 3 of the research were also adopting Harkness for the first time with their classes.

Because I wanted to capture a snapshot of views across time to establish how a growth in confidence is manifested I used a survey approach to capture a large amount of data as easily as possible (Edwards & Talbot, 1997). Given the short timescale (9 months) afforded to this research project, it was a shortterm longitudinal study and as ‘the most obvious use of longitudinal survey

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Year 13 English Literature (11) Year 12 (34)

This project was idiographic and as such generalisations applicable to other contexts cannot be made. It also focused on a short-term intervention that was implemented regularly for the Year 13 English Literature and Year 12 Mathematics/FM classes, but only intermittently for the Year 12 Geography class and the other classes whose teachers collaborated in the collection of data. Whilst its findings are therefore not representative of all Harkness lessons

Third Space: Learning Reflections HARKNESS AND LEARNING: IN WHAT WAYS DOES GROWTH IN STUDENT CONFIDENCE MANIFEST ITSELF THROUGH HARKNESS? within our own school context, given the differences in Harkness lesson use and REFERENCES the individual classroom styles adopted, it does at least identify trends across the classes whilst identifying key differences that arise through regularity of Arnold, A. C., Britton-Simmons, M., Williams, R., Brewbaker, J., Ranson, S. R., implementation.

Tomasik, B., & Proctor, K. (1993). The Round Table: Designing Classrooms with Students in Mind. The English Journal, 82(2), 81–83.

PLANS FOR THE FUTURE Benton, P. (1999). Unweaving the Rainbow: Poetry Teaching in the Secondary As a result of this project it is clear that as a school we need to focus on the School I. Oxford Review of Education, 25(4), 521–531. quality of our Harkness lesson delivery. Whilst the pedagogy is one approach amongst many across the staff body, those who choose to deliver Harkness Benton, P. (2000). The Conveyor Belt Curriculum? Poetry teaching in the lessons should take heed of the differences that are highlighted by the data secondary school II. Oxford Review of Education, 26(1), 81–93. regarding regularity of use. Williams (2014) argues that Harkness needs to be a mind-set, a philosophy for a teacher, that it is not a method to occasionally Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in apply and my research seems to support this viewpoint: the Year 13 English every class every day. Eugene, Oregon: International Society for Technology in Literature class who had regular Harkness lessons reported greater increases Education. in confidence, participation and independence and were aware of the benefits such lessons had afforded them.

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One consequence of this research was that my school sent me to PEA for a week to the Exeter Humanities Institute where I was able to experience all that Brett, N. (2018). Future graduates will need creativity and empathy - not just the PEA literature espouses, that Harkness is a way of learning that underpins technical skills. [Online]. The Guardian, 20 October. Available from: https:// every structure in their school and that by applying it to all lessons in all subjects www.theguardian.com/education/2018/dec/20/future-graduates-will-needthe students see dialogue and collaboration as the most humane way to learn creativity-and-empathy-not-just-technical-skills [Accessed 22 May 2019] (Cadwell & Quinn, 2015).

Cadwell, J. S., & Quinn, J. (Eds.). (2015). A Classroom Revolution: Reflections of Consequently, this research and my PEA visit have affirmed that this is a Harkness Learning and Teaching. Exeter: Phillips Exeter Academy. pedagogy I plan to fully adopt, across all Key Stages in my ongoing practice.

Through my SLE role and through collaboration with the Harkness CLG, I plan Careena Fernandes, A., Huang, J., & Rinaldo, V. (2011). Does Where A Student to design and deliver a series of INSETs that will coach and develop teachers Sits Really Matter?-The Impact of Seating Locations on Student Classroom wishing to use Harkness so that they feel confident and equipped with the Learning. International Journal of Applied Educational Studies, 10(1), 66–77. knowledge to use Harkness lessons regularly rather than as summative stand- Carter, S. P., Greenberg, K., & Walker, M. S. (2017). Should Professors Ban alone reviews; videoing my own lessons and those of other regular Harkness Laptops? How Classroom Computer Use Affects Student Learning. Education deliverers to support other colleagues will also be undertaken.

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The call for Harkness lower down the school by the students interviewed, as well as my own observations from previous assignments that passivity rises as students move up the school, have convinced me that we need to focus upon supporting colleagues to include dialogic elements within their lower school lessons. Key Stage 3 students are generally enthusiastic and inquisitive and before external examination pressures start to affect them we should be helping them to master discussions, problem-based learning, independent research and respect for their peers. The literature’s unequivocal message that a safe but challenging learning environment is essential for effective learning (Boostrom, 1998; Holley & Steiner, 2005; Parsons, 2016) dovetails with my school’s current development of Positive Education. I plan, therefore, to collaborate with the Pos Ed SLEs and the Harkness CLG group to develop Key Stage 3 classroom tasks and activities that integrate positive education principles with the respect and collaboration that Harkness requires, enabling colleagues who do not wish to adopt Harkness lessons to at least start building dialogue into their classrooms.

Christensen, C. M., Johnson, C. W., & Horn, M. B. (2010). Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns (2nd ed.). New York: McGraw-Hill Education.

The final implication from this project is the integration of technology into dialogic practice. Student 5’s sincere request for the effective use of devices or shared platforms in Harkness lessons, as well as the videoing of lessons, brings to the fore the demands of our educational context and the expectation that technology will be used in all lessons; a demand we have resisted in Harkness lessons so far, bar the use of the digital mapping application and the interactive whiteboard for delivering occasional content. Our country’s national agenda calls for innovation in education and perhaps this is the next step for developing what was once a radical pedagogy and updating it for the demands of 21st Century learners, making technology-use collaborative and extending the discussion online.

Edwards, A., & Talbot, R. (1997). Chapter 3 - Designing a study. In The Hardpressed Researcher: A Research Handbook for the Caring Professions. England: Addison Wesley Longman.

Flipped Learning Network (FLN). (2014). What Is Flipped Learning? The Four Pillars of F-L-I-PTM [Online]. Available from: http://www.flippedlearning.org/ definition [Accessed 14 January 2017]

Christoph, E. (2015). The Art of Harkness: Language Learning Around the Table. In J. S. Cadwell & J. Quinn (Eds.), A Classroom Revolution: Reflections on Harkness Learning and Teaching (pp. 73–81). Exeter: Phillips Exeter Academy.

Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London: Routledge.

Denscombe, M. (2008). Communities of Practice A Research Paradigm for the Mixed Methods Approach. Journal of Mixed Methods Research, 2(3).

Dickens, C. (1995). Hard Times. London: Penguin.

Dymoke, S. (2002). The Dead Hand of the Exam: the impact of the NEAB anthology on poetry teaching at GCSE. Changing English, 9(1), 85–93.

Fulton, K. P. (2012). 10 Reasons to Flip. Phi Delta Kappan, 94(2), 20–24.

Garner, R. (2013). 100 academics savage education secretary Michael Gove for “conveyor-belt curriculum” for schools. [Online]. The Independent, 19 March. Available from: http://www.independent.co.uk/news/education/ education-news/100-academics-savage-education-secretary-michael-govefor-conveyor-belt-curriculum-for-schools-8541262.html [Accessed: 14 April

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Third Space: Learning Reflections HARKNESS AND LEARNING: IN WHAT WAYS DOES GROWTH IN STUDENT CONFIDENCE MANIFEST ITSELF THROUGH HARKNESS? 2018]

Rogers, L., & Hallam, S. (2010). Changes in perceptions of studying for the GCSE among Year 10 and Year 11 pupils. Educational Studies, 36(2), 153–163.

Stacey, G. (2015). GCSE English literature - learning and understanding, not memory. [Online]. The Ofqual blog. Available from: https://ofqual.blog.gov. uk/2015/03/18/gcse-english-literature-learning-and-understanding-notmemory/ [Accessed 3 April 2018]

Gaumer Erickson, A. S., & Noonan, P. M. (2018). Assertiveness Formative Questionnaire. In The skills that matter: Teaching interpersonal and intrapersonal competencies in any classroom. (pp. 181–182). Lawrence, KS: University of Kansas, Center for Research on Learning. Available from: http:// www.researchcollaboration.org/uploads/AssertivenessQuestionnaireInfo.pdf Glaser, E. (2018). Children are tech addicts - and schools are the pushers. Thompson, P. (2009). Consulting secondary school pupils about their learning.

[Online]. The Guardian, 26 January. Available from: https://www.theguardian. Oxford Review of Education, 35(6), 671–687. com/commentisfree/2018/jan/26/children-tech-addicts-schools [Accessed 17 May 2019] Tucker, B. (2012). The Flipped Classroom. Education Next, 12(1), 82–83.

Gremmen, M. C., van den Berg, Y. H. M., Segers, E., & Cillessen, A. H. N. (2016). Williams, G. (2014). Harkness Learning: Principles of a Radical American Considerations for classroom seating arrangements and the role of teacher Pedagogy. Journal of Pedagogic Development, 4(3), 58–67. characteristics and beliefs. Social Psychology of Education, 19, 749–774.

Xerri, D. (2016). “Poems Look Like a Mathematical Equation”: Assessment in Hiza, M. (2015). Reflections on Teaching. In J. S. Cadwell & J. Quinn (Eds.), Poetry Education. International Journal of English Studies, 16(1), 1–17.

A Classroom Revolution: Reflections on Harkness Learning and Teaching (pp.

145–150). Exeter: Phillips Exeter Academy.

Yang, C. (2002). Integration of Laptops into a K-12 Learning Environment: A Case Study of a Science Teacher in the Middle School. ED-Media 2002 World Holley, L. C., & Steiner, S. (2005). Safe Space: Student Perspectives on Classroom Conference on Educational Multimedia, Hypermedia & Telecommunications, 7.

Environment. Journal of Social Work Education, 41(1), 49–64.

Denver, Colorado: (AACE).

Horn, M. B. (2012). No Shock as Peru’s One-to-One Laptops Miss Mark.

[Online] Forbes, 22 August. Available from: https://www.forbes.com/sites/ michaelhorn/2012/08/22/no-shock-as-perus-one-to-one-laptops-missmark/#1185764978d4 [Accessed 13 June 2018] Kidd, D. (2015). The case against GCSEs: what if they are making our children less educated? [Online]. TES. Available from: https://www.tes.com/news/caseagainst-gcses-what-if-they-are-making-our-children-less-educated [Accessed 7 May 2018] Lee, N. (2001). Childhood and society: growing up in an age of uncertainty.

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Mansworth, M. (2016). Creative Potential within Policy: An Analysis of the 2013 English Literature Curriculum. English in Education, 50(2), 116–129.

Marsh, C. (2017). Poetry and Assessment: An Investigation into Teachers’ Perceptions of the Impact of Closed Book Examinations on Teaching and Learning at GCSE. English in Education, 51(3), 275–293.

Martin, A. J., & Marsh, H. W. (2003). Fear of failure: Friend or foe? Australian Psychologist, 38(1), 31–38.

Muir-Herzig, R. G. (2004). Technology and its impact in the classroom.

Computers and Education, 42(2), 111–131.

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Owen-Yeates, A. (2005). Stress in Year 11 Students. Pastoral Care in Education, 23(4), 42–51.

Parsons, C. S. (2016). “Space and Consequences”: The Influence of the Roundtable Classroom Design on Student Dialogue. Journal of Learning Spaces, 5(2), 15–25.

Pérez-Andreu, F. (2015). An Illustrated Guide to Harkness. In J. S. Cadwell & J. Quinn (Eds.), A Classroom Revolution: Reflections on Harkness Learning and Teaching (pp. 47–57). Exeter: Phillips Exeter Academy.

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74–84.

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Third Space: Learning Reflections INTEGRATING AI INTO THE CLASSROOM

THE ISSUE The Century Tech platform is an AI system that will guide students through KS1-4 learning (KS3 and 4 at this school). The AI will make decisions based on the student’s answers about whether to boost them onto more challenging content, give them more of the same to consolidate or teach them about the underlying principles and ideas before bringing them back to the current content.

c) As an assessment tool for which tailored units can be designed – testing particular, highly-specified elements of knowledge for which correct answers can be clearly identified

The system was deployed to the maths teachers in October and work started with the mathematics department staff to help them understand the system and they were assisted in using it in their lessons. To assess the success of this approach, staff were interviewed informally and their opinions and comments The issue is to investigate how this system can be usefully and successfully were recorded, lessons were observed to see the use of the system by students deployed at Dubai College and to explore pilot deployments and evaluate and again their comments and impressions were recorded. After this, a survey them with a view to taking a larger and more whole school/whole department was done of both staff and students to formally gauge their opinions and approach in future. collect their comments.

INSIGHTS INTO THE ISSUE

Based on the lessons learned from the first deployment, we then worked with the science department to deploy the system in lessons there and assess the Research shows that students’ perception of e-learning systems (or LMS) impact with similar lesson observations, informal chats and formal surveys. affects their likelihood to use it and to engage with it (Moreno et al, 2017).

This research further suggests that “system usefulness and ease of use are FINDINGS influenced by students’ cognitive absorption and self-efficacy, as well as by system interactivity and facilitating conditions”.

This section of the report analyses the results of the surveys and interviews and the different deployment methods used with the Century Tech platform The Century Tech platform uses neuro-science (they in fact employ a neuro- in the mathematics and science departments at the school. The two groups scientist) and artificial intelligence (they employ a team of programmers fluent of users (teachers and students) were looked at as well as the four differing in AI technologies) to guide the learning. Meta-cognition (which is perhaps approaches taken with four different departments: prompted through reflective questions on the platform) is part of the focus of a research paper on “Systems that care” which to some extent could be an aim Group 1. Teachers: of the Century Tech Plaform (du Boulay, 2010).

In relation to: RESEARCH QUESTION • workload (preparation and marking) • perceived value in relation to the purposes that they expect it to serve The research question on which we settled was: (which may include supporting student revision (i.e. revisiting content and supporting retrieval practice); diagnosis of areas of weakness How can Dubai College teachers make effective use of Century Tech?

• providing necessary ‘re-teaching’ This entails two sub-questions:

Note: Since fulfilment of some of these functions depends on the accuracy of the materials, teachers’ views of the quality of the materials in this respect 1. In what different ways has Dubai College employed Century Tech to support were also considered. their students’ learning?

Teachers Survey 2. In each case what are the perceived benefits and drawbacks associated In everyday conversation, the word ‘significant’ means important or meaningful. with this use of Century Tech, from the perspective of both students and In survey analysis and statistics, significant means “an assessment of accuracy.” teachers?

This is where the inevitable ‘plus or minus’ comes into survey work.

RESEARCH DESIGN The intention was to look into four key areas: impact on teacher workload, feedback given to students, data analytics for teachers and the student experience of learning. Although the most key area, improving student attainment was not a goal at this stage, it is most definitely the long-term goal for the system and wherever possible some early indications about any effect that the platform may have on this were sought.

The answer to the first sub-question is that three distinct approaches have been adopted, none of which fit entirely with what seem to be Century Tech’s own assumptions about how the approach could (or perhaps should) be used, which means there are important tensions between their aims and the purposes that teachers want the technology to serve. The three approaches that were identified are:

1- Century Tech reduces marking time 2-Century Tech reduces preparation time 3-Century Tech offers improved data analysis – better overview of class 4-Century Tech reduces the time spent on data analysis 5-Century Tech helps to easily identify gaps in student learning

6-Century Tech reduces the need for student feedback 7-The quality of the content on Century Tech is suitable for my students 8- The quality of the assessment on Century Tech is appropriate for my students 9-Century Tech is quick and easy to use 10-Are there any other benefits of Century Tech you have noticed?

a) Use as a means of supporting the teaching of specified elements of the curriculum. b) Use as a means of independent review and revision of topics that the teachers have already taught.

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Third Space: Learning Reflections INTEGRATING AI INTO THE CLASSROOM

What are your current issues with Century Tech?

The below chart shows the survey results:

SURVEY SCORES • high was agree or strongly agree • low was strongly disagree, disagree or neutral The results clearly show that teachers have a strong belief that Century Tech reduces marking time and feel positive about the data analysis (q3) although the time spent is currently in line with the time spent on other methods of analysis (q4), which is probably partly as it is still a new system, and also the possibilities are greater for the depth of analysis. There still seem to be some concerns over the quality of the content available of Century Tech (q7&8) and over the speed of use (q9). One slightly surprising result is perhaps that teachers felt that it did not significantly reduce preparation time (q2) although surely this will improve as their familiarity with the system increases and their courses and content are set up the way that they would like.

Group 2. Students

11- Is there any other features of Century Tech that you have particularly valued?

SURVEY SCORES • high was agree or strongly agree • low was strongly disagree, disagree or neutral Students were very positive (well over 60%) in the majority of categories of response indicating that they enjoy using Century Tech, especially in their lessons and that they find the content to be appropriate and stretching. It is not clear why they dislike using it for homework (q2) and whether this is just a general dislike of homework or something specific to the platform. Students were actually ambivalent about the content type - slideshows or videos (q5) although when questioned, the students that found this useful were especially happy to have the content in different formats, so it seems irrelevant to some and very beneficial to others.

It was also noted that the platform includes some incidental reminders to students about the process of learning. The value of these pieces of advice is In relation to: not something that has been specifically explored, but the question of whether • enjoyment and willingness to engage – which will include extent of use the use of Century Tech is helping students to better understand their own (where this goes beyond simply undertaking specific tasks as assigned) learning and take control over it (develop self-regulation) is an important one • value attributed to the feedback, which includes speed of response as well – especially when other teachers are working to achieve that goal in different as the value to them of the scores and any other response they receive (e.g. ways. For example: quality of the feedback in terms its explanation of incorrect responses or the appropriateness of its advice about next steps – i.e. level of challenge) • Does the immediate feedback of students’ scores build their confidence in their knowledge? But is this undermined by the lack of explanation about STUDENT SURVEY why the things they got wrong are wrong – and does it tend to make them more dependent on external validation?

The Survey Questions were: • Does it prompt students to focus their revision on the kinds of things that can be judged right or wrong (and thus feature in the nuggets) and so give 1- I enjoy using Century Tech in my 6- I find the feedback useful when them the ability to apply that knowledge when needed in other ways – or lessons I get the answer wrong in Century does it lead them to neglect a focus on the application of knowledge and so Tech give them a misplaced judgement of their own abilities?

2- I enjoy using Century Tech for 7- I find a number of assessment homework questions is about right for each INTERVIEWS AND ANALYSIS OF COMMENTS FROM STUDENTS nugget 3- I like the way Century Tech 8- I find the questions of each • Benefits: Interesting facts about neuro-science learning. Nice to be able to teaches me new things nugget challenging dip in and out. Like the learning path and feel it guides them appropriately 4- Century Tech really helps me to 9- I find all of the content on – it is very good at being at the right level for them (Zygotsky’s ZPD). learn Century Tech to be accurate, there Accurate and immediate test scores. Like the questions of the day – it’s fun are no mistakes and interesting.

5- I like the choice of slide shows 10- I find the content of the nuggets or videos to vary my learning on stretching and challenging • Drawbacks: Preference or need to practise written tests, some questions Century Tech are very challenging, prefer Quizlet (learning styles?).

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Third Space: Learning Reflections INTEGRATING AI INTO THE CLASSROOM

• Analysis: Students generally find the level of the content appropriate and is more included in the summary section at the end which also draws on feel they are learning well, the consensus seems to be that the instant test the informal data that was collected during the project from chatting to the scores are great and that some of the feedback is helpful. teachers and students and being in the lessons to observe.

INTERVIEWS AND ANALYSIS OF COMMENTS FROM TEACHERS The following table sets out some of the issues that were discovered. There Approach a) Use as a means of supporting the teaching of specified elements of the curriculum

Used by Adopted in maths, where teachers have identified specific ‘nuggets’ that could be integrated with their teaching of particular topics.

b) Use as a means of independent review Adopted in science, with the students and revision of topics that the teachers encouraged to work through nuggets have already taught. related to topics they have already studied and to follow the recommendations made by the software in terms of further work to address areas of weakness within those topics (i.e. addressing the nuggets judged to be prequisites for particular units if necessary; or reviewing some of the same material to consolidate their understanding; or moving on to new nuggets that build on the achievement at a higher level).

While this approach comes closest to Century Tech’s own vision, in that the programme has been designed to respond to students’ achievements in relation to one nugget to determine the next one that they should tackle (and thus to carry out the kind of diagnosis and planning of next steps that would previously have been undertaken by the teacher), the science department are using it as an independent approach to revision – not for the teaching of new material. c) As an assessment tool for which Adopted in Arabic – related to aspects tailored units can be designed – testing of grammar and vocabulary and testing particular, highly-specified elements of reading comprehension. knowledge for which correct answers can be clearly identified Points relevant to all three types of approach

Perceived strengths Because teachers are working with care to select the relevant nuggets that can be integrated with their teaching – they are very well informed about the quality of the relevant materials, including their accuracy and relevance and the nature of the feedback.

Only one teacher so far appears to have engaged closely with the data analytics provided but she has been able to use it to support her diagnosis of students’ progress.

It has been possible to tailor the materials to the specific content of the courses being taken without too much additional work.

Perceived drawbacks Initial workload – has required extensive work to select and target specific nuggets.

Scope to tailor materials to tackle particular issues.

Immediate feedback, which students appreciate.

Workload demands in writing the content.

A long way removed as yet from being an independent learning tool (i.e. with levels adapted to provide appropriate challenge).

Taking the collection of nuggets and routes through them proposed by the programme means that teachers essentially have to take the content of the programme and the accuracy of its Analytics make it easy to track extent judgments about correct answers on of student use and to examine results in trust. While they can respond to student terms of particular areas of weakness for concerns/queries about the content or individuals, classes. quality of feedback if they become aware of them, they have not developed the detailed knowledge of the materials that maths teachers possess.

The cost of Century Tech reflects the company’s vision that it could replace teaching – using it simply as a revision or assessment tool, or for teaching just carefully selected parts of the curriculum may not warrant that level of investment.

It is not easy to interpret the high level data analytics – we struggled, for example, to judge what an average score (of say 64% in a particular subject) might mean – if students (using the science approach) were actually being directed to different nuggets.

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Third Space: Learning Reflections INTEGRATING AI INTO THE CLASSROOM

SUMMARY Benefits noticed: Personalised learning. Parents can see their children’s results.

Drawbacks: Speed of platform, lack of feedback on many incorrect answers and some format of seemingly correct answers marked as incorrect, time taken to select, check and allocate nuggets when driving learning from the teacher dashboard, content seems to be a big issue with a lack of engaging content – it was felt by several members of staff that better content is available for free on other platforms.

Analysis of comments: Staff (quite naturally as teachers) feel that they need to set and drive learning whereas the intention of the platform seems to be for the AI to set and drive the learning, and the role of the teacher to change to supporting that learning and occasionally setting a particular piece of work that they feel would be more appropriate for students, or that is necessary for the curriculum at this stage. Where the lessons were set up like this (either for revision, gap filling or just experimentation), teachers felt disempowered as the system fulfilled their role.

Deployment 1 – Mathematics How was it used?

Strengths • Scope to tailor materials related to aspects of grammar and vocabulary in the curriculum units to tackle particular issues.

• Immediate feedback which students appreciate when it comes to personalised learning experience.

• Personalised learning experience for each of the students.

Drawbacks • The workload demands in writing the content and building the nuggets on the platform. A long way removed as yet from being an independent learning tool (i.e. with levels adopted to provide appropriate challenge).

Deployment 4 - Computer Science How was it used?

It was used for creating custom content in a similar style to the pre-existing content on the platform for other subjects. These included the use of videos and slideshows for learning and multiple choice and exact answer for assessment.

Teachers identified particular nuggets (learning objects) that fitted with Strengths their curriculum and integrated those with the teaching of particular topics.

Also they explored the creation of custom courses by stripping down existing • Scope to create completely custom content for the curriculum. courses and only retaining the content necessary.

• Automatic integration with the data analytics for assessment.

• Automatic progression through defining the pre-requisites for each nugget.

Strengths • Ability to take existing courses and duplicate them.

• Teachers are familiar with the materials available on the platform and their strengths and limitations prior to the students working.

• Students will not go beyond the syllabus and will only be stretched within the areas desired by the teacher.

• Assessment data will only reflect the progress within the desired curriculum area. Assessment data is strong and easy to analyse – used to inspire student competition.

Drawbacks • Increased initial workload to review and set the correct nuggets for students.

• Some feedback from the platform was perceived as just right or wrong rather than helpful/correctional.

• Students might become too focused on the right/wrong approach to learning.

Deployment 2 – Science How was it used?

Drawbacks • Creation of content is very slow and time consuming as the platform response time is poor and the design means that it often takes many clicks to either find or do what you want to do.

• Content organised into proper syllabus strands.

• No diagnostic tests for custom content so the AI is likely not as effective as it should be.

PLANS FOR THE FUTURE The fact that the different kind of uses make it even harder to judge the value of Century Tech in terms of improved exam results (and it was clearly acknowledged that this cannot be an outcome of the research at this stage). If the school continues with the CT, it might be feasible to implement some kind of controlled trial for the revision tool strategy being used in science: suggest introducing it for some students to use in Year 9, for example, after their first mock exam, with scope to judge the results in relation to a second mock – but it might be difficult for students to see others using a particular tool to which they have not been given access.

Students were set a chemistry course and they completed the diagnostic tests.

Based on these tests, they then followed the path recommended by the system.

This was to test that the recommended path worked as expected.

Maybe the schemes of work need to change to allow the platform to drive the learning and then for the teacher to extend and challenge and provide Drawbacks additional content and discussions as well as helping the students to make progress while using the system. It could easily be dovetailed with other • Complete trust that the system is reliable and accurate – tough for teachers resources which could then be integrated onto the platform to give a more to pick up on inaccuracies or common misconceptions. comprehensive learning solution. This could perhaps be the case for some • Students may perceive that the teacher isn’t doing anything. units where it would be beneficial for the teacher to be ‘free’ to support the • Difficult to focus the students on a particular curriculum area to ensure class and focus on individuals who require more help. that they are learning together as much as possible.

It certainly seems to be of value to the students as a revision tool or end of unit Deployment 3 - Assessment in Arabic gap-filling/assessment tool and could be deployed effectively in that capacity.

How was it used?

It was used for assessment of reading comprehension with Year 7 and 8 by introducing a tailored Arabic reading text followed by some questions for which REFERENCES the correct answers should be identified.

Du Boulay, Benedict et al. (2010) ‘Towards Systems that Care: A Conceptual

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Third Space: Learning Reflections INTEGRATING AI INTO THE CLASSROOM

Framework Based on Motivation, Metacognition and Affect’, International Journal of Artificial Intelligence in Education. IOS Press.

Moreno, Valter, Cavazotte, Flavia and Alves, Isabela (2017) ‘Explaining University Students’ Effective Use of E-Learning Platforms’, British Journal of Educational Technology. Wiley-Blackwell.

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Third Space: Learning Reflections INTRODUCING A NEW TEACHING AND LEARNING PEDAGOGY WITHIN AN INTERNATIONAL BRITISH CURRICULUM SCHOOL ISSUE members of an organisation in reference to their position on the implementation HOW MIGHT WE EMBED A NEW TEACHING AND LEARNING PEDAGOGY of change model. The curve is an interesting depiction of the challenges that lay WITHIN AN ALREADY THRIVING, OUTSTANDING SECONDARY SCHOOL? ahead when implementing change across an organisation. On a personal note, it also helped me to reflect upon the different stages of development of the For my NPQSL project, I looked at the introduction of a new teaching and project and aided my understanding of ‘when and how’ to motivate individuals learning pedagogy, known as the Harkness method, into a thriving secondary and teams of teaching staff. Motivating colleagues at Dubai College with regard school environment (Dubai College). The project required strategic planning, to the worth of the Harkness method proved relatively straight forward and budgeting and justification as well as some cajoling and encouragement of some the table below shows the development through the different stages of the relatively reluctant staff members along the way. For those unfamiliar with the innovation adoption curve as well as the percentage of staff teaching STEM term, the ‘Harkness method’ is a dialogic teaching and learning style based on subjects that have made a commitment to teaching using the Harkness method. subject specific discussions around an oval shaped table (see diagram below), where a group of students and their teacher are considered equals at the table.

The idea being that students take more control over their learning, they arrive Rogers cum % Time frame No of staff DC cum % at the lessons well prepared for the discussion and as a result of exposure to Innovators 2.5 2.5 Nov-17 2 2.8 the Harkness method, it is expected that their softer skill development such Early 13.5 16.0 Oct-18 6 8.5 as presentation, articulation, self-confidence and eye contact with others, is adopters enhanced. This project focused on introducing the Harkness method, initially Early Mar-19 18 25.4 within my own teaching (following a Harkness CPD course in the UK) and majority thereafter it focused on supporting and developing (through internal CPD) Early 34 50.0 May-19 28 39.4 the Harkness method amongst teams of teaching staff at Dubai College. The majority main aim of the project was to embed the Harkness method of teaching and 34 84.0 Sep-19 36 50.7 learning across a variety of subjects at Dubai College as part of the teaching Late majority and learning section of our school improvement plan.

Laggards Totals

16 100.0

100

Jan-20

71

In a whole school Harkness CPD session, the growth of the number of teachers using the Harkness method was shared with colleagues as it shows how we have progressed from innovators to early majority in a relatively short time frame. The cumulative percentage thresholds for moving from being innovators to early adopters was achieved relatively quickly as we went from 2.8% to 8.5% in a relatively short time frame, yet at that point in time, we were still some way below the next cumulative percentage threshold of 16%. In March 2019, it is clear to see that 25.4% of the teaching at Dubai College, had delivered at least one Harkness style lesson which demonstrated further growth within the ‘implementing change’ process according to the ‘Rogers innovation adoption curve’ and this now shows that we are operating with the early majority.

LEADERSHIP EXPERIENCE

Throughout the project, I worked closely with Sarah Lambert. We shared data, our experiences, and came up with a strategy whereby I would focus on working with teaching staff in STEM subjects (Science, Computer Science, Economics and Mathematics) and Sarah would work with teaching staff within the essay based subjects.

Our student outcomes were assessed in different forms over an 18 month time period, through surveys and questionnaires but also through short three minute videos and short assessments. My initial action research survey and test results show that students feel as though they go into ‘more depth’ in their learning, that they participate more in dialogue with regard to learning and that they achieve better, as a result of Harkness lessons. Harkness student questionnaires completed in May 2019, show that students across Mathematics, Further Mathematics, English and Geography all improved their Harkness scores (which covers a range of qualities related to learning), over the course of two academic terms.

STAFF OUTCOMES AND MOMENTUM As part of my research, I studied the ‘Roger’s innovation adoption curve’ which takes on the shape of the normal distribution curve and categorises the

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As a leadership experience, what I particularly enjoyed about this project, was learning how to strategise with new ideas across the whole school as opposed to working solely within one department. More specifically, I found costing and budgeting for resources over different time frames very interesting as this was closely linked to a section within the project known as the ‘business case’. The business case helped me to project my ideas forward beyond the current term, to link my ideas to costs and identify the risks involved within the project. In regular meetings I pitched the business case to my internal coach (Dee Saran), who often guided me with fresh ideas or aided me in the mitigation of the risks that had been identified with the project. At Dubai College, I will certainly be promoting the NPQ courses amongst the teaching staff.

Third Space: Learning Reflections INTRODUCING A NEW TEACHING AND LEARNING PEDAGOGY WITHIN AN INTERNATIONAL BRITISH CURRICULUM SCHOOL

Rogers innovation adoption curve

Photos: Harkness in action

Summary of student feedback:

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Third Space: Learning Reflections ENHANCING THE OPPORTUNITIES TO STRETCH AND CHALLENGE STUDENTS AT AN ACADEMICALLY SELECTIVE SCHOOL ISSUE The project focused on improving and increasing the levels of stretch and challenge happening day to day in lessons across the school. The project was informed by ALPS data that suggested that students at the top end of the ability range were underachieving when compared to their targets. I set up a group of teachers to deliver INSET featuring practical ideas which other teachers could look at and implement in their lessons. The project group helped to define what stretch and challenge at our school should encompass, taking into account the academically selective intake of our school. One of the biggest obstacles to the success of the project was the groups worry about taking risks within their classrooms for fear of letting the students down. Within the safe coaching team formed it was amazing to see how each member of the group grew to take bigger risks and ‘enjoy’ some of the ‘failings’ as much as the success stories. Due to this wonderful change in mindset within the whole group we were able to enjoy massive changes in the mindsets of our students and see the overall success of the project develop.

The school’s partnership with the University of Oxford Education Deanery gave the group access to research into concepts around stretch and challenge that were converted into practical ideas that worked in our classrooms. Various different tasks were developed from simple starter tasks to whole series of lessons. The group demonstrated this concept across different subject areas through collaborative planning opportunities. Since the project was directly impacting the students’ learning, it was vital the group could back up our experimentations with sound research to ensure our actions were not going to be of detriment to the students. Through the Deanery partnership we internalised Hattie’s Rope Model of self-concept, which became one of the conceptual underpinnings of the project. Professor Katharine Burn was able to deliver lectures on this and other potentially relevant concepts and the group could ensure these ideas were disseminated throughout the staff body collecting meaningful data along the way.

The results of the project were extremely positive, with feedback from both teachers and students indicating pupil outcomes across different curriculum areas have been high. This project measured pupil progress via the quality of the educational experience they are exposed to, in line with current Ofsted recommendations, rather than looking at data in isolation. Interviews with students were extremely positive, with students unanimously stating that the stretch and challenge project lessons had helped enrich their educational experience: “It sparks an interest in the subject itself but I feel that by just going through the specification, I don’t think that is what education is all about. It’s about like having the greater knowledge and applying it in real life situations.” (Year 10 girl). Teachers also noted extremely positive outcomes in their students: “Collaboration skills were developed and there was evidence of reflective and confident thinking demonstrated through the generation of the thesis statements…. Students showed resilience when they had to revisit a statement, break down a theory or simply begin the process again” (member of staff).

General practical ideas the group developed to incorporate into lessons: Examples of starter activities used by the group

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Students had to utilise their knowledge of electrophoreis to understand the article and its value in chemistry. They had to use the criteria assessment grid to assess ureas suitability as a fuel and produce a series of materials to back up their findings. They used teams as a collaborative base for this project. The idea of the project was to encourage independence in our top ability students and start to engage them with reading higher level material. The aim was to get students to move away from ‘memorising the spec’ to understanding and applying how this information works in real scientific communities.

The starter highlighted an element of doubt to students whereby evidence they once thought was very reliable proved only to be as reliable as the person collecting it. This pushed them outside their comfort zones and into feelings of uncertainty. It started them thinking like scientists. They were then able to move through the series of lessons to collect some primary and secondary data for themselves. They then had to move towards making some conclusions about their data and research published articles to ‘confirm’ their own findings all the while knowing there was published data stating the opposite. This really challenged their ideas of science and their certainty on published results. The need for critical thinking and problem solving became quickly apparent. Two lessons was not enough!

Third Space: Learning Reflections ENHANCING THE OPPORTUNITIES TO STRETCH AND CHALLENGE STUDENTS AT AN ACADEMICALLY SELECTIVE SCHOOL

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Third Space: Learning Reflections PRINCIPLES AND PRACTICE IN PUBLIC ENGAGEMENT WITH SCIENCE: SCIENCE MAJLIS: NEEDS ANALYSIS FOR YOUNG PEOPLE IN THE UNITED ARAB EMIRATES WHAT MAKES QUALITY PUBLIC ENGAGEMENT? There are several transferable ideas that can be used to design a quality engagement activity or exercise, these ideas give a starting point and can be adapted to suit the needs of any particular audience. An exercise should be aware of its audience, be tailored to meet the needs of its audience and be aware of the societal, cultural, and historical implications of its message. If an exercise is successful in doing this the outcomes will fit into the audience’s existing schema of thoughts and opinions (Scheufele, 2014). A quality public engagement exercise should have clear aims and expected outcomes (Bray et al., 2011). These aims and outcomes should be shared with the audience at the start of the exercise and used as an evaluative tool at the end (Grant, 2011).

In doing so, the evaluation can become formative and the exercise will evolve.

The exercise should be as imaginative as possible in order to be salient and memorable (Bray et al. 2011). Finally, there should be an element of dialogue or two-way communication within the event. Ideally, the audience should be able to influence the event as it is happening, this will ensure they are truly engaged (NCCPE, 2019).

THE AUDIENCE

exploration. The entire purpose of the Emirates Mars Mission is to inspire young people (Ponce de Leon, 2015). It is run by the Emirates Space Agency and has a number of outreach programmes including the iShuttle portal, this allows students to investigate their own hypothesis on space travel (Zaatari, 2018).

All of these space-based activities culminate in the first Emirati astronaut, who will make his ‘debut’ in space in 2019 (Nasir, 2019). The willingness of the Emirates Space Agency to produce school events means there would be significant scope for collaboration. It is interesting to note that one of the main speakers for this project is an Emirati female and could be the strong role model needed to inspire young Emirati girls.

Although it has now since disbanded there was a branch of Café Scientifique (2014) in Dubai. The idea behind the Café Scientifique movement is to provide informal conversation about different branches of science. It aims to stay away from the more formal, lecture-style approach (Bowater and Yeoman, 2013) and encourages active conversation allowing dialogue to be established easily. The Dubai events were mainly focused on astronomy and imaging the night sky. The organisers of these events are still in the country and it would be useful to use their experience as a basis for this event.

The young Emirati audience would benefit from an event that shows a good understanding of local culture and tradition. 1001 Inventions (2018) is an engagement exercise that tells the story of Islamic culture during the golden age of scientific discovery. There are interactive exhibits and workshops that tell the story of Arabic scientists such as Ibn alHaytham, who many people consider the father of modern optics (2018). Telling the story of some of these golden age scientists would make the event engaging to an audience that has a genuine interest in local, Arabic history.

This needs analysis is concerned with the young Emirati population of the United Arab Emirates. Although there is no physical divide between the expatriate and local populations there is a clear distinction between the two. The stereotypical young Emirati is disengaged and privileged (Law, 2015) and may also be unemployed or reliant on public sector work (Bladd, 2011). Currently, there is a drive to get the young population more involved in the private sector and less reliant on government jobs (Samulewicz et al., 2012). Fundamentally, there is a push towards creating a knowledge-based economy (Khaleej Times, 2017) through government partnerships with private companies.

AIMS AND PROPOSED OUTCOMES OF A SCIENCE MAJLIS As well as the employment prospects of young Emiratis it is important to understand the emotional and intellectual viewpoint of this audience. Russell et al. (2015) present the results of a number of surveys of the young Emirati population. Emirati schools follow their own bespoke curriculum and Russell et al. (2015) find this to be disengaging. Russell et al. (2015) go on to identify a difference in attitude between boys and girls caused by the need for educational separation for cultural reasons. However, Samulewicz et al. (2012) suggest that this difference in attitude stems from a lack of strong female role models in science rather than having fewer opportunities. Emirati culture pervades every aspect of life in the UAE and the government strives to foster a feeling of cultural pride in their young people (Salama, 2013). The government works hard to maintain Emirati culture in the face of a huge expatriate population.

UNESCO (2019) describes a Majlis as a cultural and social space for conversation and identifies it as a piece of intangible cultural heritage. They are comfortable spaces used for conversation and meetings between special interest groups. There is a degree of overlap between the function of a Majlis and a French salon (Wikipedia, 2019). There is an even greater overlap between what Café Scientifique tries to achieve and what a Majlis is designed to do.

They both encourage conversation and are used to stimulate an understanding of different points of view. The proposed event of a science Majlis would see members of the local scientific community present a short ‘elevator speech’ (Bowater and Yeoman, 2013). This could include their work or the story of how they found themselves where they are. The speech encourages them to present an easy to follow narrative. Following this, they would engage in a dialogue with the audience. The initial event would be concerned with the high-profile space program and astronaut training (Nasir, 2019). There would also be space to accommodate local figures who are experts in the work of Islamic scientists during the golden age (1001 Inventions, 2018). Subsequent events would accommodate figures from private companies who may become prospective employers.

A science engagement event tailored to the needs of Emirati young people should take into account the need to see beyond their national curriculum, the lack of female role models within the local scientific community, the need to see employment prospects out of the public sector, and the importance of tradition and culture in Emirati society. In order to understand this audience further and communicate with them it would be useful to approach the local, governmentcontrolled schools and further education institutes for their thoughts.

The aim of the Science Majlis is to ‘Promote an understanding of contemporary and historic scientific figures from the United Arab Emirates’. It is important to EXISTING PROJECTS have a clear plan to evaluate the success of an event and that there is scope for formative improvement and change. The hopeful outcomes of the Science There are a number of different events that have been designed to engage Majlis are to ensure that ‘Emirati young people have an understanding of their the young Emirati community. The Think Science festival (2019) is made up country’s place in the scientific landscape’, ‘improve attitudes towards science of workshops, shows and a science competition which is open to grades 9-12 as a career in Emirati young people’, and ‘give a more thorough understanding of and university undergraduate students. Each team must contain a majority the history of science in Arabic culture’. Flipgrid (2019) will allow the audience of Emirati nationals and in the context of the country this would exclude the to respond to the aim of the event through recording a short video clip of up to expatriate population (Think Science, 2019). The competition is run by the 90 seconds. This is a new exercise and so it is important that the evaluation is Emirates Foundation and so there could be scope for collaboration. There is open-ended to ensure that feedback is as wide-ranging as possible. a broad range of project proposals meaning that the competition entries are quite difficult to compare and isolate a theme.

CONCLUSION There are several events and engagement activities that are based around space The Science Majlis is an idea built upon the ideas of Café Scientifique and it

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Third Space: Learning Reflections PRINCIPLES AND PRACTICE IN PUBLIC ENGAGEMENT WITH SCIENCE: SCIENCE MAJLIS: NEEDS ANALYSIS FOR YOUNG PEOPLE IN THE UNITED ARAB EMIRATES will be used to stimulate the interest of the local Emirati young people. It takes into account the need to engage a population who would have an interest in understanding the historical significance of Arabic science and the place current science has in the local economy. The Majlis is a part of Arabic culture that lends itself to fluid conversation and dialogue. The speakers at the Science Majlis will allow both male and female young people access to both historic and contemporary role models in science.

United Arab Emirates: perceptions of problems and needs for a successful transition to adulthood. International Journal of Adolescence and Youth, 12(3), pp.189-212.

Salama, S. (2013). ‘UAE Media has crucial role in nation’s identity’. [online] Gulfnews.com. Available at: https://gulfnews.com/uae/uae-media-has-crucialrole-in-nations-identity-1.1163642 [Accessed 7 Apr. 2019].

REFERENCES

Samulewicz, D., Vidican, G. and Aswad, N. (2012). Barriers to Pursuing Careers in Science, Technology, and Engineering for Women in the United Arab Emirates.

1001inventions.com. (2018). 1001 Inventions - Discover a Golden Age, Gender, Technology and Development, 16(2), pp.125-152.

Inspire a Better Future | 1001 Inventions. [online] Available at: http:// www.1001inventions.com/ [Accessed 7 Apr. 2019].

Think Science. (2019). Think Science – Supporting the aspiring scientists of tomorrow. [online] Available at: http://www.thinkscience.ae/ [Accessed 7 Apr. Bladd, J. (2011). UAE National Day: the next generation. [online] 2019].

ArabianBusiness.com. Available at: https://www.arabianbusiness.com/uaenational-day--next-generation-432863.html [Accessed 7 Apr. 2019].

UNESCO (2019). UNESCO - Majlis, a cultural and social space. [online] Available at: https://ich.unesco.org/en/RL/majlis-a-cultural-and-social-space-01076 Bowater, L and Yeoman, K. (2013) Direct Public Communication In: Bowater, [Accessed 7 Apr. 2019]. Wikipedia. (2019).

L & Yeoman, K. Eds. (2013) Science Communication : A Practical Guide For Scientists.

Salon (gathering). [online] Available at: https://en.wikipedia.org/wiki/Salon_ (gathering) [Accessed 7 Apr. 2019].

Chichester : Wiley-Blackwell pp166-226 Bray, B., Bev France, B. and Gilbert, J.K. (2011) Identifying the Essential Elements of Effective Science Communication: Zaatari, S. (2018). UAE Space Agency launches iShuttle to engage with young What do the experts say? International Journal of Science Education, Part B: students. [online] Gulfnews.com. Availa Communication And Public Engagement 2 (1) 23-41 Café Scientifique Dubai. ble at: https://gulfnews.com/uae/education/uae-space-agency-launches(2014). Cafe Scientifique Dubai. [online] Available at: https://www.cafescidubai. ishuttle-to-engage-with-youngstudents-1.2154320 [Accessed 7 Apr. 2019] com/ [Accessed 7 Apr. 2019].

Flipgrid. (2019). Flipgrid. Ignite Classroom Discussion.. [online] Available at: https://flipgrid.com/ [Accessed 7 Apr. 2019].

Grant, L. 2011. Chapter 26 Evaluating Success: how to find out what worked (and what didn’t In: Bennett, D. & Jennings, R. (2011) Successful Science Communication: Telling it Like It Is. Cambridge; New York: Cambridge University Press. pp403 – 422.

Ibn Al-Haytham. (2018). Who was Ibn al-Haytham - Ibn Al-Haytham. [online] Available at: http://www.ibnalhaytham.com/discover/who-was-ibn-al-haytham [Accessed 7 Apr. 2019].

Scheufele, D.A. (2014) Science communication as political communication, Proceedings Of The National Academy Of Sciences Of The United States Of America. 111 (4) 13585-13592 NCCPE. (2019). What is public engagement? | NCCPE. [online] Available at: https://www.publicengagement.ac.uk/aboutengagement/what-public-engagement [Accessed 7 Apr. 2019].

Law, B. (2015). UAE’s young, gifted but bored. [online] BBC News. Available at: https://www.bbc.com/news/world-middle-east-31986652 [Accessed 7 Apr. 2019]. Khaleej Times. (2017).

Al Mansouri: UAE’s future economy depends on innovation. [online] Available at: https://www.khaleejtimes.com/business/economy/al-mansouri-uaesfuture-economy-depends-on-innovation [Accessed 7 Apr. 2019].

Nasir, S. (2019). First Emirati astronaut to launch into space on September 25. [online] Khaleej Times. Available at: https://www.khaleejtimes.com/ news/general/first-emirati-astronaut-to-launch-into-space-on-september25 [Accessed 7 Apr. 2019].

Ponce de Leon, J. (2015). UAE Mars Mission a source of inspiration. [online] Gulfnews.com. Available at: https://gulfnews.com/uae/government/uae-marsmission-a-source-of-inspiration-1.1628890 [Accessed 7 Apr. 2019].

Russell, A., Coughlin, C., El Walily, M. and Al Amri, M. (2005). Youth in the

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Third Space: Learning Reflections CAN DIRECT METACOGNITIVE INSTRUCTION ENHANCE YEAR 7 STUDENTS’ METACOGNITIVE AWARENESS AND CAPABILITIES?

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The questionnaire, the Metacognitive Support questionnaire (MSpQ), consisted of 25 items in five scales – Student-Student Discourse (SSD), StudentTeacher Discourse (STD), Student Voice (SV), Metacognitive Demand (MD), and Teacher Encouragement and Support (TES). The items in the scales were scored using a Likert-type scale ranging from 1 to 5 to represent students’ perceptions, with 1 representing ‘almost never’, 2 for ‘seldom’, 3 for ‘sometimes’, 4 for ‘often’, and 5 for ‘very often’. Students in my Year 7 Geography class were given 40 minutes to respond to both questionnaires.

THE ISSUE

QUALITATIVE DATA COLLECTION (SEMI-STRUCTURED INTERVIEWS) In this study, semi-structured written interviews were used to interview students. Twelve students from my Year 7 Geography class were interviewed.

The interview questions were developed from the MSpQ to gauge students awareness of the way that they think before the interventions began.

WHOSE JOB IS IT ANYWAY? Instead of debating whether or not metacognitive skills should be integrated into the curriculum, we should acknowledge that by equipping students with a metacognitive toolkit we have the potential to add up to eight months of progress at a relatively low cost (EEF). Metacognition has been linked to improving thinking skills and promoting conceptual change in younger students (Nickerson et al., 1985; White and Gunstone, 1989; Georghiades, 2000).

There is also a body of evidence to suggest that improved metacognition is associated with promoting young students’ overall academic success (Adey and Shayer, 1993; Kuhn and Pearsall,1998). Conversely there is an indication that individuals with poor metacognitive skills perform less well academically than peers (Kruger, 1999; Dunning et al., 2003). It is important for teachers, students and parents to acknowledge that embedding metacognitive skills into the curriculum is both essential and a collective responsibility.

It has always intrigued me that students beginning their secondary school journey often arrive eager and confident to learn, but somewhat less confident in knowing how to learn, being able to monitor their own understanding or even being able to strategise around how to approach these confusions. I wanted to explore whether the potential of teaching metacognitive strategies more explicitly through modelling and meta-talk could improve students’ awareness of metacognition and consequently improve their capabilities to think and strategise their learning for themselves.

USING METACOGNITION TO HELP STUDENTS LEARN TO THINK GEOGRAPHICALLY INTERPRETING METACOGNITION When preparing Oxbridge students to sit entrance exams such as the GAT or The definition I used was built from the original work of Flavell (Flavell, 1976: take part in mock interviews, we emphasise the need to think geographically p. 232), who described the term as ‘knowledge concerning one’s own cognitive and synoptically. To make an individual metacognitively aware is to ensure processes or anything related to them’. The awareness students have of their that the individual has learned how to learn in their subject context (Garner, own knowledge, their strengths and areas to develop, and their beliefs about 1988). With the publication of the 2012 Thinking Geographically Manifesto, themselves as learners. the Geographical Association outlines the geographical concepts required of undergraduate students, encouraging us to integrate concepts such as place, For some time we been aware of the importance of metacognition for regulating space and environment at varying levels of organisation and complexity. This and supporting students’ learning. Even recently, the Framework for 21st aspiration can be approximated by the assertion that we want undergraduate Century Learning has highlighted self-directed learning as one of the life and learning experiences to help students learn to think like geographers. Promoting career skills necessary to prepare students for life beyond the school life. Even student metacognition—teaching students to think about how they are thinking so, educators may not be either familiar, have the time for or feel comfortable about geography and how they approach learning about geography need not with methods for teaching and assessing metacognition, particularly among start at KS5, it must begin from the moment they set foot into our schools. younger children. The purpose of this action research is threefold: • to explore different methods of teaching metacognitive strategies to Year 7 • to investigate how metacognition develops in young children; • to learn how teachers can encourage development of metacognitive skills in their students.

METHODOLOGY QUANTITATIVE DATA COLLECTION In order to assess Year 7 students’ metacognitive capabilities I used two methods to survey, one at the beginning (pre-metacognitive survey – term one) and at the end (post-metacognitive survey – term three) of the study.

The survey questionnaires were used to identify students’ perceptions of the metacognitive strategies and the support that they received in the classroom.

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Third Space: Learning Reflections CAN DIRECT METACOGNITIVE INSTRUCTION ENHANCE YEAR 7 STUDENTS’ METACOGNITIVE AWARENESS AND CAPABILITIES?

Figure Four: Term Three Headlines from MSpQ (19 out of 22 students responded) FINDINGS

Figure One: GA Thinking Geographically Framework

Figure Two: Term One Headlines: What did the students already know about metacognition (pre semi structured interview with 22 students in Year 7)

The findings suggest that six strategies were particularly impactful in developing students’ metacognitive awareness. The MSpQ survey taken in term three evidenced that students’ growth in their metacognitive awareness was facilitated by prior preparation and the integration of a range of strategies facilitated by the teacher. Students’ use of metacognitive strategies before the intervention for three of the scales - Cognitive Strategy Use, Self-Regulation and Cognitive Self Consciousness were relatively low with mean scores above 2 indicating a general positive perception of metacognitive strategies in geography by the students. Following the intervention, 22 students’ scores on these three scales had increased, suggesting a higher perception of their use of metacognitive strategies following the intervention. For two of the scales these differences were statistically significant (p < 0.02).

The findings show an interconnection between the foci of the research questions with students reporting an increased awareness of the strategies used and how they facilitated thinking and independence. This was initially enhanced by the integration of concept led mapping, this allowed the students to have a deeper understanding around geographical thinking (see appendix learner profile and concept mapping). Concept mapping was first developed

by Novak and Gowin in the 1960s. Concept mapping is a method to visualise the structure of knowledge (Ritchhart, Turner and Hader 2009). A concept map is a graphical representation of the relationship among terms or concepts (Vanides, Yin, Tomita and Ruiz-Primi 2005). Concept maps helped the students to understand the relationship between concepts and reduce the need for rote learning. In other words, concept maps helped students to move from a surface to a deep approach to learning. They also can enable the teacher to negotiate meanings of key concepts with students and design better teaching schemes.

The mental models exhibited by the students’ concept maps can provide the basis for future teaching (Hartmann, 2001; Ritchhart, Turner and Hader 2009).

Figure three: Term Two Implementation: Metacognitive Interventions that worked well immediately with year 7

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Third Space: Learning Reflections CAN DIRECT METACOGNITIVE INSTRUCTION ENHANCE YEAR 7 STUDENTS’ METACOGNITIVE AWARENESS AND CAPABILITIES? Metacognitive modelling and questioning also helped to facilitate rich collaborative opportunities to engage in metatalk, allowing students to embrace in the muddiest parts of the learning, challenge their misconceptions and question each other’s thinking. Alexander (2001) found that dialogue was a common feature of the way that the teacher spoke with members of the class, engaging individual students in thinking through issues in public and supporting them in long sequences of authentic questions and answers.

• • • • • • • • • • • •

Describe what kind of thinking you did What kind of thinking did you do?

What do you call this kind of thinking?

Was this kind of thinking .........? (name a kind of thinking) Describe how you did your thinking How did you do this thinking?

What did you think about? Why? Did you have a plan (or strategy)?

Evaluate your thinking Was your thinking good? Why? Did you have a good plan (or strategy)?

How could you improve your thinking next time?

Making time for students to construct their own questions and pose them to their peers, and explicitly teaching students how to construct different types of questions to generate engaging discussion and understanding, I ensured students planned their approach to problems, they sought out the information they need, checked on each others progress and changed strategies when things go wrong. But how do they learn to do this? You have to do it regularly and use adapted from Schwartz & Parks (1994) specific thinking language for them to recognise it as a skill. Research suggests that learners conceptualise new experience as ‘mental representations’, PLANS FOR THE FUTURE representing new experiences in terms of ‘frames’ which act as kinds of mental ‘scripts’.

This project has further consolidated a belief that the integration of metacognitive skills can be embedded through lessons to encourage independent and deep learning. It was very clear from the MSpQ survey that the 19 students that completed the final survey had evidenced a statistically significant difference in their awareness of how they think and the teaching strategies that have facilitated this. It was also useful to utilise and link these strategies to our existing DC learner profile, a tool that would also be easily accessible and transferable to other teachers and subjects that wanted to implement something similar.

One consequence of this research was that it ties in with a whole school need to encourage students to take ownership of their learning. It instils an awareness of the tools and thinking mechanisms that would best facilitate this type of independence. The data from the whole school lesson observations supported a need for students to initiate questions and reflect on their learning. The strategies trialled in this project can be transferable across key stages and subjects. As a result, I will be collaborating with the Metacognition CLG group to ensure that these strategies are embedded across a range of subject specialisms. There are also clear links to the College’s work around dialogic learning and Harkness, perhaps even a training requirement for staff in being able to recognise and signpost how the two are inextricably linked when trying to encourage meta-talk through exploratory talk. This will further support the College’s vision to develop learners who are confident critical thinkers empowered to articulate, listen and challenge one another whilst working collaboratively to tackle problems and design innovative solutions.

REFERENCES Alexander, R., (2001). Culture and pedagogy: International comparisons in primary education (pp. 391-528). Oxford: Blackwell.

Alexander, R., (2017). Towards Dialogic Teaching: re-thinking classroom talk, (5th edition), York, Dialogos; Asan, A. (2007). “Concept Mapping in Science Class: A Case Study of Fifth Grade Students.”

Students thoroughly enjoyed opportunities to engage in disputation and Educational Technology & Society 10 (1): 186-195. exploratory types of talk, as an observer it showed me how effective discourses can be fostered. It is useful in agreeing ground rules to underpin productive Dutke, S., J. Barenberg, and C. Leopold. (2010). “Learning from Text: Knowing group discussion. Metacognitive talk allowed a focus on getting students to the Test Format Enhanced Metacognitive Monitoring.” Metacognition and think collaboratively to solve a certain problem. Students started with planning Learning 5 (2): 195-206. how to approach the problem, monitoring their approach and evaluating the effectiveness of their approach at the end. Metacognitive questioning was Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of another strategy that was explicitly taught through modelling. This offered the psychological inquiry. Am Psychol 34, 906–911 challenge students needed to become conscious of their thoughts and feelings, either before, during or after an activity. ‘What helps us to learn in this lesson?’ Georghiades, G. (2000). Beyond conceptual change learning in science ‘How should we plan this?’ The following is a progressive list of questions education: focus on transfer, durability, and metacognition. Educ Res 42, 119– that moves from describing the kind of thinking children have engaged in, to 139. describing how they did their thinking, and to evaluating their thinking.

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Third Space: Learning Reflections CAN DIRECT METACOGNITIVE INSTRUCTION ENHANCE YEAR 7 STUDENTS’ METACOGNITIVE AWARENESS AND CAPABILITIES? Greene, J. A., L-J. Costa, and K. Dellinger. (2011). “Analysis of Self-regulated Learning Processing Using Statistical Models for Count Data.” Metacognition and Learning 6: 275-301.

Hartman, H. J. (2001). Metacognition in Learning and Instruction: Theory, Research and Practice. Dordrecht, Netherlands: Kluwer Academic Publishers.

Kruger J, Dunning D (1999). Unskilled and unaware of it: how differences in recognizing one’s own incompetence lead to inflated self-assessments. J Personality Soc Psychol 77, 1121– 1134 Kuhn D, Pearsall, S. (1998). Relations between metastrategic knowledge and strategic performance. Cogn Dev 13, 227–247.

Martin, F. Owens, P. (2011) Well what do you Know? The Forthcoming Primary Review Primary Geography, 75, geographical Associationpp.28-29 Mercer, N. (2016). Education and the social brain: linking language, thinking, teaching and learning. Education & didactique, 10(2), 9-23.

Mercer, N. and Littleton, K. (2007). Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. London: Routledge Mercer, N., Hennessey, S and Warwick, P (in press) Dialogue, Thinking Together and digital technology. International Journal of Educational Research Nickerson, R., Perkins D N, Smith E. E. (1985). The Teaching of Thinking, Hillsdale, NJ: Lawrence Erlbaum.

Ritchhart, R., T. Turner, and L. Hadar. (2009. “Uncovering students’ thinking about thinking using concept maps.” Metacognition and Learning 4 (2): 145159.

Swartz, R. J., & Parks, S. (1994). Infusing the Teaching of Critical and Creative Thinking into Content Instruction. Pacific Grove, CA: Critical Thinking & Software.

Swift, D. (2013) Thinking it Through Primary Geography, 80, Geographical Association pp7-8 White, R., Gunstone R. F. (1989). Metalearningandconceptualchange. Int J Sci Educ 11, 577–586.

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Third Space: Learning Reflections APPENDIX

THINKING

LINKING

What are the different ways you think at DC?

How do you make links independently?

• The use of a full range of thinking skills, including unconventional ways of thinking.

• Making connections not only within the given subject area, but also between and beyond subjects in inventive ways.

• Making insightful observations and comments to continually refine and improve independently.

• Exploring complexities and uncertainties and accepting that they have limitations.

• Are you able to tap into using different strategies to independently work through solving problems and issues?

• Evaluating a range of ideas, and combining them to apply to complex imagined or theoretical situations.

• To be able to synthesise a wide range of viewpoints and evidence to make a coherent and compelling personal argument.

• Exploring alternative or new solutions using prior knowledge.

• Question assumptions

The short result definition of metacognition is the awareness one has about his/her thinking processes and how he/she can control these processes.

Read the article first: Fantastic article about metacognition in geography: http://www.academicjournals.org/article/article1379679467_Aydin.pdf Helping students with metacognitive control: • Do we allow students opportunities to develop, maintain and plan? If so where? Is it effective? How and when should these skills be a priority?

Teaching metacognition: the more the students share their thinking skills in learning, the more persistent learning will be to them.

Some ideas: • Define what you know and what you do not know: Students determine their levels by asking themselves ‘What is my relevant information about the subject?’ What do I know? What do I want to learn? What do I not know?

• Talk about what you are thinking: This includes the loud thinking in the process of making plan or problem solving.

• Keeping a diary of thinking: Another way of developing awareness of cognitive thinking is to keep a diary. Students can write difficulties and their interpretations about problems in that notebook. This may help to build resilience and risk taking in the older year groups.

• Planning and self-control: It is students’ plan to control the process that is relevant to the subject that is going to be learnt.

• Thinking process briefing: the teacher needs to guide the students about how they gained information by thinking in class and how they took part in activities. In the next stage, students need to group ideas and define which thinking strategies they used, and in the final stage, students should evaluate their own achievements and make assessments about their election in relation to future strategies. –I think do this quite naturally and subtly – do we need to do it more obviously or make students more aware of their thinking processes/tools.

• Self-assessment: It is the determination of the metacognitive skills of the students by the pre-prepared individual checklist in the form of assessment.

Do we need 20 minute lesson on what the learner profile means in geography? We could laminate the words (see last page) and get students to talk about each one. Once familiar they could be called on at the end of the lesson to evaluate which attributes they have or haven’t developed.

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The obvious concepts that run through every topic are: Social, Economic, Environmental and Political (place, space and environment) https://www.geography.org.uk/write/MediaUploads/Support%20and%20 guidance/GA_GINCConsultation_ThinkingGeographically_NC_2012.pdf Linking these four concepts within topics is the first step and then making cross-curricular links is the next step. Geographical investigations allow students to explore complexities and evaluate their data and to highlight limitations in their approach. I think the challenge is how to we gear them up to do this independently to prepare for the NEA at year 13.

There are a range of geographical theories in each topic, could we explore teaching them and students evaluating/questioning them and even creating their own adaptive theory – could help with creative thinking. Theories like: Malthus, Boserup, Rostow and Heartland could be perfect for this.

We need to focus our questioning to challenge their geographical assumptions/misconceptions, but then move them towards challenging their own and each other’s. Harkness could be used as a method to enhance this area, any other ideas?

ANALYSING How do you analyse independently?

• Ask others perspective and insightful questions to develop their learning.

• Critically analyse and synthesise evidence to assess it for validity • Use robust evidence to develop compelling new ideas and hypotheses • Select appropriate skills with precision • Use a broad range of approaches effectively, selecting those most appropriate for particular problems

Analysing geographic information involves seeking patterns, relationships, and connections. As students analyse and interpret information, meaningful patterns or processes emerge. They can then synthesise their observations into coherent explanations.

Third Space: Learning Reflections APPENDIX

Students should note associations and similarities between areas, recognize patterns, and draw inferences from maps, graphs, diagrams, tables, and other sources. Using basic statistics, students are able to look for trends, relationships, and sequences.

Geographic analysis involves various thinking processes. It is sometimes difficult to separate the processes involved in organising geographic information from the procedures used in analysing it; the two processes go on simultaneously in many cases. But in other instances, analysis follows the manipulation of raw data into an easily understood and usable form.

Both activities involve the use and development of students’ spatial skills.

Questions to discuss:

• Drawing upon a range of skills without the need to think or process • Strive for and achieve excellent levels of accuracy in work • Work rapidly without errors

We always moan about the lack of geographical place based knowledge many of the students have, but this is one area of realisation. The core skills that we want all students to develop over time: http://www.aqa.org.uk/subjects/geography/gcse/geography-8035/subject-content/geographical-skills

1. How do we develop these skills across the year groups?

2. Does analysis look different when we are expecting students to complete an extended writing to task to analysing maps, graphs and data?

3. What frameworks are we encouraging students to use to analyses and how are they differentiated?

• • • • • • •

CREATING

Do our students know that these are the key skills? Would it benefit them to know? Do we give opportunities to develop these across phases? What does excellence in each of these skills look like and do students know how to get there?

In what way do you approach your learning creatively?

• Use the rules flexibly, bending them where appropriate to create novel, fun and interesting outcomes

Cartographic skills Graphical skills Numerical skills Statistical skills Qualitative and Quantitative data Formulate enquiry and argument Literacy

RISK TAKING AND RESILIENCE Do you take risks?

• Routinely think beyond the accepted approach and consider multiple ideas to create a solution which is best-fit

How do you cope with setbacks?

• Create compelling ideas which demonstrate originality and to be able to evaluate them

• Speculating and taking risks in a whole variety of situations known and unknown

Creativity is a valued quality in today’s world of work. The ability of an individual to think for themselves, question, challenge and innovate is highly rated.

Creativity can be associated with the arts and subjects such as music, creative writing, art and design. These aspects are affected by the culture in which an individual is nurtured and lives, leading to the development of a rich diversity of forms of creativity throughout the world. Creativity is also developed through critical thinking which leads to lateral thought and a determination to succeed. Creative thinking and the Arts can be used to make Geography lessons more diverse and to stimulate pupils’ thinking skills. http://www.rgs. org/NR/rdonlyres/FE3C7A9F-9AF7-41EE-BBFF-88380E3D2DDB/0/CreativityandGeography.pdf Above, one interpretation of creativity in geography, however I think there is room for acknowledging creative thinking and how students use this to evaluate and create ideas for sustainable futures.

REALISING How do you develop your realising skills?

• Effortlessly using key facts, concepts and ideas relevant to the stage of learning

• Confidently tackle new challenges and learn from previous decisions and mistakes • To recognise and accept that making mistakes is a natural part of learning • The ability to overcome setbacks, remain confident, focused, flexible and optimistic and to help others move forward • To develop a growth mind set What is risk taking and why is it important? Student are told they need to risk taking but do they know why? https://www.nesta.org.uk/sites/default/files/ learning_to_take_risks_learning_to_succeed.pdf What does that mean for our students in geography?

Are they all willing to take risks and make mistakes? Do we create safe learning environments?

How do you encourage this in your classroom?

ENQUIRING How do you develop your enquiry skills independently?

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Third Space: Learning Reflections APPENDIX

• Independently identifying questions and problems to critically consider if there is value in and solving them • Using questions from across the curriculum to develop your enquiry skills • To actively seek out ways to improve • To independently seek out new challenges and situations Roberts (2010, p. 7) states: I think of geographical enquiry as an approach to learning that accepts that knowledge has been constructed and prioritises the need for students to make sense of things for themselves – an approach which could include individual projects. I do not see it as an optional approach, to be used occasionally.

What challenges have you experienced, or do you foresee, in embedding the enquiry approach to learning rather than using it only occasionally?

How might you overcome these?

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