CfLaT and Skype Mediators

1. CfLaT and Skype Mediators Professor David Leat Centre for Learning and Teaching

2. Thinking Through School: Creating a learning community ‘Since we do not know what kind of information will be needed in the 21st century, it is senseless to teach it in advance. Instead we should be turning out people who love learning so much and learn so well that they will be able to learn whatever needs to be learnt.’ John Holt, 1964

3. Centre for Learning and Teaching • Innovative teaching and curriculum e.g. teaching thinking, learning2learn, transition, digital media and enquiry based curriculum; • Professional learning (action research, coaching, learning communities); • Extended schools; • Commitment to transforming learning outcomes and working in partnership.

4. PACE: A longitudinal study of (200+) primary pupils through the early years of National Curriculum • The children in the study were very aware of the importance of good marks and getting things right. Many of them avoided challenge and had a low tolerance of ambiguity. • They expressed a preference for easy tasks and had low persistence when they found things hard ..... they increasingly referred to their poor performance as a reflection of their innate ability.

5. PACE: A longitudinal study of primary pupils through the early years of National Curriculum • In moving through primary school the pupils studied became increasingly instrumental and adept at playing a pupil role. • Unfortunately, it seems that the extent of content specification of the NC and its assessment structures may ... be undermining positive dispositions to learn. ... The research suggests that we should be particularly concerned about the attitudes and lifelong learning skills of pupils of both low and average ability.

6. Model of Learning Going up subject levels is not an adequate model of learning; The majority of students leave school with no model of learning, or conception of being an educated person – school is for passing exams

7. Language that allows teachers to think differently is drowned out; Objectives Targets Standards Safeguarding

8. Result

9. What do we know about Skype mediators from the online survey • 17 respondents so far; • 12 from the UK; • Please complete if you have not done so yet.

10. Gender of mediators

11. Highest level of qualification

12. Work Status

13. Teaching Qualification

14. Sector taught in

15. Lived abroad

16. How people found out about e-mediation

17. Motivation for volunteering

18. Did you have equipment?

19. Did you have knowledge to set yourself up as e-mediator?

20. Agree or disagree?

21. Personal experience • Mediators are overwhelmingly positive – they enjoy the sessions, the children are interested and respond well, would recommend to others (but sessions don’t flow freely always); • Observations – you cannot predict where the session will go, it is important to prepare; • Improvements – regular sessions with same children, more involvement of teachers/ facilitators, children need more structure.

22. Agree or disagree?

23. Views on SOLES • Mediators learn a great deal, it is rewarding and experience (generally) has exceeded expectation; • SOLES will work with young & old students; • Varied views on who can be an e-mediator and particular skills are needed; • Support for the view that SOLES need more central organisation.

24. Up for an interview? (Thank you)

25. The potential of Skype mediators • They could be a substantial element of an enquiry based curriculum, which is founded on (pupils’ questions); • Skype mediators could be a significant part of the process of rethinking education – moving towards schools ‘without walls’; • If this was to happen what further support do Skype mediators need? What does the system look like?