Bottle of nuts to go!

Training in Lagos. What an incredible experience with memories to treasure.

A quick look at TripAdvisor or the FCO website and Lagos, Nigeria would probably not be top of anyone’s list. However, with a bit of research, some reassurance from fellow trainers at Dragonfly Training and a visit to Boots pharmacy, I packed my bags and set off for St Saviours School Ikoyi in Lagos.

As part of a structured professional development programme and a continuing relationship between the school and Dragonfly Training, I was invited to deliver a three-day programme for all staff entitled ’21st Century Teaching and Learning’. Day one was with a group of teaching assistants, full of enthusiasm, looking at effective deployment in classrooms. We examined a range of evidence of best practice and explored the essence of good working relationships. Day two and three were for teaching staff but many of the teaching assistants joined in (even on their days off). We worked on a range of practical activities that allowed staff to access a range of strategies to support differentiation, better feedback, stretch and challenge and assessment. There was also plenty of time for reflection, discussion and a bit of dancing.

The school is an oversubscribed independent prep school for just over 300 children from Reception to Year 6. Staff are mainly Nigerian, with UK teacher qualifications and a selection of experienced ex-pat staff mainly from the UK but also from France and the Czech Republic. The school is overseen by a highly committed and passionate board of trustees who make regular visits to support the school. The Headteacher is Craig Heaton, a charismatic, well-travelled, sharp-dressed leader with a knack for getting the best out of his staff. He quickly builds trust with all stakeholders and his staff enjoy working with him. His vision for the school, a place of the highest quality learning and teaching is rapidly becoming a reality. He is ably assisted by Deputy Head, Chinwe Ibekwe, who is a testament to the development opportunities available to all staff. She started at St Saviours over 20 years ago as a teaching assistant and has seen much progress. She is committed to providing a rich, challenging and professionally stimulating place to work and her enthusiasm is infectious.

I was fortunate enough to travel to Lagos via Amsterdam with Craig and his family for the last leg of the trip. On arrival, we were met by our security team and escorted through Yellow Fever checks, immigration and customs. Craig’s advice on being asked for ‘tips’ by customs and baggage checks is simple. His response is always ‘With four daughters do you think I have anything spare?!’ He tips where he needs to for his security staff and we swiftly move through to our car where an armed guard is ready to follow us into town. This is not an alarmist response just a sensible precaution and very much part of the way of life for many with significant roles in the city. We chat on the way in and arrive at the hotel about an hour later. Further security briefings included advice on leaving the hotel, chatting to ‘single ladies’ in the bar and contact numbers of half a dozen staff in case of emergency. I felt I had been fully briefed!

We spent two evenings out visiting the local Lagos Yacht Club for dinner, watching the tankers and newly built oil rigs saunter up and down the lagoon, trying peppered snails, and a high-class Thai-fusion restaurant overlooking a beach and nearby islands, with a stunning menu and an interior to match. Lunch at school was a decent helping of Jolof rice, spicy and tasty, with a chunk of chicken on the side.

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I was very aware of the significant contrast between rich and poor in Lagos. There is no hiding from the exceptional poverty and hardship that many people face. However, the industry, the willingness to work hard and the endeavour that people show every day is incredible. People travel from miles away to work in the city and then spend hours travelling back to their families in cramped, overcrowded, battered, yellow VW sardine cans. They hold their heads high, literally, with straight backs and find any way they can to make a living. For some, this means a suit and a briefcase, for others, it’s a large round tray of bottles of peanuts, or grapes or soft drinks or photocopied bestsellers or chewing gum often carried on their head in the middle of three or four dusty lanes of hooting, tooting, passive-aggressive car and lorry drivers. Note: road markings seem to be largely an optional extra and are often regarded as perfunctory. Quality of road surface is pretty variable too as the heat rapidly degrades the tarmac leaving cave size potholes.

I would encourage any teacher looking for an adventure in a developing country, working with passionate, committed professionals to consider St Saviours school in Ikoyi, Lagos. If I was many years younger and looking for a challenge, for memories to last forever and a professionally rewarding job, this school would be the place. The course was a great success with some great takeaways for staff (see below). If you would like the course ’21st Century Teaching and Learning’ in your school then get in touch with Mary Chapman, International Director of Dragonfly Training mary@dragonfly-training.co.uk  or call +44 (0)2920 711787.

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I’ll leave the last word to Craig Heaton, Headteacher at St Saviours School.

“I hope that our values, our teaching and our school will mean that one day a child will return to Nigeria as an inspirational leader and change the country for the good of all Nigerians.”

 

Want a better world?

Nearly 50 pupils from across Eastbourne and Seaford gathered to discuss and debate ideas on global issues such as clean water, renewable energy and sustainable technologies. They presented their ideas to the conference of pupils and teachers and then shared their ideas with other pupils in true science conference style. Eastbourne College again hosted the second STEM Leaders’ Conference on Thursday 26 April at the prestigious Birley Centre in Eastbourne and it was a great success for all involved.

The schools attending included Seaford Head School, Willingdon Primary School, St John’s Meads CE Primary School, Parkmead CE Primary School, Pevensey and Westham CE Primary School and The Haven VA CE Primary School. Pupils had been working on a variety of projects over the last few weeks inspired by a wide range of resources created by the global STEM charity Practical Action. These projects included The Squashed Tomato Challenge (where pupils find a way to transport tomatoes down a Nepalese mountainside to take them to market without squashing them), The Floating Garden Challenge (where pupils design, build and test different forms of floating garden so that people in Bangladesh can still grow crops even in flood waters) and Ditch The Dirt (where pupils create a water filtration system to clean dirty water).

Conference Organiser, Marcus Cherrill of I Can Teach Ltd, who created the conference on behalf of Pevensey and Westham School said, “The STEM Leaders’ Conference is all about sharing ideas and allowing pupils from local schools to work on engaging and stimulating projects. They can then develop their leadership, teamwork and presentation skills through the Conference. It is a very supportive and non-competitive environment which allows pupils to really develop their confidence. We also had support from a number of local and national companies who provided prizes for the pupils, their teachers and their schools.”

St John’s Meads CE Primary School won a VIP Tour of local pharmaceutical company TEVA, where they dress up in overalls, face masks and hair nets and see how engineering and science skills are put into practice.

Richard Thomas, Headteacher of Pevensey and Westham School said, “We were delighted to run this event again this year. The response from the schools that attended was excellent and it is clear that these kinds of events have a lasting impact on the profile of STEM in local schools.” Aoife Cherrill, acting as a reporter for Ocklynge Junior School, was “impressed with the quality of presentations and the range of ideas presented by the schools. It was great fun and really interesting.”

For more info on the charity Practical Action’s free STEM resources for schools go to www.practicalaction.org/schools

ResearchEd Durrington: Takeaways

What a fantastic day at ResearchEd Durrington. My takeaways.

“No pressure but I wanted to feel re-engaged with education and inspired to bring the benefits of research into the schools I work with. I will take away a new perspective on how important it is to understand the research behind so many aspects of teaching and learning. Sessions with Sarah DonarskiClare Sealy and Tom Sherrington were particularly interesting with lots of ideas to develop teaching, learning and assessment with a better understanding of cognitive overload.”

I am a bit of a veteran of TeachMeets but this was my first ResearchEd Conference. What a great day! Given an unenviable choice of 25 different sessions, I went with the soft option that would confirm some of my existing practice and knowledge, rather than those I thought might challenge my current thinking. Next time, I would choose the same ones again but would somehow clone myself or become a fly on the wall and visit all the others too.

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Takeaways:

Keynote: Daniel Mujis  A refreshing perspective from a well-respected Ofsted guru looking at how we can learn from each other, share ideas and make the most effective use of research. He eloquently described how we must be always seeking evidence to support our professional roles.

Session 1: Tom Sherrington  Totally confirming all my thoughts about reports, assessment and data. Total ‘guff’ as Tom put it so succinctly. He added a simple analysis of the bell-shaped ‘curse: 30% of kids this summer are going to get a grade 1, 2 or 3 in Maths no matter how hard they try. 50% of kids are going to be worse than average. So what should we do instead? 1. Redraft and Re-do (third time for excellence). 2. Rehearse and repeat (improve confidence). 3. Revisit and respond (practice makes perfect. 4. Knowledge testing, quizzes to check understanding. 5. Research and find out. Record your findings. Such a great opening session. Good book plug at the end too.

Session 2: Dr Caroline Creaby I am always looking for ways to support teachers preparing classes for revision so this session was ideal. Upshot: a really simple but effective way to train learners in a reflective process using a wheel format. It works. Simple.

Session 3: Clare Sealy If you do one thing after reading this, try learning how to tell the time on a Fibonacci Clock. You will need to know the rules and you will need a non-colour blind friend too. All designed to show how difficult it is to process instructions as an adult but even more importantly how we teach young children to tell the time on an analogue clock. All about cognitive overload and how our short-term memory just can’t cope with too much information. Clare was easy to listen to and clearly passionate about her thinking. Fantastic session.

Session 4: Sarah Donarski. A terrific end to the day. Sarah was clear and concise, erudite and eloquent and bristled with teaching ideas. A thorough debrief on research on questioning; how to do it, when to do it and why. There was a great selection of teaching ideas, ways to stretch and challenge and key concepts to link research to practice. Brilliant.

There’s a link to many of the presentations and twitter accounts here. If you get a chance to attend or even participate in a ResearchEd event, then I thoroughly recommend it. With thanks to Durrington High, Organiser Shaun Allison and all the staff, presenters and teachers attending the event.

 

 

 

 

 

Running: a British School in Nanjing

I have always been an advocate of running. Good for the soul and good for the heart. Not so good for the knees. It clears my mind and gives me breathing space away from 4G, Wifi, browsers and emails. It’s always been a key to a better work-life balance.

As part of my work with Dragonfly Training, I was invited to run two training days at The British School in Nanjing. My two year visa and an excellent track record, meant I was a good fit. We had lots of time to find out exactly what the school’s needs were, so we formulated a toolbox of practical ideas to improve, regenerate and revitalise teaching and learning. After a long journey, my first priority was to explore the school, share resources and connect with senior staff. I was able to spend time listening to the Head of Senior School, Heidi Witt-Williams and the Headteacher, Matthew Shephard, describe the unique context of their school. It was time well spent.

I just want to say how much of a pleasure it was to host Marcus here in Nanjing. I think it’s often overlooked how important it is that training is enjoyable and that trainers need to be engaging. Marcus was excellent; I only got to sit in a couple of hours of the two days but I felt inspired. – Matthew Shephard, Head, BSN

The two days were filled with practical suggestions for differentiation, assessment for learning, stretch and challenge and ways to create independent learners. The final session looked at how to use projects (particularly STEM projects from www.practicalaction.org/schools) to bring classrooms alive. Staff completed the Squashed Tomato Challenge, starting with a scavenger hunt for various items and then constructing a working model to show how to bring small amounts of tomatoes down a Nepalese hillside to markets in the valleys. Great fun, highly engaging and a fantastic way to finish the two days.

Day one started with a ‘Keynote’ presentation to the whole staff. It was called ‘Brilliant Brains’ and was really a way to get people thinking about how connections, brain development and memories are key factors in learning. I have learnt a great deal from a fellow trainer at Dragonfly, Dave Taylor and been lucky enough to share ideas about how kids learn best and what makes us better teachers. I was able to use some of these during the first session.

Making connections with real teachers really matters to me. I invest a huge amount of time and effort in creating a tailored course to suit the needs of individual schools. I want people to enjoy it, but most of all I want it to impact on their professional lives, making work more rewarding, fulfilling and ultimately more enjoyable. I want children to be engaged and nurtured, stretched and challenged rather than become passengers in a classroom full of uninspiring content and knowledge. I was inspired by the passion of the educators at the British School in Nanjing, their flexibility and willingness to adapt to new situations, new buildings and new challenges. I have a follow up chat with the Head in the next few days to see how things are progressing.

The Head, Matthew Shephard, has a calm and uncomplicated approach to school leadership. He promotes quality first teaching, supporting and encouraging his staff. He is surrounded by a highly experienced team of educators who promote and model excellent teaching and learning from Nursery up to Year 13. We discussed leadership styles, teaching and learning……. and running. I suggested a simple program to build up to 10k over the next few months. Good for the soul. Good for the heart. I look forward to joining him on a run in Nanjing the next time I visit.

For details on Dragonfly Training courses, give Mary Chapman a call on +44 (0)2920 711787 or email mary@dragonfly-training.co.uk

 

Do Teaching Assistants make a difference?

Beware: According to the analysis of collected research by the Education Endowment Foundation, using Teaching Assistants either in or out of the classroom can actually have a detrimental effect on pupil progress and you are going to have to pay pots of money for it. However, if used effectively for targeted intervention with recognised programmes, in a sustainable and timely manner, then pupil progress can be enhanced by an additional 3 to 6 months.

Over 380,000 Teaching Assistants are employed across the UK costing schools a whopping £5 billion per year. Training TAs to work effectively, plan properly and coordinate their efforts with teachers so that children learn in parallel with other students, can make a massive difference to overall outcomes for children, staff, schools and parents.

Ten reasons to improve the use of TAs provides some more and less obvious ideas for developing the skills of all staff.

A summary of recommendations also highlights best practice identified by current and ongoing research. Take a look here

Dragonfly Training run a range of courses for Teaching Assistants and for schools on Making Effective Use of Teaching Assistants and Improving Relationships in the Classroom. At Prince’s Mead School, a highly successful and sought-after prep school in Hampshire, Dragonfly Training were asked to deliver a course to bring together teachers and TAs and to demonstrate the value that TAs can bring to learning in and out of a classroom. Marcus Cherrill, a trainer for Dragonfly, worked with Penn Kirk, Headmistress, to create a particular range of activities to develop and enhance relationships in the classrooms of Prince’s Mead. To make the day more cost-effective, the cost of the course was shared with a local school, Twyford Prep School, one of the oldest in the UK. Penn Kirk was “delighted with the outcomes of the day. Our Teaching Assistants felt valued and part of the team. It was important to recognise how different strengths in different ‘teams’ meant effective working practices could still be achieved. Dragonfly has helped facilitate this today.” She added, “Marcus was a fabulous trainer, able to provide pace, challenge and humour into the day, with the flexibility to build a number of ideas into the day. The feedback from staff has been very positive.”

 

If you would like this course at your school and want to find out more about our wide range of courses for improving teaching and learning then call us on +44 (0)2920 711787 or email Wendy or Mary at info@dragonfly-training.co.uk

East meets West in Shanghai

This was one of the highlights of training this year, alongside my second visit to Ethiopia in August. Hugely anticipated and requiring significant planning, this was always going to be an exciting trip. I was invited to work with Nord Anglia International School in Shanghai, Pudong on behalf of Dragonfly Training Ltd. It’s a long way to go for a day’s training so I managed to persuade myself that I needed a couple of days in Hong Kong on the way back to ease the jet lag.

Arriving a day before training, I had a chance to wander the old quarter of Shanghai and adjust to the new time zone. It’s a busy place with regular updates on smog and air quality available to its millions of people, many of whom were wearing face masks. The air quality that day wasn’t particularly bad so I passed on the face mask. I stood on The Bund and watched the enormous, heavily laden and almost sinking barges make their way along the river, puffing out diesel fumes and chugging away like old men with cigars hanging from their mouths.

The school was a fantastic, purpose-built venue, set in plenty of acres in the middle of Pudong. With a wide range of international students to cater for, from ages 3 to 18 and from all over the world, the school had exceptional facilities to offer them. The staff provided a warm welcome, with a great deal of enthusiasm for the training that day and great feedback at the end. I will always adjust course content to suit a particular context and I will always respond to feedback from delegates on how the day has been received.

I had a chance to look around the school, talk ‘teacher talk’ for a while and then prepare myself for a short (2 hour) flight to Hong Kong. Having never been to ‘Honkers’ before, I wasn’t quite sure what to expect but I had done some background research which proved helpful. I hadn’t really pictured what such a huge number of people in such a small place would really look like. Shopping on the equivalent of Black Friday was not a wise choice. Pretty crazy shoppers – thousands of them – queuing up for bargains and rifling their way through piles of clothes, labels flying everywhere. On the Sunday, having walked miles on the Saturday, exploring the sights, I came across another peculiar human phenomenon: ‘Philippino Maid Sunday’ – they all have the same day off – they all meet in subways, underpasses, bridges, pavements, just about anywhere really and sit and chat. They dance, cook, socialise and buy and sell clothes and jewellery. It is a sea of humans and negotiating your way through is quite a task.

I have certainly learnt a great deal from travelling, exploring and asking questions about life on the other side of the planet. As I continue to work with teachers around the world, I can draw on these experiences, create unique contexts for the training sessions and empathise with different cultures. Fascinating.

The course I was delivering is called The Big Four – Sustainably Improving the Quality of Teaching and Learning. Available through Dragonfly Training Ltd.

Differentiation and Beyond

Dragonfly Training offer practical courses designed for teachers across the world.

Teaching teachers. A piece of cake they said.

I spent a day with teachers from St. George’s English International School in Munich last week. A wide range of nationalities, skills, teaching backgrounds and experience and a whole host of previous training days under their belts. For the teachers, the new term promised a brand new school building, slightly out of the centre of Munich, but with so much to do and only so many hours in a day, the shiny windows, squeaky clean flooring and whistle-white walls would have to wait. It wasn’t ready. We were relocated to a local football club with a decent-sized function room.

Training teachers takes effort, patience, understanding and an unusual perspective. It took me a while to get over the fact that I wasn’t teaching and I wasn’t offering egg-sucking courses either. The fact that I had 22 years teaching experience didn’t really matter. What counted was my ideas, my take on teaching, knowing what works and finding the right way to connect with colleagues on many different levels. I consider myself to be emotionally intelligent. It is important to know what a bad training day looks and feels like. There have been a few. Listening to regurgitations of the ‘Haynes manual of teaching’ and wishing you were still on that beach. Painful. But a good training day can be inspirational, uplifting and fire you up for days, weeks and even years. I am fortunate enough to have attended lots of these. I have also worked with energizing colleagues and gained a great deal from them.

The teachers at St. George’s were definitely ready for a good day. Some were still figuring out where to live in their new town but all were ready to engage. After some warm up activities, we looked at three key pillars of good teaching and learning: Differentiation, Assessment for Learning and Feedback. Teachers tried some practical ways to differentiate for learners. We called it ‘personalization’. There are so many ways that learners can be challenged, stretched and engaged appropriately.

Here are some of our differentiation ideas:

  • Multi part tasks – split part one into three different tasks with different levels of complexity eg describe A) Romeo and Juliet main characters, B) family circumstances and C) the effect of family on their relationship. Then use all of these together to D) write a short summary of the main events of Romeo and Juliet and then E) write a 140 character tweet to summarize the story including spaces, hashtags, and emojis.
  • Providing roles – scribe, observer, listener, artist, designer, summarizer, timer etc. Kids love roles and respond differently to each job description. Rotate at will.
  • Scaffolding – provide support and structure in different guises. Simple skills developing into more complex skills. You can also use mind tools to help with creative thinking.
  • Framing questions – ‘from the viewpoint of ……., how did …….impact on …….’ creates opportunities for empathy and can also provide constraints within which a question can be answered.
  • Big questions – contextualizes the learning. This is important for all learners but especially EAL learners.
  • Real Issues – gets young people fired up about big issues and means they can see how learning becomes relevant to their world
  • Projects – learners can approach projects in so many different ways. Let them have an open-ended outcome and see what happens
  • Differentiation by learning needs – this could be dyslexia, EAL (English as an Additional Language), cognitive (processing), sight, hearing, behaviour, autism, Free School Meals, Gifted and Talented. Think about how you would need to differentiate for each of these.
  • By sequence – change the order of activities to suit the needs of different learners
  • By pace – change the timing of each activity to suit individuals but keep the pace up.
  • Use circus or stations – you can change the order, have certain stations for each group of learners or provide increasing complexity as you move around – this works well in science with different experiments for example.
  • By outcome – provide different levels of outcome (possibly colour them, grade them or give them different names such as ‘beginner’, ‘expert’, ‘ninja’)
  • By task – provide choices for learners eg hot, spicy, mild – better than easy, medium and difficult
  • By activity – watch something, listen to an audio file, talk to each other, write something, act out something – lots of ways to engage learners on different levels.
  • The ‘enable table’ – set up a table, space or wall display with extra, extension information.

There are many others (feel free to add yours in comments) but with a limited amount of time, we then considered how to assess pupils progress using a range of classroom techniques and strategies.

  • Asking questions (the right type of question) – these are the tools of your trade – get them right and you will find true wisdom and enlightenment!
  • Red, Orange, Green student response cards, to hold up, leave on the desk so that teachers can see who understands what.
  • Mini whiteboards – these have seen significant use in classrooms across the world. Great for checking on progress. Join them up in a line or make a ‘big picture’ with all of them on the floor or hold them up for a time lapse video.
  • Standing on a continuum – these are useful and get learners out of their seats – try ‘yes/no’, ‘agree/disagree’, ‘1-10’ or make up your own
  • Find your corner – label each corner A, B, C and D – pupils stand in each corner depending on the question
  • Hot responses – hot, spicy, mild – pupils choose an activity and difficulty, therefore, indicating their confidence
  • How many fingers – 1-10 confidence level or 1-5 depending on the question
  • Thumbs Up or Down – quick testing of confidence
  • Confidence Rating – use 1-4 rather than 1-5 as pupils will often plump for the middle one.
  • Sad face or smiley face – easy to use in books, whiteboards etc for self or peer assessment
  • Starting Point – by deciding on level of entry pupils indicate their confidence level and prior knowledge
  • No hands – means all pupils have to come up with a good answer and to help with this…
  • Random Name Generator – use http://www.classtools.net (with loads of other games and tools) or StickPick app (small cost).
  • Snowball fight – write/work on something – scrunch it up and all throw at the same time – good fun – open, add, edit, assess, scrunch and throw. Repeat. Use notes with annotations to formulate a final draft.
  • Snowballing – one person works on a task, pairs up, joins a third, a fourth and so on.
  • Pyramid – one pairs with another, two become four, become eight etc – good for class discussion

Feedback has most effect when it creates ‘cognitive conflict’ meaning that the student is puzzled they got it wrong, and starts to work out why, Hattie (2003)

We also had a play with Quizlet Live, Kahoot, Spiral, Socrative, Plickers and QR codes. Lots of digital ways to assess learning and find ways to move forwards. We also looked at how to support EAL learners in the classroom – often a significant factor in International Schools.

You can see some of the feedback on the course below. Teachers left with practical strategies that really work. Dragonfly Training pride themselves on making courses ‘hands-on’, based on current research and educational thinking and bespoke to a particular context for each school. Each course can be adapted to suit any number of teachers. They also work well for all-through schools. Get in touch if you would like more information. With huge thanks to those staff willing to share some feedback on camera. (You were great!)

This was a great team of teachers to work with. Full of enthusiasm and ready to take on new ideas and tweak some old ones. Have a look at their site here http://www.stgeorgesschool.de/munich

 

 

I also deliver courses on Google Suite – Apps for Education (Digital Pedagogy), Raising Boys’ Achievement, Active Learning, Science and STEM in Junior and Elementary Schools and Wellbeing. Just get in touch with Dragonfly HQ for more information.