Primary Teacher UK

Renewable Energy Mirrors Reflect Better Approach than Wind

By Alistair Owens http://www.keen2learn.co.uk

An essential element of our teaching resources in schools has to focus on renewable energy to achieve the goals we need to survive. As the technology advances we are seeing developments in efficiencies of equipment but also some strident considerations. It seems our quest for wind energy could be misplaced. The real salvation lies with giant mirrors. 

Professor Jack Steinberger, a Director of the CERN particle Physics Laboratory in Geneva and Noble prize winner, advised that wind energy represented an illusionary technology that will prove uneconomic and an ultimate waste of resources. “Wind is not the future” he told fellow Nobel laureates at the Royal Society.

Urging the promotion of solar thermal energy Professor Steinberger stated the world resources of fossil fuels would be depleted in 60 years. Yet 80 per cent of Europe’s energy needs could be generated in the Sahara desert. Using giant parabolic mirrors to focus heat energy to generate steam to drive conventional turbines, the power is virtually pollution free and an exhaustible supply.

Continuing to build wind farms especially offshore will be hugely expensive and need conventional back up to produce energy on windless days. But whilst wind energy is politically free the thought of energy being supplied across many country borders posses a ransom threat. Our gas supplies are becoming more reliant on the supply from Russia. The pipeline crosses other countries and we have already seen supply interruptions due to political arguments upstream. The concentration of our energy in sunnier climes could see a battle royal between the oil rich countries seeking alternatives as their current source of income dries up.

The situation is fascinating, and as the action will take place in  the next 20 – 50 years, it will be our children that will ultimately become the power masters. Strategically we need to ensure their education contains the correct focus. The solutions will be a combination of science, engineering, maths, economics and politics. The developments are highly dynamic and public opinion has yet to be fully swayed.

Professor Sir Harold Kroto a Nobel prize winner in 1996 said a new era of science education is needed.

“There’s is no point in looking for the four horsemen of the Apocalypse in the future. They’re already here, and climate change is only one of them”

Professor Kroto believes the solution to renewable energy is a combination of education to attract good teachers and enthral children, and to change people’s behaviour. He has also been amassing free educational science teaching resources on his website www.geoset.info

As we plan for the future perhaps we can influence  children to take a commercial interest in science. The long run of top flight graduates being lured from vocational aspirations to move into finance could be at a cross roads. The banking crisis has reduced the potential for personal wealth at any odds. The new wealth could move to renewable energy. Now that could attract a whole new tranche of scientists to develop new ways to save the world and maybe become an energy baron.

Should Video Games Carry Educational Content Advice ?

By Alistair Owens Managing Director keen2learn educational games

Food labels are now awash with details of the ingredients, what’s good and bad, high in this, low in that and percentages of daily allowances. Could this extend to video games to show the percentage of educational content contained in the games.

 

The skills of the games developer have grown immeasurably over the years. Graphics and realism matched to the growing power of the computer and the demand of the consumer. This is a huge market where the development costs of a game are equally large. It is this that prevents the full adoption of the techniques in most educational games where the volume of sales are proportionately lower and cost recovery less feasible.

 

As a consequence the amazing skill of the games developer is predominately lost to education. Yet this is the one area where an amazing breakthrough could be achieved. Certain manufactures are making incursions such as Wii, Nintendo and Microsoft. The danger is that their commercial might could swamp the smaller, and potentially more innovative developer. The risk of a PC versus Mac, VHS versus Betamax battle emerging, where the better version lost out could develop. Equally the possibility of a paradigm shift in education could occur, it needs both encouragement and control.

 

The advent of the iPod took the market established by the Sony Walkman and turned it on its head. Perhaps Apple never dreamed of the influence and market changes that would occur. The music industry has spun through vinyl records, cassettes, CD’s to downloads in 10 years. The application now is huge and versatile; even Churches use iPods to play organ music during services where organists have disappeared. But strangely all is not what it seems. The sound mixer of the original recording has apoplexy when the final version is released. The master recording quality has to be exceptional, but whilst the sound reproduction of a vinyl recording is very high, technological difficulties means a CD has to clip the wave form reducing the quality. An iPod clips it further. A case of one forward and two steps back perhaps.

 

The control of educational content in video games needs equal care. It is pointless if the established skill of the educationalist is clipped in the final reproduction of an educational game. It is probably safe to assume that market forces will drive some existing educational games companies under. Unable to afford the huge development costs to enter the mass market potential they will simply disappear swamped by the big guns. Yet their knowledge base is phenomenal.

 

The ideal would be to harness skills from both the games developer and educationalist camps. In reality the end product has to have commercial potential and involve an inevitable compromise. Perhaps the ideal solution would incorporate a minimum educational content in all games. This could be revealed on the packaging in similar fashion to food ingredients. Minimum content, recommended daily doses and key benefits clearly stated in coloured bands.

 

We are at a crossroads in education. Conventional teaching has developed skills that could be better applied through new technologies. The current approach is not necessarily working. Changes in society, disruptive children, manipulative effect of targets, SAT’s and GCSE conspire to confuse and divert the impact of teaching. We are no further advanced in the overall achievement than 30 years ago. Whilst technology has advanced at the speed of light, learning appears to have moved at the speed of sound. There is huge potential to embrace educational games, or educational content in video games as a means of “learning in disguise.” Playing games on the modern platforms now available,  and those yet to emerge, means that some of the 85% of time children spend outside of school can be captured. Practice has the greatest influence in retention of learning. What better way than to make it fun. As Plato said: "Do not, my friend, keep children to their studies by compulsion, but by play."

"End Of Term School Reports Are History"

Alistair Owens Managing Director keen2learn

By the time a parent receives the end of term or year school report a huge chance to help correct a child’s performance may have been lost. A recent survey by BECTA* shows 82% of parents want more information about their child’s progress at school.

The survey involved 1000 children aged 7 -14 years, and 1000 parents. It showed 43% of parents found it difficult to get to know how their child had progressed at school that day and only 16% of children talked about their day. Currently 31% of parents felt “excluded” which can lead to them hassle their child for information, and 24% of children felt they were under pressure to talk about their school day. Children reported that:-

 They don’t want their parents to hassle them

• They don’t want to share information with parents
• Over a third found it difficult to speak to their parents about their education.

The conventional end of term report or teacher contact potentially leaves a gap between a problem being spotted by the teacher and the report publication. Perhaps we should ignore those parents nights when only a handful turned up. But there is a lot of time that could have been used by parents to help correct the situation.

The demand to improve the interface with parents through greater teacher communication needs careful handling. The information could easily go into electronic overload. To engage parents there needs to be a common ground where they and their child feel comfortable. Real support can be given at home from playing the fun based educational games and puzzles played in class. Learning retention is greatly enhanced just through practice.

The advice from the teacher can be given through a simple pupil support form, a paper document published as the need arises. The document shows simply where a parent can help - rather than the electronic and highly detailed facility that could overwhelm both teacher and parent.

There are a number of school based electronic systems that can link parents to the school. Unfortunately some are overly complicated, the facts hidden in volumes of detail and jargon. They also need email links to get the information and - a further rub for teachers - the system needs continual data input placing an additional load on already stretched teachers.

Professor Tanya Byron who led the survey on behalf of Becta said "This report highlights how fundamental positive communication within and after school hours can help raise attainment and build a child’s sense of self-worth. By creating a collaborative, three-way dialogue between parents, school and children; by harnessing the new and exciting technologies that enable seamless communication between school and home; and – most importantly – by involving children in after school communication that is fun, relaxed, open and well timed, we can all help them to maximise their academic potential and enjoy their school and further education years."

The ideal outcome is a positive interface that mobilises parents to support the schooling process, something the DCSF are keen to improve. The “Every Parent Matters” objective published in 2007 by the then DfES urges the active involvement of parents in the schooling process. The mutual objective could lead to a huge boost in schooling support from the 13m parents with school aged children.

* The British Educational Communications and Technology Agency (Becta) was established in 1998 through the reconstitution of the National Council for Educational Technology (NCET). A review showed everyone referred to the agency by the acronym of Becta - now adopted as it main name. A positive sign that such an organisation can take a lead in technology and the modern needs of education.

 

Poacher Banker Turned Teacher Gamekeeper In Educational Market

By Alistair Owens Managing Director keen2learn

The recent influx of recruits from the banking sector into teaching could be the best thing in educating our children to understand money. Reducing the shortfall in teachers, these recruits may also be ideal candidates to take on the role of business mangers to support or take on a Head teacher position.

 

The ultimate role of education is to prepare children for adult life. The dramatic effect of the global banking collapse has probably changed the financial markets for some considerable time. The National Curriculum needs to focus on the dynamics that have evolved and the educational changes needed to bring children’s knowledge right up to date. The immediate need of children as they leave school is an ability to organise their finances. Seeking employment or further education places instant demands on financial skills. Help and advice was traditionally available from parents, banks, building societies, insurance companies and pension schemes. But all these sources are experiencing difficulties. No one really knows what advice to give. Best they have a sound education in finance to enable their own decisions.

 

Who better to teach children practical mathematics, money management, and pension investments than a “poacher turned gamekeeper.” The current flood of bankers seeking teaching roles should be welcomed. Not only do they swell the recruitment drive for more teachers, their practical banking prowess, perhaps tainted by greed and targets, is battle honed. They may not have all the answers, but they can certainly describe the pitfalls which have equal importance.

 

The dynamics of banking; living on the edge; focus on targets holds many parallels to teaching and the relevance of their experience a good fit in education. The transition to the school environment and skills to control a class of 30 children may, however, come as a shock. Swapping demanding investors for children, 60 hour weeks in banking for - well actually 60 hour weeks in teaching should match their stamina. But controlling children can take a while to establish. Let’s hope the experience does not deplete the number of applicants.

 

There could be another hidden bonus. The role of Head teacher has evolved towards that of a business manager. Promotion to the role essentially “robs” the school of a senior teacher and their teaching experience. Statistics show this is not everyone’s cup of tea  with an alarming shortfall in teachers seeking advancement to Head teacher. The new recruits from the financial sector are in general experienced business managers. The influx may be the silver lining allowing Head Teachers to focus on teaching by appointing a separate business manager to operate the financial control.

 

But can we adapt quickly to this opportunity? The curriculum needs to be updated; the examining boards need to keep pace, and schools need to consider the renewed motivation of their teachers. Here is a unique opportunity to review the teachers lot, encourage and stimulate positive change and bring schooling bang up to date. Whilst all around are reeling from the recession schools could be enormous beneficiaries. We need to act whilst this, unique window of opportunity remains open. If we do nothing or take too long to act the new recruits could well move on as soon as things improve in the general economy.  And our children will enter adulthood without the street cred financial knowledge that will be a huge benefit.

Education Needs Learning Outside The Classroom.

The UK government is championing what teachers have always said –children learn more and have greater fun in learning when they are taken outside the classroom and allowed to explore the practical application of the theory. It gives relevance to the text book and entices children to seek solutions.

The learning time in a classroom is limited.  Operational constraints can reduce the core teaching time to around 30 per cent of the lesson length, but outside the class children see the practical reference point to their learning that increases the absorption rate.  A biology game played in the open can reveal the difference in the size, shape and seed dispersal techniques of trees. Arguably so can a text book, the difference is the tactile nature of outdoors learning combing the feel, touch, smell and relative size of the subject and its association with its surroundings. Peter Carne, a former geography teacher with a passion for hands-on practical experience and a champion of “learning outside the classroom” says “Education in more than the acquisition of knowledge. Learning outside is a vehicle to develop the capacity to learn”.

There are some limitations.  Planning a trip for 30 excitable children takes some organization which can sometimes limit the effectiveness. This is where parents can give great support or even take the lead role. Letting 30 children en masse see the inside of a synagogue, mosque or chapel needs tenacity and diplomacy. A parent and child combination introduces greater flexibility. The educational bond developed can turn the process of exploration into an educational game that supports progress back in class.

History, science, biology and geography are obvious choices for practical learning through parks, museums and theme parks. But maths? I recall a class trip to Wandsworth library in London when I was 9. Learning about the reference system and book indexing before ISBN coding still holds memories. But the highlight of the trip was on the way back. A quick detour to the engineering company next to the school had us enthralled. Our teacher commenced to yank out strands of our hair to play a maths game. The slight tear reaction – a little biology, psychology and more than likely now socially illegal the process produced the samples he was after. Using a micrometer the engineering manager  measured the thickness of each strand in thousands of an inch – pre metric days. We queued delightedly to suffer the anguish of the hair tug and record the result. Back in class; the realisation that black hair was on average thicker than blonde. An educational game with a lasting memory, it happened 50 years ago.

Turning a trip out with mum and dad into an educational game is both great fun and mutually rewarding. The practical investigation and the relative knowledge gained help significantly back in class. The fact that the experience was gained outside the classroom provides a strong memory tag association when it comes to exams. What better way to appreciate the scope of the planetary system than look at the physical size of the Jodrell Bank telescope needed to study its detail? Marvel at engineering feats such the Thames barrier and question what  could happen if it wasn't there, or see history in operation at the Beamish working museum. Whilst teachers need further support, and time to take the lead role wherever they can, the time spent in school only amounts to 195 days per year. The remaining 170 days, or using a little maths game; 47 percent of the total year are weekends and school holidays. Parents take note.

Alistair Owens keen2learn

Earn some extra cash

Tutorhunt is a completely free service both tutors and pupils can use to locate each other. You can search for tutors, by postcode, without registering and view information about their educational background and areas of specalism. To contact them parents need to register, but this is free. So if anyone is thinking of tutoring (and I think the majority of us have thought about, if not done it) then this may be a way to earn a little (lot - considering some of the tutors local to me are trying to charge £25 an hour for KS2!) of extra cash towards Christmas!

Link: http://www.tutorhunt.com

Effective Help At Home Gains Support

Children love the element of repetition in a game or book. An essential part of the learning curve it's good to recap and gain confidence from being able to predict what happens next. Being word perfect for the entire script of Shrek II at eight years is a little scary perhaps, but one thing that tends to deter parents the most in this equation is being able to repeat or recap on the subject being taught at school. That great disconnect occurs; it's up to the teacher now or I don't want to interfere is the cry from many parents. More often it is because they lack the confidence of being able to help at home, and do not want to be judged themselves. But there is a solution to help.

The great ranges of educational games used as a teaching resource in class are now also available to parents. Spending some fun time practising the lesson content at home using similar  games to the classroom can improve the lesson retention significantly*

To get parents on board take a look at the new range of foundation and Key Stage 1 educational games available to parents (and schools) on line. 30 minutes fun time at home can work wonders to support the child, and teacher back in school.

*  National Training Laboratory USA analysed that Practising the lesson content can archive 75% of learning retention, whilst the See and Hear element archives 45%

Teachers' TV interview Ed Balls

I've been informed that on Friday 20 August at 6pm, Teachers TV will be broadcasting an exclusive first interview between new Secretary of State for Children, Schools and Families, Ed Balls and leading education commentator, Mike Baker. One of the most well respected voices within education in the country, Mike will question Ed Balls on issues including whether a Brown administration means a change in policy on academies and the impact that a new divisional structure of ministries will have on education.

Ed Balls talks to Mike Baker will be available to view or download for free afterwards at www.teachers.tv.

Lessons from America

Teachers' TV have a major season coming up which is examining the many education systems that operate in America and the lessons that can be learnt in the UK from their experience. Highlights include from the ‘Education USA’ series, ‘Profiting from School’ on the interaction between business and education delivery, documentaries considering American imperialism and poverty in the States, and a one-off special, ‘Teaching with Bayley’ from the USA.

For full details visit the Teachers' TV website.

Minibus Legal Question

Thanks to Peter King, the Community Transport Implementation Officer at Hampshire County Council for the answer to this question. 

The answer is "No, but...."  The regulations do not apply to minibuses - they only to apply to cars, people carriers of up to 8 passenger seats (eg. Ford Galaxy) and vans.  The "but" is that parents will expect the same level of safety for their children when travelling by minibus as when travelling by car.  And schools have a duty of care to their children.  So there is a strong argument to use booster seats for younger children. This will raise them up so that the diagonal belt is across their shoulder and does not cut into their neck (which would cause serious injuries or death in a severe accident). 

To summarise:  the new regulations do not apply to minibuses so you are not legally obliged to use booster seats.  But to meet your duty of care I would advise that you should use boosters for young children.

One final point:  many minibuses have 'all age' or 'generation' seat belts, where the upper mounting for the diagonal belt is adjustable for height. Always make sure that this is correctly adjusted for the height of the child i.e. lower for shorter children.

Peter King
Community Transport Implementation Officer
Hampshire County Council.