Many teaching assistants are involved in supporting pupils in learning to read and maintaining a positive attitude to reading. The Centre for Literacy in Primary Education (CLPE) website is a great resource for reading and reading ideas.
“The CLPE is an independent UK charity with a global reputation for the quality of our research into literacy and teaching. Our work promotes high standards in the teaching of literacy. We particularly emphasise the importance of books and literature in enabling children to become confident, happy and enthusiastic readers and writers, with all the benefits this brings.”
The website shares courses, events, projects, publications and resources related to reading. If you register on the site you can access to some free teaching and support materials focused on specific books. This week materials based around The Storm Whale, The Ice Bear and Beegu are available to download.
On The Power of Reading section of the website there are also publications, articles and research about reading as well as guidance on reading development.
You can follow CLPE on Twitter @CLPE1 and like them on Facebook here.
Do you have a website that you could recommend? If so send me the link and short recommendation and I will share it.
CLPE (2016) Welcome. [online] Available from: https://www.clpe.org.uk/ [Accessed: 3/11/16]
CLPE (2016) logo image. [online] Available from: https://www.clpe.org.uk/ [Accessed: 3/11/16]
If you have just started the FDLT course in year 1 you will be starting to think more deeply about forms of assessment in education.
As well as the academic reading that you are doing you can explore assessment through the resources available on Teachers’ Media. There are a number of short videos exploring different aspects of assessment across all key stages. You can access them all by finding the key word ‘assessment’ in the ‘while school issues’ section along the top of the page.
You can also find some interesting information on the website of the Education Endowment Fund. If you look the theme ‘Feedback and Monitoring Pupil Progress‘ you will find several projects to follow up. These include feedback and mastery learning.
You may have read some of the work of Dylan Wiliam in your work so far. Several years ago he implemented some of his ideas in a secondary school and this was filmed for the two part series ‘The Classroom Experiment’. These can be accessed via YouTube here: episode 1 and episode 2.
If you are joining FDLT year 1 in September you might be thinking about getting organised. Most of you will be studying the five modules shown to the right. You will be introduced to our virtual learning environment, NILE, where the resources for sessions are uploaded for you to access.
It is useful to set these folders up in ‘my documents’ on your computer so that you can download resources into them.
I hope you are all enjoying the last few days of the summer break before returning to school. As well as going back to school you will also be thinking about either starting or continuing your university course.
If you are starting the FDLT course in year 1 your sessions begin in week beginning 12th September. The course leader, Abbie Deeming and I (Jean Edwards, Admissions Tutor) will be in touch by email soon and you will also be receiving emails from the University. Please note that FDLT students are not involved in Welcome Weekend – that is for students who are coming from further afield to begin university life in Northampton.
If you are coming into year 2 your course starts in week beginning 19th September.
Pobble. (2016) Teachers’ back to school training. [online] Available from: https://www.facebook.com/PobbleEducation/photos/a.1442637632708457.1073741829.1434540943518126/1565966197042266/?type=3&theater [Accessed: 25/08/16]
When you have your Google account you will be able to use a number of useful tools:
It is useful to have a gmail address to use to sign in and give you access to all the other tools available through Google even if you don’t use it for email.
Google Drive allows you to store documents (files, spreadsheets, slides) in the cloud so that they are available to you online. You can also share them with others so that you can work collaboratively to add and edit your work. We might have a shared document in a taught session that you could be asked to contribute to.
Google+ allows you join Google communities of people with similar interests. We might set up a Google community for a topic or subject that you can join and interact on, sharing ideas and resources. There are many existing Google Communities that are of interest to students, and people working in education that you can browse and join. This is a link to the Teaching Assistant community run by TA Focus Teaching Assistant Community that could be of interest to you.
If you have accepted a place on the Foundation Degree Learning and Teaching (FDLT) course (through UCAS) in year 1 for September 2016 you will be in one of two groups:
UN group (Wednesday) at Park Campus, University of Northampton, Boughton Green Road, Northampton, NN2 7AL.
Leicester group (Monday) at Devonshire Place, 78 London Road, Leicester LE2 0RA.
The year 1 students start the course in week beginning September 12th (Leicester group on Monday 12th and UN group on Wednesday 14th). The day begins at 9am and ends at 4pm.
You will be sent more information during the summer and if you have any questions about your application you should contact:
the Admissions Tutor (firstname.lastname@example.org)
If you are in the process of applying for the FDLT course at the moment and you want to begin in September you need to apply through UCAS clearing and then email your UCAS ID number to both the email addresses above so that we can find your application and arrange an interview.
As schools break up for the summer thought will be given to encouraging children to keep learning over the holidays.
Local libraries run the Summer Reading Challenge each year and this year it is part of the year long celebration of 100
years since the birth of Roald Dahl.
The Summer Reading Challenge takes place every year during the summer holidays. You can sign up at your local library, then read six library books of your choice to complete the Challenge. There are exclusive rewards to collect along the way, and it’s FREE to take part! There’s lots more information available at Summer Reading Challenge website
Pobble have published this list of activities that teachers and parents can use to set fun challenges over the summer. It can be downloaded here: Pobble’s the best homework ever
It could be fun to get the children to design their own list of homework for each other!
This week the FDLT Y1 group at Park Campus worked with Sophie Burrows, from IntoFilm, to make short stop motion animations. In the module they have been developing their science subject knowledge so they each chose a science idea to represent in their animated films. Sophie introduced them to the ‘persistence of vision’ that underlies the process of stop motion animation and to the app iMotion, which we used with iPads.
Before beginning to film there was a huge amount of research, planning, designing and making. Students created paper and plasticine models and backgrounds and used resources from the University School Experience library in their preparation. We were in the Pytchley room so we had the additional benefit of being able to use the white board wall as part of the background – students were able to draw and write on it and use this within their film-making.
We were lucky that other tutors came along to help, as learning this process can be quite demanding so I was grateful that Wendy Yarnall and Abbie Deeming were around to help. Later in the session, as the animations were completed students exported them into an editing app called iMovie. Sophie was able to demonstrate how to add titles, sounds and music and repeat within the films before we added them to a YouTube channel.
You can see the animations that the students created here:
This was the first time that the students had used this process and even this quite rapid introduction has equipped them trying this with their pupils in school. IntoFilm support film making and Film Cubs in schools and they can be contacted here.
You can read research about using animation in learning and teacher here:
Fleer, M. and Hoban, G. (2012) Using ‘Slowmation’ for intentional teaching in early childhood centres: Possibilities and imaginings. Australasian Journal of Early Childhood. Vol.37(3), p.61-70.
Hoban, G. and Neilsen, W. (2014) Creating a narrated stop-motion animation to explain science: The affordances of “Slowmation” for generating discussion. Teaching and Teacher Education. Vol.42, p.68-79.
Pugh, S. (2013) Stop motion animation as an innovative approach to engagement and collaboration in the classroom. The Student Researcher. Vol 2. No 2. pp109-120.
Reid, D., Reid, E. and Ostashewski, N. (2013) Combining iPads and slowmation: Developing digital storytellers in an early learning environment. World Conference on Educational Media and Technology. pp. 1539–1543.
Over the last few weeks I have been talking with Y1 students about using images to support learning and with Y2 students about choosing and using images to make a ThingLink. One important aspect of this has been to consider the need to respect the intellectual property of others – the artists, designers and photographers who make images that we might use in teaching and learning.
In academic work we have ways of recognising the ideas and intellectual property of others through citation and referencing. In the School of Education at the University of Northampton we used the Harvard Guide in our work. Examples of how to cite and reference images are in the guide for students to use in their assignments. Here’s an example:
Example: in text citation
The above image highlights the role of religious orders in fighting racism across the world (Colombage, 2013).
Colombage, D.  Clergy in support. Flickr [online]. Available from: http://www.flickr.com/photos/dinouk/8691920424/ [Accessed 23 March 2013].”
(Library and Learning Services, 2013, p26)
But what about the resources used in school? It’s all to easy to find and save images from the Internet, take screenshots or use the snipping tool without thinking about whether this is moral, ethical or legal. April 26th was World Intellectual Property Day and the issues of respecting intellectual property and valuing copyright with young people are explored here.on the Into Film blog. The author, Rooney (2016, screen 1) reminds us that we have a role in preparing pupils for the responsible use of digital content. Anderson (2015) also explores this issue from the perspective of teachers’ use of the images of others. You can read his blog post here:
It contains some very useful advice and resources.
One of the aims of the programme of Study for computing in the national curriculum requires that we teach pupils to be: “responsible, competent, confident and creative users of information and communication technology” (DfE, 2014, p217).
In key Stage 1:
“use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies” (DfE, 2014, p218).
In Key Stage 2:
“use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact” (DfE, 2014, p218).
In Key Stage 3:
“understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns” (DfE, 2014, p219).
We need to be modelling the responsible use of the material we take from the internet and use to support learning and teaching for ourselves and for our pupils.
Anderson, M. 92015) I worry about teachers who blog. ICT Evangelist. [online] Available from: http://ictevangelist.com/i-worry-about-teachers-who-blog/ [Accessed: 27/04/16].
DfE (2014) National curriculum in England: complete framework for key stages 1 to 4 – for teaching from 1 September 2015 to 31 August 2016. [online] Available from: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4 [Accessed: 27/04/16].
Library and Learning Services. (2013) Harvard Referencing Guide. 5th ed. Northampton: University of Northampton.
Rooney, L. (2016) Respect for IP: Teaching the value of creativity. IntoFilm. [online] Available from:https://www.intofilm.org/news-and-views/articles/respect-for-ip-teaching-value-of-creativity [Accessed: 27/04/16]