Hywel is someone I have seen speak before but I felt I needed an injection of his positivity and enthusiasm. I feel like many of my days could do with this. I am no good with small children but being with Hywel makes me think like Primary Education might be an awful lot of fun!

The curriculum is a cold hard document and usually this works straight into a worksheet that’s downloaded from TES Connect from a school in Kent and then a teacher tries to use it with students in Grimsby- it won’t work.

We need to make it humane and palletable.

We don’t get up and say, ‘today I’m going to lower standards.’

Imagineering- It’s letting your imagination soar and then engineering it down to earth.

They shut themselves away and think about possibility.

Disney Pixar have imagineers- a group of staff who sit around and think about what’s next. Who wouldn’t want that job?

Where’s the time and energy for imagineering in schools?

Create a story and context for learning to hook students.

Learning as enterprise- we’re in it together.

If we have a desire for building great experiences in classrooms then we’re in the right school. Now, we’re seeing more and more teachers who have lost their mojo. Teaching is seen as a survival.

It’s our job to make the learning engaging; we’ve got to hook them in.

We have to model passion in the classroom.

Masking tape doesn’t make him some crazy progressive!

How do we fascinate people?

  • A question can fascinate.
  • A context can fascinate.

We are the sherpa of the curriculum- how do we make sense of the cold, hard document?

How can we sometimes build from nothing?

He’s fab because he’s primary but we’re all involved in learning so all of his examples can be reframed and he asks us to do this constantly and it’s doable.

Create tension in your stories and situations.

Instructive (teach and deliver) and inductive (play with knowledge and understanding) pedagogies.

In any classroom, there’s more than one classroom at play.

Productive pedagogies:

  • Intellectual engagement
  • Connectedness
  • Supportive classroom environments
  • Recognition of difference

How do we build the botheredness around our curriculum?

  • Ask big inductive questions
  • Use ‘we’

A thought: in FE there’s even more opportunity for this kind of work as we don’t need to pretend- live briefs!

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