Aurora Orchestra launches new service to aid primary school music lessons
By Jane Mitchell, Artistic Director, Aurora Orchestra At Aurora Orchestra we spend all of our time thinking about how to reach and move people with orchestral music. The ways in which we do this vary enormously, from opening up symphonic works and performing from memory at the BBC Proms to inviting our audience to lie down amongst musicians in our late-night series. One of the initiatives we feel most proud of is our Far Far Away (FFA)series, which presents immersive storytelling concerts for children in EYFS in KS1. When we perform our FFA concerts to families and schools we can immediately see the powerful impact music has on the young people attending. But we’re very aware that we are lucky at Aurora Orchestra – we have access to some of the best instrumentalists in the UK and our creative team has years of music training and performance experience to build our work on. We know that being confident in using music to engage young people does not necessarily happen easily. Over the past 10 years through our FFA series, we have built up relationships with primary schools, running CPD sessions and developing resources for teachers as well as performing regularly to pupils. This has been fantastic, but around five-years-ago we began really thinking about how we could make this work go further. Firstly – we wanted to find a way to leave teachers with more tools to use in the classroom. Seeing the children’s responses to our ideas, we wanted to find a way to give these over to teachers to use themselves. It’s easy for arts organisations to go into schools and deliver lovely creative projects, but it’s also expensive. At Aurora we’ve always felt that the way to reach more children sustainably and regularly would be to find a way to collaborate really deeply with teachers. We’ve also become increasingly struck by how powerful children’s responses are to seeing instruments played to a very high standard. We believe quality matters to children – we’ve seen whole classes respond when something is beautifully phrased or a particular colour of an instrument enters a piece of music. And so, we started thinking about how we could use our musicians to make recordings and films that a teacher could have to hand, to use for music, but also for any part of the school day. As 2020 brought a pause to our live activity we spent a lot of time thinking about how we might answer these thoughts, and decided to create one of our most experimental projects yet – Aurora Classroom. We built a set of online resources made up of 100s of films and recordings presented as part of flexible libraries and structured units of work. At the heart of Aurora Classroom is the idea that given the right support and resources, all teachers should feel they are able to use music in the classroom regularly and confidently. We realised from the start of this project that if you want to support teachers who don’t feel very confident teaching music you cannot do this lightly. Our team at Aurora know more than anyone that one of the main reasons we can do what we do is that we are sitting on years and years of music training. We didn’t want to provide something that suggested ‘you don’t need to know anything’ because we don’t believe this. Instead, we thought and talked and piloted until we found a way to provide a resource which combines our music expertise with layers of scaffolding, enabling teachers to lean on us as much and for as long as they need. One of the main ways we’ve done this for our KS2 and Early Years programmes is by creating a simple tab system for every activity so teachers can choose to lead themselves, using high-quality audio recorded by Aurora’s musicians and a detailed plan, or they can choose to follow a film with their class, and have an Aurora workshop leader lead the activity. Through focus groups and pilots in schools we found that teachers really appreciated the flexibility built into this, so that the decision to lead something themselves could be made at any point. As this resource developed we knew we wanted real expertise central to these resources and so one of the first things we did as soon as we could was to welcome two primary school music specialists onto our staff. As we had suspected, combining the worlds of concerts and classrooms unleashed a whole new way of thinking about reaching children and we are all learning so much about each other’s worlds. We’ve now made over 400 films and recordings for primary schools and yet, it absolutely feels like the tip of a very exciting iceberg!
Why critical thinking must be an integral part of education
Early August was typified by two separate media storms, fuelled almost entirely by sweeping waves of misinformation and disinformation. The first was an unexpected right-wing agenda linked to the Olympics, in which disinformation was circulated to discredit a female boxer. It was maliciously shared that she was transgender, formally a man, and had failed a testosterone test. It later emerged she was born female, and the failed test was in fact one carried out by a since discredited and disbanded organisation, who had been sanctioned for corruption. Not before, however, a maelstrom of sharing by celebrities and influencers, and a call to ban her from competition, and boycott the Olympics. The second wave ignited riots, racism, and the Islamophobic, anti-immigrant and anti-refugee far right agenda, following the deaths of three children in Southport in a fatal stabbing. The attack was in fact perpetrated by a 17-year old British citizen born in Cardiff, but social media posts that initially originated from a fake news post out of Pakistan (for which a person has been arrested) reported the attack as a Muslim asylum seeker. It fuelled attacks on centres for refugees, mosques, and other religious centres, as well as riots in which police and civilians were injured. To date, more than 1,000 arrests have been made for civil unrest, and additionally more than 100 people have so far been imprisoned. These are just two, very recent, examples in which misinformation (the spread of false information) and disinformation (the deliberate, malicious spread of false information) have fuelled emotional reaction. The race riots in particular have triggered government response, with Education Secretary Bridget Phillipson vowing an end to “putrid conspiracy theories” with changes to the National Curriculum to help pupils spot fake news. National charity The Open Minds Foundation, believes that the curriculum changes need to go one step further however, embedding critical thinking skills across every subject in the curriculum. Victoria Petkovic-Short, Executive Director for the charity commented: “Our brains are assailed by thousands of pieces of information a day, forcing us to make quick decisions and index information rapidly, so that we are not overwhelmed. However, this same process makes it easy for us to accept what we read as fact, even when we are told it is an outright lie. It’s this that makes us easy to exploit with misinformation and disinformation.” She continues: “Critical thinking on the other hand is a learned skill that helps to inoculate our brains against the threat of fake news. Not only does it teach us to think better, but it teaches us when we need to think slower, allowing time for fact-checking, reflection, and a rational, rather than emotional reaction. At the Open Minds Foundation, we have been advocating for critical thinking to be on the curriculum for years, and have a partnership with teaching resource provider Jigsaw to bring our primary-school resources into schools. It’s time that we updated the curriculum to make it fit-for-purpose in the modern world.” What is critical thinking? Critical thinking is a deliberate thought process used to evaluate information. It means specifically and intentionally examining information to determine its validity and relevance. It is an essential skill in improving your cognitive processes, but importantly is your first line of defence for preventing coercion and coercive control, including identifying misinformation and fake news, as well as gang membership, religious extremism, and cults. Why is it important in education? The British education system has long prioritised the acquisition and testing of knowledge, learning facts, figures, and information pertaining to a particular subject. This is useful when considering educational ranking, and specific subject-matter knowledge, but it is not good for teaching rational thought and resilience. Introducing critical thinking at every level of school, from primary education right through to college and university, we not only improve the way in which people think and their research skills, but we give them lifelong learning that helps foster an understanding of truth and lies. We encourage people to question how they know that something is true, and not just what they believe the truth to be. It is a small, but mighty distinction. How can it be introduced? As well as leaning on dedicated resources from organisations and charities such as The Open Minds Foundation, the best approach is to commit to introducing critical thinking, and to find ways to incorporate it into every day teaching. There is a real danger that the race to acquire as much knowledge as possible can mean that students never really get the opportunity to think for themselves, so critical thinking employs the opposite approach, deliberately challenging that same thinking. For example, in one primary school based in Somerset, introducing critical thinking has been as simple as asking children “how do you know?”, and introducing opportunities for problem-solving while attaining knowledge. Everest is the highest mountain – How do we know?; The Great Fire of London started in Pudding Lane – How do we know?; The angles of a triangle add up to 180 degrees – How do we know? By employing this approach day to day, children are developing their ability to question and to think deeply. Further up the school, this skill is explored more literally through studies in propaganda relating to World Wars, advertising and other more ‘obvious’ lessons that teach children to be critical. At the same time, the school employs a strategy a second strategy whereby they utilise waiting time, such as filing into assembly. They pose a question – often nonsense, sometimes funny – but a question that requires creative ‘out of the box’ thinking: a) There is a ball stuck down a deep hole, how will we get it out? b) A pig is stuck up a tree, how do we get it down? The purpose of these questions is for children to think creatively and critically, and they are wonderfully creative in how they might solve these problems: a) Fill the hole with water so the ball floats up;
How budget management software can help academies balance the books
By Gary Burke, a governor at a SEND school and former Liverpool City Council finance manager for schools and high needs. It’s no secret that schools across the UK are struggling with budget constraints – a situation that has only worsened since the start of the COVID-19 pandemic in 2020. Recent findings from a National Governance Association (NGA) survey have revealed that 60 percent of governing boards are concerned about not being able to balance budgets, up from 52 percent last year and 44 percent the year before. The NGA says this is the highest proportion since its survey began. School and academy leaders, alongside business and finance managers, have been looking at ways to help the situation, but there is often little room to make savings when these institutions rely heavily on government and local authority funding. The Children’s Wellbeing Bill, announced in the King’s Speech, affirmed the power of local authorities, requiring all schools to cooperate with the local authority on school admissions, SEND inclusion, and place planning. It’s clear that further action is needed on a national level to increase the level of funding available, with those working within schools now turning their attention to the meaningful steps they can take to predict – and therefore maximise – their budget for the next academic year. This coincides with the impending deadline for this year’s budget forecast return (BFR) for multi-academy trusts, the 29th August. Though useful, the need to collate vast amounts of data for past, current and future financial years means this task can quickly become laborious and time consuming. The challenge has only grown this year, owing to a new requirement to submit data which monitors spend in key areas of ICT, such as onsite servers and administration software. In turn, many are seeking solutions that alleviate the administrative burden – with technology proving a game changer. The challenge to overcome While the exact time it’ll take to compile a budget forecast will differ depending on the size of the team and the school or academy, all will agree that is no small feat. Often, it may be the responsibility of an individual finance manager to handle. From demonstrating a clear understanding of how much is being spent on ‘building’s repairs/maintenance, and/or improvements’, to how much the trust spends on resources such as laptops and textbooks, there are various data points to account for. For those reliant on out-dated systems, this task becomes even greater. Teams may be pulling data from multiple sources or spreadsheets, unsure on the level of accuracy or if they are missing certain information. In an ideal world, teams should constantly review the accuracy of their forecast to prevent any shocks or unforeseen funding challenges, meaning all data will also need to be updated on a regular basis. This is particularly crucial for academies that cater to special educational needs (SEN) students, where additional resources, such as specialised staff or equipment, are required and can be difficult to predict in advance. Making an impact Having full oversight of their budget in real-time will allow academies to see if they can direct funds to the areas that need them most, as well as identifying and predicting trends in spending. We’re seeing this becoming increasingly important, with research from Access Education showing that there has been a significant 115% increase in those using budget adjustments and re-forecasting capabilities throughout the 2024 financial year, when compared to 2023. Budget management software is transforming the ease of the process, creating a comprehensive and accurate budget plan that accounts for all revenue sources and expenses. The ability for teams to monitor their school’s actual spending against their budget plan means they can adjust their approach throughout the year to ensure they remain on track. Automation is facilitating this approach, with cloud-based financial software packages, such as Access Education Budgeting, removing the need to manually input various funding formulae when calculating and analysing data. To facilitate long-term planning, the software can also generate financial forecasts for up to five years. One feature here is to automatically recalculate data, such as pupil numbers from one year rolling into the next – saving countless hours of administrative time. Inevitably, to be fully prepared for budget surprises, whether caused by internal or external factors, means schools will need to model the impact of different scenarios. If teachers’ pay increased by 5%, for example, users would be able to see the effect of this on their overall budget. It can be hard to predict changes in areas such as funding, pupil numbers and staffing costs, but by using scenario forecasting for up to five years ahead – supplemented by experts’ knowledge of the education sector and historical data – schools and academies can be best prepared for the future.
Rush for nurseries and early years settings to train staff with skills in baby care ahead of expansion of government free places offer
Nurseries and early years settings who will be caring for babies for the first time under the expansion in the Government’s free childcare scheme in September, are being offered the chance to upskill quickly and cost-effectively. HFL Education (formerly Herts for Learning) has launched a suite of e-learning programmes to help early years workers prepare for the next roll-out of places which will give children aged nine months and upwards access to 30 hours free childcare per week. The Government has committed to providing an estimated 180,000 early years places by 2025 in its free childcare scheme. The first stage came into effect in April 2024, offering eligible working parents of two-year-olds 15 hours free childcare. From September, babies and children aged between nine months and five years will be entitled to 30 hours free childcare a week. And from September 2025, all qualifying working parents of under 5s will have access to 30 free hours per week. This means that in just a few weeks’ time many nurseries and early years settings will for the first time be caring for babies and will need specific training in new skills. It is a statutory requirement for early years practitioners working with babies that at least half of staff must have received training that specifically addresses infant care. HFL Education’s Senior Early Years Consultant, Emma Wild, said: “While the expansion of places to nine months and upwards from September is brilliant news for parents and carers of babies and toddlers, there’s also pressure for nurseries and settings to quickly upskill to ensure not only that they can provide a safe and stimulating environment, but that their staff feel confident and happy in their work. “Our expanded suite of e-learning programmes has been rolled out and tailored to meet this need in a cost-effective and time-conscious way.” Hundreds of delegates already take part in HFL Education’s popular baby training webinar course every year –Working with babies and toddlers. The course explores the brain development of babies and toddlers and what best practice looks like in an early years setting’s baby room. The course has also been developed into a self-paced e-learning programme, will be launched in early September. For settings that may be expanding or considering expanding their provision for babies and toddlers to meet the expected uplift in demand generated by the expansion of free hours, HFL Education is offering a 40-minute Spotlight webinar on Friday 13th September on expanding your baby room which will cover statutory requirements and logistics. In addition, there is a baby room in action webinar developed for practitioners who are looking for inspiration when working with babies which will be held on Friday 8th November to explore how to set up and maintain an environment that supports baby and toddler development, reviewing the latest research and how to maintain strong partnerships with parents. Emma Wild added: “In an industry already facing widespread shortages, ensuring early years providers have skilled staff ready to meet the new demand for places is essential.”
What You Need To Know To Be Prepared For Starting University
Bridging The Gap From College To University With These Success Strategies College is a transformative period where you grow academically and personally. However, taking the leap to university is a significant step that brings its own set of challenges and opportunities. Each year, millions of students across the UK embark on this journey, seeking higher education and new experiences. 2021/2022 saw 2,182,560 students enrolled to study at university, most of which were undergraduates, but well over 400,000 were postgraduates. The summer before you start university is filled with excitement and nerves—the excitement of a new chapter and the nerves of not knowing what to expect. As you prepare to tackle university life, keep in mind that this lifestyle requires greater independence, advanced study skills, and the ability to manage time effectively. As such, navigating this transition successfully is essential for your academic and personal growth. Understanding and implementing key strategies can help you bridge the gap from college to university, ensuring you thrive in your new environment. If you are ready to find out more, keep reading, as we share tips on how to navigate this transition seamlessly. Why Transitioning From College To University Is Challenging Although we have mentioned that university life is very independent, why is the transition from college to university challenging for many students? According to a post produced by the Cardiff Learning and Teaching Academy, it highlights one of the most noticeable difference between college and university: “At A-level, knowledge is packaged neatly in a textbook, offering an accessible, controllable,and convenient source of information with ‘correct’ answers. Demonstration of knowledge, usually in the form of writing, involves highly prescribed structure and content. Fast forward four months, students are faced with: • an increase in the volume, difficulty, and depth of knowledge • an increase in the range of text types • changes in writing at ‘surface’ level (e.g. level of formality) • changes in ‘habitual’ writing practices (e.g. making detailed notes about sources) • changes in engagement with knowledge (e.g. expectations to do wider reading and develop their own understanding, working with the knowledge of others).” At university, students are expected to cite resources, hit high word counts, check work for plagiarism, and ensure work is written to an even higher standard. For many students, this writing and working style is unchartered territory. Added on top of this, university courses often require a higher level of independent study compared to college. The increase in workload and the expectation to manage time effectively can be overwhelming, especially for those who find it difficult to manage their time effectively. If this wasn’t demanding enough, moving away from home for the first time can add to the stress. Adjusting to different teaching styles and assessment methods at university can also be difficult. Lectures can be less interactive, and the responsibility for learning often falls more heavily on you, so it is important to seek out resources to help bridge this gap. Fortunately, many universities offer support services such as academic advising, tutoring, and workshops on study skills. Building a strong foundation in these early stages can make the transition smoother. Developing A Growth Mindset For University Success Don’t worry; the university experience does not always feel this overwhelming and stressful. If you have the right tools and pillars in place to help you, your experience from college to university can be a positive one. The best place to start is by adopting a growth mindset. A growth mindset is the belief that abilities and intelligence can be developed through dedication and hard work. This contrasts with a fixed mindset, where individuals believe their qualities are set in stone. Embracing a growth mindset encourages you to view challenges as opportunities to learn and grow. Focus on setting achievable goals and celebrating small victories. Reflect on your academic progress and identify areas for improvement. Engage actively in lectures, seek feedback from professors, and participate in group discussions to foster a growth-oriented approach. If you focus on continuous improvement rather than perfection, you can build resilience and adaptability. Effective Study Habits To Carry From College To University Alongside a growth mindset, another useful tool for university is study habits. Carrying forward effective study habits from college is essential for university success. Organising study material and managing time efficiently are key components. And so establish a regular study schedule, as this will help you keep up with coursework and avoid last-minute cramming. You can also use study aids such as flashcards, summary notes, and online resources to help you enhance your understanding. Additionally, make use of resources like study material at Studocu to access prep study notes and study guides. These tools can provide additional insights and help reinforce learning. Engaging with such platforms can offer diverse study help, making it easier to grasp complex concepts and prepare thoroughly for exams. Moreover, create a dedicated study space free from distractions to improve focus and productivity. Regularly review lecture notes and integrate them with textbook readings to ensure a thorough grasp of the material. Also, collaborating with peers in study groups can provide different perspectives and facilitate deeper understanding. If you employ these strategies, you can create a strong academic foundation and improve overall performance. Building A Support Network At University Speaking of collaborating with others, a robust support network is vital for navigating university life. As UCL MPhil Philosophy student Dylan Ngan says, “These new acquaintances and friends can share your journey with you and help support you with settling in and dealing with challenging times and situations – i.e., when you are having a ‘wobble.’ Embrace the new experience and the new networks. New people, unfamiliar and even uncomfortable at first, can help you adjust and grow.” Connecting with peers, professors, and university staff can provide emotional and academic support; while joining student organisations, clubs, and societies can help you build friendships and offer a sense of community. These groups often provide opportunities for social interaction, networking, and professional development. Establishing relationships with professors and academic advisors can also be beneficial as they can offer guidance on academic matters, career advice, and
Redefining success – are exams the best measure for everyone?
Emma Sanderson, Managing Director of Options Autism, a specialist provider of education and care for autistic pupils and those with complex needs, believes it’s time to consider other measures of success than A-levels and GCSEs. As many students across the country anxiously await their exam results, is it time to consider if our one-size-fits-all exam system is fit for purpose. What impact does it have on our young people? Is our continuing insistence on content heavy, narrow testing, affording young people only one path to success, contributing to students in UK schools having some of the poorest mental health outcomes in the world? In 2022, 25% of students participating in the Organisation for Economic Co-operation and Development’s (OECD) programme for international students assessment (Pisa)‘rated their satisfaction with life between 0 and 4 on a scale of 0-10’. That’s one quarter of those who took part. In the Children’s Commissioner’s, The Good Childhood Report (2023), 10% of the 10-17 year-olds surveyed, reported having low wellbeing; and ‘getting good grades’ was the third greatest worry for these children and young people. This year’s grades are forecast to decrease across the board, and continue to do so until 2030, so how equitable is the system, or is it just the luck of the draw? Performance in these tests can determine a young person’s future, and those who do not perform to a certain level are to some extent branded failures, creating a self-esteem deficit that is difficult to erase. The present system is limiting. Reducing the curriculum to easily quantifiable elements provides a simple ranking structure so schools can be ‘compared’ in league tables. But surely the best measure of a good school is its ability to enable each student to reach their full potential? Exams measure aptitude in taking exams. They rank skills such as the retention of facts and the performance of linear tasks under pressure, which in many cases have no bearing on what a young person needs to navigate the world. Many neurodiverse individuals struggle with working memory performance and the anxiety created by the examination process itself. ‘Reasonable adjustments’ rarely level the playing field. Additional time, movement breaks, prompts or a scribe, do not address the fundamental shortcomings of the system itself. With such a narrow focus on what ‘success’ looks like, we can fail to identify untapped talents. Many neurodiverse individuals have highlighted the limitations of the exam system as an accurate indicator of future success. Steve Jobs dropped out of college in his first semester with a poor Grade Point Average (GPA), but went onto found one of the most innovative and successful corporations in the world. Using assessments that only provide a single opportunity to rate achievement and attainment, presents barriers to all students. For those with special educational needs, the challenges can be overwhelming and the negative impact on their wellbeing is often exacerbated. We need assessments with the flexibility required to allow us to appreciate the potential of an individual. A system that takes into account the soft skills that all employers are looking for – the ability to think creatively, collaborate and communicate. Designing assessments that provide a fuller picture of an individual student, will require us to think outside the exam ‘box’.
Identifying speech, language and communication needs – 6 signs to look out for
There is growing recognition that identifying speech, language and communication needs (SLCN) as early as possible is key. By Hannah Cook In the UK today, 1.9 million children and young people are affected by SLCN impacting their ability to learn, socialise and thrive. Despite its importance, it can be challenging to identify SLCN in a busy classroom environment, particularly when students’ needs can be hidden or perceived as behavioural difficulties. If you are concerned that any of your learners are struggling with SLCN, here are six signs to look out for. 1: Following instructions Many students struggle with classroom instructions, which can often look like non-compliance. A child or young person can become very adept at concealing their difficulties by imitating others. Foster a communication-friendly environment by breaking instructions into smaller chunks and saying them in the order you want them carried out. Spoken words disappear, but visuals such as task plans, visual timetables or ‘now and next’ boards can be referred back to easily. 2: Vocabulary A student might use generalised vocabulary (‘I’m doing cakes’), or make semantic (meaning) and/or phonological (sound) errors in their talking. They might struggle to remember and use more specialised vocabulary related to specific topics or abstract concepts. To support this, create a word wall or topic dictionary for new words and ensure students can use them in sentences. Word maps are a great way to explore meanings and sound qualities. And repeat, repeat, repeat! 3: Putting words together Some students find it tricky to structure sentences and/or narratives. Look out for those who struggle with responding to open-ended questions, prefer yes/no questions, or tend to provide convoluted or incomplete responses —an expressive language difficulty might be preventing them from giving an accurate account of events. Use visuals e.g. who/what/when/where narrative frameworks, and repeat sentences back so the child can hear a correct model. The most important thing is to give extra time for the child or young person to express themselves. 4: Making friends Building and maintaining friendships is highly fulfilling and integral to school life. If you suspect a student is struggling to form friendships, start by understanding their perspective on the importance of having friends and what friendship means to them. Set up buddy systems and support playground games. Having a mixture of break/lunchtime clubs, where children with similar interests can meet organically helps less confident individuals grow friendships. 5: Play Play underpins speech, language and communication development, and evolves throughout childhood. It’s important to investigate when a child isn’t meeting milestones, e.g. younger children struggling with pretend play, or older children having difficulties negotiating the rules of a game or group dynamics. For younger children, try developing a creative plot with toys they’re interested in. Older children might benefit from you modelling and navigating the rules alongside them. Always consider neurodiversity! Neurodivergent students might explore toys and engage in games differently and this should be validated and honoured. 6: Displaying behavioural responses Finding it difficult to understand others and express yourself can be hugely frustrating and emotionally overwhelming. Educators can sometimes see behaviours in children and young people that are actually resulting from unseen or unmet needs – for example, distressed behaviours or withdrawing from lessons. In heightened moments, try modelling behaviours you want to see e.g. calm voice; open, non-threatening body language, and simplify your language. Attempting to problem-solve while a child is dysregulated is unlikely to succeed, and adding more demands when they are already overwhelmed may escalate the situation further. For students who withdraw, check in with them: does their written work show their understanding? Are they more confident sharing their learning with a peer? Explore whether additional psychological needs might be impacting them, for example, selective mutism or anxiety. If you are concerned about a child or young person’s SLCN, contact your local speech and language therapy service in the first instance. Hannah Cook is Speech and Language Therapist at Homerton Healthcare NHS Foundation Trust. The Trust has developed Verbo – an award-winning online speech and language therapy toolkit for children and young people from age 2 through to young adulthood. Verbo offers instant access to screening tools, personalised target trackers, bite-size training and ready-to-go activities and interventions. For more information, visit www.verboapp.co.uk
Practical tips for managing digital learning
By Dakota Murphey The integration of technology into education offers exciting opportunities to enhance student engagement, personalise learning, and prepare students for an increasingly digital world. However, for many educators, navigating this digital frontier can feel overwhelming and chaotic. The shift to digital learning brings with it a host of challenges: managing student device usage, choosing appropriate digital tools, integrating technology seamlessly into lesson plans, and ensuring equitable access for all students. Educators not only need to master new technologies themselves but also guide their students in using these tools effectively and responsibly, and help encourage students to consider tech roles for themselves in the future. Creating a tech-friendly classroom layout Creating a tech-friendly classroom layout is essential for maximising the benefits of digital learning while minimising potential disruptions, whether it’s for daily use with students or making the space flexible for community classes. The physical arrangement of your classroom can significantly impact how effectively students use their devices and collaborate with peers, so start by considering the placement of furniture to support both individual work and group activities. This might mean arranging desks or tables in configurations that allow for easy movement between independent and collaborative work, such as clusters or U-shapes, or managing power sources to keep devices powered throughout the day. Proper lighting is often overlooked but plays a vital role in creating an optimal digital learning environment. Position screens to avoid glare from windows or overhead lights, which can cause eye strain and make it difficult for students to view their devices. By thoughtfully addressing these layout considerations, you can create a classroom environment that supports and enhances digital learning experiences for all students. Understanding storage and underlying systems To effectively manage digital learning, educators must have a solid grasp of the underlying technical aspects that support these systems. This knowledge not only helps teachers troubleshoot common issues but also enables them to guide students in becoming proficient digital learners. A fundamental aspect of this is understanding file formats – introduce students to common formats, explain the purposes of each and when to use each one. This knowledge is crucial for students to effectively create, share, and access digital content moving forward. It’s worth exploring the concept of cloud storage and file sharing too, explaining how platforms like Google Drive or Microsoft OneDrive can facilitate collaboration and provide access to files across different devices. This understanding helps students keep their digital work organised and easily accessible. Lastly, teachers need to equip students with basic troubleshooting skills for common technical issues, such as how to clear browser caches, update software, and perform basic device maintenance. These problem-solving skills guide students through the process of identifying issues, researching solutions, and applying fixes for themselves, which aids confidence in using technology and fosters greater independence. Choosing the right digital tools When selecting tools, educators must consider not only the learning objectives and curriculum standards but also issues of equity and access among their student population. Look for tools that align with your teaching strategies and can enhance student engagement and understanding, but also consider the accessibility features of potential tools. For example, you will want to incorporate platforms that offer text-to-speech capabilities, closed captioning, and adjustable font sizes to accommodate students with diverse learning needs. When evaluating digital resources, also consider the learning curve associated with each tool. While some advanced platforms might offer impressive features, they may be too complex for students to navigate effectively, potentially exacerbating existing digital divides. User-friendly interfaces that allow students to focus on content rather than struggling with the technology itself are a better choice. If possible, facilities should prioritise high-quality, free or low-cost options to avoid creating financial barriers to participation. By carefully considering these factors, educators can choose digital tools that not only meet their instructional needs but also promote equitable inclusivity in the digital learning environment. Managing student use and avoiding distractions Managing the use of digital tools is an important aspect of effective digital learning. Students often struggle with maintaining focus, so it’s essential for educators to implement strategies that promote responsible device usage. Start by establishing clear guidelines for when and how devices should be used in the classroom – one way to achieve this is to implement a system of visual cues or signals that indicate when devices should be active, face-down, or put away entirely. Implementing screen time limits and scheduled breaks is another effective strategy. Extended periods of screen time can lead to fatigue and reduced productivity, so incorporate regular breaks where students can rest their eyes and engage in non-digital activities. Additionally, consider using monitoring software or productivity tools that allow you to oversee student activity on devices. While it’s important to balance monitoring with trust and privacy concerns, these tools can be valuable in ensuring students stay on task and use technology appropriately. Teaching digital citizenship and responsible online behaviour is fundamental to managing student use of technology. Incorporate lessons on internet safety, ethical online conduct, the responsible use of AI, and critical evaluation of digital content into your curriculum, to help students understand the potential consequences of their digital actions and the importance of maintaining a positive digital footprint. Embracing flexibility and progress in digital learning The journey toward effective digital learning is ongoing, and it’s important for educators to remain flexible and open to new ideas and technologies as they appear. As you implement these strategies, remember that what works best will vary depending on your specific context, your students’ needs, and their learning objectives, so it’s critical to be prepared to iterate and refine your approach based on feedback and observed outcomes. Remember, the goal is not perfection, but progress. Each step taken towards more effective digital learning is a step towards better preparing our students for their future. The ultimate aim, as always, is to provide the best possible education for your students in our rapidly evolving digital world.
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