This evening I stumbled upon a couple of interesting TED Talks that raise some important educational points. The issues raised in these talks reflect some of the themes I am currently exploring in terms of my own teaching, learning and leadership practice.

Carol Dweck on #GrowthMindset and the power of ‘not yet’.

‘Not yet’ gives you a path into the future; you understand you are on a learning curve. 

Developing an understanding that your abilities can be developed. 

Instead of luxuriating in the power of yet, pupils can become gripped in the tyranny of now.

Fixed mindset students run from errors, they don’t engage with them.

Growth mindset students process errors, learn from them and correct them.

Are we raising our children from ‘now’ instead of ‘yet’? Students who can’t dream big in fear of failure?

Certainly, this last question reflects feedback from business and industry professionals who remark that ‘young’ employees are, perhaps, not as innovative in the workplace. [Note: I need to find a source for that!] Dweck continues to explore how we can achieve the development of growth mindsets with the first idea focusing on praising ‘wisely’; praising the process that children engage in. Praising their effort, strategies, perseverance and improvement, in order to develop ‘hardy’ students.

Bill Gates on the ‘real feedback’ teachers need.

How we can help all teachers get the tools and feedback they need. 

What are top countries around the world doing in their education systems to support teachers?

In Shanghai: ‘Younger’ teachers observe and work with more experienced teachers. Study groups for teachers on a weekly basis. All teachers observe each other. 

Microsoft study encouraged teachers to watch videos of others and look for specific aspects of practice. 

Video offers a degree of ‘reality’ that we can’t escape from and can help grow and develop practice.

Perhaps, not new thinking and nothing we didn’t already know. But, this TED Talk does bring the issue to the forefront. Despite focusing on American systems of education, there are definitely pedagogical issues surrounding teacher feedback making their rounds in our education system currently. This discussion is always worth remembering and bringing to the forefront of reflecting on teaching standards in schools.



On Wednesday, I took a group of 4 Digital Leaders from Year 5 and 6 to the Mozilla HQ in Central London to take part in  a range of digital learning tasks. The day was held as part of the research towards The Children’s Museum of London, an organisation created to provide a learning space for children, by children, and is an exciting development for London and for learning. The museum will provide a place of magic, wonder, curiosity and adventure, helping children to find, think, make, and show. At this point it is important to say a big thank you to Tom Doust for the invitation to the event, to Oliver Quinlan for putting me in touch with Tom in the first place and to Mozilla for hosting the event.

The following is a quick reflection of each task the leaders participated in. I have tried to focus on the skills and understanding children developed through each task and my reflections on the potential impact back at school.

Task 1 – Play-Doh Circuits

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The first activity the children were introduced to was focused on exploring circuit making using Play-Doh, LEDs and batteries. I was reminded at this point of the cross curricular reach of technology and that my role as ICT coordinator is to keep on top of developments in all areas of educational technology. At the moment, it is very easy to get caught up in all things computing – the ‘Silver Bullet’ of the moment – when in fact there are other areas of technology that can support the development of the important skills prioritised by the new programme of study.  And indeed, the children were discussing their learning applying vocabulary such as ‘input’, ‘output’ and ‘sequence’. A big part of the session was, in some ways, focused on ‘debugging’: detecting and correcting errors. Only in this context, the children were resolving problems with circuits.

Task 2 – Coding

We then moved from ‘Monty Python’ to the ‘IT Crowd’ (the rooms at Mozilla were named after popular shows) and began coding using Mozilla’s Thimble Webmaker project. This project is designed to help learners (of all ages) create online content and also understand how such content is created. Here, the children had the opportunity to ‘Remix’ a project tutorial and create their own ‘Keep Calm’ poster. It was incredible to see how quickly the children grasped the concepts behind HTML coding and began adapting and personalising the content simply through exploring and playing with the code. At one point, I got slightly confused with what <br> meant and was quickly taught by one of the Year 5’s that, “It’s easy Mr G, it means a line break!”

The digital leaders now plan on accessing the Webmaker tools back at school and are hoping to begin teaching other pupils (and staff!) how they can create their own ‘cool’ content for the web. Below is one of the group’s finished poster, which I love! 🙂

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The Webmaker project ‘starter makes’ are definitely worth a look and can be easily introduced into the classroom to kick start a focus on coding (just check accessibility from your current web browser before using). There are a variety of coding languages and I think it will be important to expose children to this range when introducing coding in the classroom. Some learners will have more experience than others and it will be great to be able to celebrate ‘CAL’ in our classrooms: Coding as an Additional Language!

Task 3 – Electric Paint

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After lunch (and a couple of snacks from the ‘help yourself’ cafe…a dangerous thing when I’m around!) the children moved on to the third digital making session. Electric Paint was the focus of this workshop and the children had the opportunity to apply the knowledge they had gained from the first workshop by painting, yes painting, an electric circuit on to an image of a robot.

During the session, whilst we left the paint to dry (which took a long time – an issue that is being improved in the next batch of paint), a really exciting conversation began into what the digital leaders would like to see in a museum specifically for children. The ideas that the children came up with were imaginative, inspiring and fascinating. From a time travelling elevator where instead of floor numbers you would choose periods in history, to a space where you can go and experience what it is like when certain animals hibernate, the children’s ideas were on fire! We even discussed that it would be great if you could walk around the inside of an animal’s body and see ‘how it sees’. The entrance for which, it was suggested, could be an “escalator into its bottom”.

Whilst this was, at times, a hilarious conversation, it really made me think. We should be harnessing more ideas from children about learning space and design. We should challenge those who make decisions about learning spaces and environments in school and consult the learners themselves. It also made me think: I want to go to this museum!

Task 4 – Drawbots

As the day drew to a close we finished our day of digital learning with Tom Doust creating mini robots with colouring pen legs powered by electric motors. Split into two teams, the children raced to design a mechanism that would help their robot to move faster than the others. Testing ideas and then evaluating their impact was the key to success in this session and the fast-paced nature of the challenge kept the ideas flowing. To challenge themselves, the children attempted to make their drawbots travel in certain directions and worked carefully to perfect their designs. Here is a link to the instructions for how to make these bots.

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Impact on learning

So, what was the impact on learning for the digital leaders? And what will the impact be on the wider school in terms of the development of technology and learning now that we have had this experience? Well, the children were deeply engaged in all four activities, through which they solved problems using critical thinking; designed and redesigned tasks both on and offline; tested their ideas instantly; evaluated the impact of their choices before reapplying new ideas to a problem; and had the opportunity to fail in order to move forwards and succeed. These are all skills that are applicable back in the classroom and much more importantly in life!

Now that we are back at school, the digital leaders are keen to bring some of the ideas they experienced into the curriculum at our school and share the development of these skills with others. This will start with a meeting next week where the children can consider which age groups are best suited for such activities and how they can adapt what they learnt to work in our school context. This will certainly be an interesting conversation!

In terms of my vision for ICT at school, I was reminded that the digital leader role should not just revolve around devices such as iPads and computers and instead should be broadened to consider the range of #digitallearning tasks that provide great learning opportunities for children (and adults!) of all ages.

For the digital leaders, this was the “best school trip ever.” I couldn’t put it better myself.

Update: Since writing this post, I have received a letter from one of the parents of the digital leaders who went along to the event. In her letter she explains how since the trip, her son has been prising apart old toys and making all kind of circuits and that the session really captured his imagination. Clearly, the impact of this session has breached the four walls of school and encouraged #digitalmaking at home.


I have an idea. It’s just an idea at the moment and it might be completely ridiculous. In fact, the more I write it down, the more it sounds like it won’t work. However, after reading this post from @stef from Makeshift who quotes Linus Pauling, I’ve decided to put it out there anyway. 


This idea has been inspired from a range of different sources. I recently attended the West London Education Question Time event chaired by TV presenter Adrian Chiles, where the panel of children’s author Michael Rosen, NUT General Secretary Christine Blower and Ealing Council leader Julian Bell, discussed a range of local as well as national educational issues. Much was discussed and debated but one point in particular resonated with me. Michael Rosen called for the need to have a more democratic education system where children, parents, teachers and members of the community make choices about education systems rather than one person in government. Now, I would argue whether any organisation, independent or not, would bring true democracy to education but that’s for another post. 

Additionally, this Tedx video from Logan LaPlante on ‘HackSchooling’, which has received over 4 million views, has added to the development of my idea. LaPlante talks about being empowered to choose his own learning pathways and initiating his own discoveries. 

Then, I attended a seminar at #Bett2014 where the 22-year-old iSchools CEO Travis Allen discussed (amongst other things!) how learners could take control of their learning using a range of technology.

All of this combined has got me thinking. 

Crowdsourced Learning

So, the idea. Not a ‘new’ one but an idea nevertheless. The basics of the idea surrounds providing ‘a space for learning for all’. Creating a space where individuals of all ages can go to learn and discover new knowledge, new skills and new passions from each other. A space where all are ‘students’ and all are ‘teachers’. A space where there is no ‘curriculum’, no defined agenda. Learners would suggest learning pathways for sessions or simply suggest an area that they would like to know more about (perhaps in an online forum/meeting space). Others would then ‘sign up’ and offer their knowledge on that area and then suggest something that they would like to learn about. Learners could then meet each other in ‘the space’ to collaborate on projects or could use the resources provided in ‘the space’ to independently navigate through pathways on their own. 

In lots of ways this idea links to the idea of open source learning where individuals use the Internet to manage their own learning experiences and create and share resources. In many ways it could be unnecessary to setup a space like this when the Internet could enable people to do this on their own. However, this would be a community of face-to-face learners with one goal: to learn something new. While an online space would be an important part of the community, it could also restrict the breadth of learning that could be explored. 

Having just moved to London, I wonder round and can’t help but think that there must be so many inspiring things going on, so many interesting skills that people are developing, so much knowledge that people have to share. It also offers some fantastic places to visit, explore and investigate. I keep imagining how much the thousands of people I walk past could learn from each other. To be able to tap into that would be a fantastic educational experience. 

I keep wondering if this has already been done. Is this ‘crowdsourced learning space’ that I am suggesting already on offer? Would people give up their time to share their skills with others? Would anyone actually turn up?! I have no idea. Perhaps I haven’t researched or thought thoroughly enough. Either way, it’s got me thinking and that can’t be a bad thing. 

I’d really appreciate any feedback you have about this idea. All thoughts, comments and criticisms welcome!

Vision and Values

I am embarking upon a new module entitled ‘Vision and Values’. This module is all about generating and realising our own educational ethos and is centred around the question ‘What is education for?’

Whilst starting to browse for some interesting articles/information related to this question, I stumbled upon the website ‘school survival’, which seeks to offer support for those who ‘hate’ school. Those young people who are disengaged by the institutions in which they spend the majority of their childhood.

I have picked a few quotes out that raise some interesting points. As I am beginning to consider the point/value/role/worth of education, beginning with a brief consideration of schools seems a good starting point as this is where typically, we view educational transactions as taking place (not that this is the only place, or indeed necessarily the best).

‘There is nothing wrong with hating school, there is nothing wrong with hating being forced to go someplace you don’t want to and being “taught” things that don’t interest you in ways that would kill you if boredom were lethal.’

‘They say school is for learning? Well, being bored is hardly any way to learn anything! No wonder hardly anyone remembers what they were forced to memorize at school. School isn’t about learning, it’s about training people to be obedient to those with authority over them.’

‘Don’t trust school to ‘educate’ you – only you can be trusted with that!’

I could spend a long time analysing these quotes, too long for one blog post. Therefore, I will briefly (and rather disorderly) try and note a few of the things I find interesting and worthy of closer scrutiny at a later stage.

Children are forced to go to school; it is not a choice. Is this a bad thing?

Issues surrounding authoritarian figures, totalitarianism and obedience are raised.

Boredom is highlighted as a large factor of disengagement and disaffection.

Trust. Who should be trusted with the role of educating?

What does it mean to educate?

What should it mean to educate?

What about those children who do enjoy school?

The need for change


‘Recent evidence suggests that young people with a computer at home could get a B, rather than a D, at GCSE.’

Niel McLean, Executive Director, Schools and Families, Becta

Whilst I agree with the Home Access project in that it brings the opportunities of new technologies to those who are currently digitally disadvantaged, I fundamentally disagree that the point of this is to help these young people achieve a better grade at GCSE. I think the fact that the quote above, from Niel McLean, is almost the drive behind publicising the Home Access project sums up the position of education at the moment.

In reading Doug Dickinson’s latest post I agree with the view that we need to reconsider the concept of education in our current world. The ‘gulf’ between what children need and what schools provide is a current problem (Whole Education, 2010) and the dissonance between home-school learning practices of children, which has been widely discussed for a number of years, is still evident. Gee (2010) in the recent ‘game based learning’ conference suggested there is a ‘competing curriculum out of school’ based on ‘deep principles of learning’, that we need to begin recognising in schools, with computer games being an aspect of this. As Royle (2009) puts it, we need to ‘break the boundaries between 21st century bedroom and 20th century classroom’.

The questions Doug Dickinson raises are fundamental to the course of future teaching and learning, however who decides the route education should take? Teachers? Learners? Parents? Having attended 2 Vital ‘Teach Meet Style’ sessions recently and discussed such issues with other educators, there are teachers out there who are committed to providing innovative learning experiences, suitable for the times we live in. One thought that arose from the session in Plymouth was that Becta’s ‘Next Generation Learning’, should perhaps be renamed ‘Now Generation Learning’ (@chickensaltash, 2010) as the need to change education is current and important now.

However, what do the children think? I suggest we have ‘Learner Meets’ for young people to discuss or share their views on where they think education should go. Obviously, I am not suggesting that we get 4 year olds together in a discussion group and ask them to discuss the route education should be taking in the 21st Century. However, involving children in their own learning is an important part of this process. I am also sure that this is already happening in many schools, however, it needs to happen widely, and it requires teachers to listen and value what the children say.

Finally, there is currently a wealth of discourse surrounding the uses of ICT in teaching and learning, both formally and informally in the educational domain, which can at some times cause confusion about its uses. In thinking about the role of ICT in education and gaining clarity in its benefits, Prensky (2008) offers one view: ‘technology’s role – and its only role – should be to support students teaching themselves’. Certainly, this is already happening in many cases, and it needs to be recognised that children can learn independent of institutions and teachers (see Sugata Mitra’s TED talk) so we can best consider how the role of education needs to change.

Image Source: Wesley Fryer