Skip to main content

Reflections on #TLAB13: 5 of 6: Bill Lucas Keynote.

2013-03-16 09.04.33

This is the fourth of six posts reflecting upon the Teaching, Learning and Assessment Conference held at Berkhamsted School.   This post will talk about Bill Lucas’ keynote session.

I didn’t make too many notes from the second keynote session.  I have to admit to being more than a little sceptical when I’,m greeted by an ‘invite’ to sign up to a network for £500, but I kept an open mind.  The session was delivered in a contrasting style to the first and focused on ‘Expansive Education’.  I’m not going to talk about the network, but about the three things that I took away from the session.

1. The BayHouse educational journal

image

I am currently Professional Tutor and have the CPD brief.  Coming across Bay House’s journal was a revelation.  This is something that I am following up, not least because the school is only a short stretch of water away from my own.  This could be an excellent way in which to engage and stretch teachers who are secure classroom practitioners (notice that I am trying to avoid Ofsted speak as I don’t want to be an Ofsted Whisperer!)  I’m sure that I will be sharing this.

2. 21st Century Explorer

I always treat lists of traits and skills with caution as we don’t actually know what young people will need past being able to deal with what they don’t know about.  More on that later.  However, I found the features of 21st Century Creative Explorers put forward by Lucas (taken from work by Guy Claxton) useful to start conversations, especially within curriculum areas that are still mainly didactic  and display poor achievement.

2013-03-16 13.35.38

3. The 6 Rs

Again, the caveats above apply to this, but I found the following list of traits useful when thinking about curriculum design.  Indeed, all three keynote speakers offered up similar models.

2013-03-16 13.52.35

Comments

Popular posts from this blog

#GAConf22: A paradigm shift for anti-racist, decolonised teaching and inclusion

 " You can't start a fire,  You can't start a fire without a spark" Bruce Springsteen.  Well, it's been a fair while since I felt the motivation or the need to blog. Whilst not a story for now, over the past five years I've danced along the knife edge and, often, the call of the abyss has been both tempting and compelling. Certainly, my failing in both my personal and professional life have been numerous. But. This is not about me, but the people that have (re)ignited the spark to the fire in my soul. I realise that this is from the perspective of a privileged, white, middle class male view. I even have a beard. I am scared of getting it wrong on this topic. Teach me if I am wrong, it is from the position of a learner. I was looking forward to the GA Conference this year, the first face to face since 2019. I have to say that Alan , as president, and the Geographical Association's team did a fantastic job at being inclusive. The hybrid format allowed peopl

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

Trust and support our school leaders, the role of the governing body in the Covid times

One of the roles that I love is being the Chair of a Governing Body.  The aim of this post is to share what we are doing, as a Board, during these difficult time.  I will refrain from commenting on the role of the Government, DfE and local authority as I intend for this to be both a positive and useful post. What is clear is that governing bodies have a crucial part to play. I am grateful both to the brilliant Clerk and the National Governance Association whose Covid advice pages are fantastic. Firstly; from the outset, the brilliant leadership team that I work with have my unwavering and public support. Regardless. As this is a fast evolving crisis, often with pages of advice, guideline and directives to decipher and digest on a daily basis. As such, the role of governing bodies is twofold: 1.  to prioritise the providing of support to the Headteacher and all colleagues in the school, and 2. to allow them to get on with operational matters and decision making. The role of