Kinetic Learnin Case Studies: Feel the Dream Project

Case Studies

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Feel the Dream Project

Matched transition programme for
Hartlepool LEA

Project Background: The Feel the Dream project is based on the key principles developed from the ‘Visions and Dreams’ Summer school created by Ruth Chalkley in 2001 for East Middlesborough EAZ for Able Introverted’ pupils. Feel the Dream in Hartlepoollooks at whether the success from this summer school can be replicated in any other authority and with different individuals, with the focus shifting from looking at catering for pupils preferred learning styles to supporting the needs of kinesthetic learners. Target pupils were tracked in the final term of their primary school and into their first year in secondary through a variety of OOH activities including summer activity (summer activity funded out of Hartlepool LEA standards fund).

Project Focus:

To create a ‘matched transition curriculum’ through out of hours activities at Y6 and Y7 along with the summer school curriculum.

Impact of Primary Lead up sessions

Quotes from pupils and tutors

“As an adult learner and teacher, I’ve been made more aware of how I relate to all three areas of accelerated learning. It has made me think about my teaching and how I can access each child’s learning style in my lessons. I’ve found that the children who are auditory enjoy music, stories, watching films and chatting. Those who are kinaesthetic enjoy drama, P.E., science, D.T. etc.” Tutor

“It has made me also realise that when recording work, the children need some structure but also need independence to express ideas in their preferred style. This became apparent when children were asked to do a presentation about themselves and the auditory learners did a tape, the kinaesthetic created a book.” Tutor

“I learnt that doing things with your own hands is better, rather than watch somebody else do it and tell you about it and how it feels.” Pupil

“I liked the words scattered all over the board because it puts a little spring into the work.” Pupil

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No. pupils 1 2 3 4 5

SAT level achieved 8

“It was lovely to see the class working and sharing together so actively. I was amazed by the positive comments I heard while the children were writing on large pieces of paper. It seemed to make a huge difference to them.” Tutor

“All the children have said how much they have enjoyed the various activities over the last 6 weeks. The best bits for me have been the social opportunities getting to know the children and learn about their interests outside school. It’s also been nice to have so many creative opportunities that never seem to fit into the ordinary school day…..overall a wonderful experience for us all” Tutor

“On a personal note, I myself have enjoyed myself immensely, could that be because I am a kinaesthetic?” Tutor

Summer Activity

A week long learning experience for Y 6 pupils transferring to Brierton School Aims 5 pupils from each feeder primary who had been identified as having strong kinaesthetic learning tendencies and were transferring to Brierton school were taken forward from the primary out of hours sessions to attend at week long learning experience in the summer holidays. The summer activities aimed to assist students in further exploring their learning styles and to prepare them for transition to Brierton in the new school year (see Appendix 3 for thinking behind the summer activity and OOH models).

Process

The summer activity programme was delivered by a range of staff from both feeder primaries and Brierton school. Activities took place both at Briertonschool to work towards helping students in their transition in the new year and at Summerhill. Summerhill is a 100 acre council owned site on the edge of Hartlepool offering outdoor educational pursuits, an ideal setting for kinaesthetic learners (for summer activity framework see Appendix 3)

Activities looked closely at the needs of kinaesthetic pupils, working with them to both round out their needs as learners and to specifically structure their learning to take account of their hands on, emotive needs.

The summer activity consolidated and brought forward the learning that had taken place in the primary lead up sessions.9

Target pupils 5 pupils from each feeder primary who were identified by their own school as having strong kinaesthetic learning tendencies.

Impact of Summer School

Quotes from pupils and tutors

“What I want to be when I grow up is a designer because this week I have felt well making group decisions and how we are going to make things….” Pupil

“I surprised my self in doing a dance in front of an audience. I wouldn’t even dance at the school disco. I think this has helped to stop me being shy” Pupil

“ I have surprised myself in doing the masks…it made me feel good inmyself…..I’ve learned that if I get on task I am well behaved”Pupil

“I love doing dance because it is really enjoyable. Doing dance makes me feel like a different person….I want to be a footballer…I leant how to be a team…work is really hard in class…I thought dance would be a challenge but it was really easy…” Pupil

“ I learn more by doing stuff not listening. I have surprised myself that I didn’t get restless because when I listen I can’t keep still. It was really fun today but hard because I couldn’t draw on my plate . I tried and I succeeded. My picture isn’t perfect but I tried. I felt good doing this because I learnt a lot” Pupil

“ The thing that sticks in my mind is Matt and Daniel dancing and really enjoying it and letting all their shyness float away into mid-air and letting the group get to know them more” Tutor

“This really suited me because I learnt because we were touching things and listening I learn better when I touch things…When the Romans came I felt sick because they were talking about blood and guts….I think today has been fantastic because of all our art work and people’s dances” Pupil

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Break Down Learning Barriers With Smash Party

Break Down Learning Barriers With Smash Party

Posted by: TP Newswire    Tags:      Posted date:  August 21, 2012  |

Edinburgh, Scotland — Independent game developer TigerFace Games will release collaborative multiplayer title Smash Party on iPad on August 23.

Smash Party is a game for four players aged 4+, based around the concept of collaborating and working together to tackle questions on maths, spelling and vocabulary. Played on a single tablet device, players gather around each side and are allocated an area of the screen which either displays the question they are to ask their fellow players or the potential answers they are given.

Taking turns to ask questions, each player must work together to come up with the answer and, in doing so, are encouraged to explain their thinking in a confident manner and improve both problem solving and social skills. At the end of each round, players are rewarded with colourful and noisy celebrations, ranging from whack-a-mole challenges through to sparkling star trails which can be scattered across the screen.

Smash Party offers up four different topics, each one distinct but covering an area of either maths or literacy. Smash Sums tackles mental arithmetic and Missing Numbers targets number patterns, whilst Missing Letters is a spelling challenge and Rhyming Words tackles vocabulary and verbal pronunciation.

Each game mode is playable across four difficulty settings, and a Time Attack mode allows every game and difficulty to be played against the clock, bringing extra challenge. Ideal for playing in the classroom or at home with friends, Smash Party delivers tons of challenge across a massive variety of subjects and a wide span of questions in each.

Smash Party is released on iPad on August 23.

 

Image Courtesy of  http://www.tigerfacegames.com

Accommodating. Learning Style

Accommodating. The Accommodating style’s dominant learning abilities
are Concrete Experience (CE) and Active Experimentation (AE). People with this
learning style have the ability to learn from primarily “hand-on” experience.
They enjoy carrying out plans and involving themselves in new and challenging
experiences. Their tendency may be to act on “gut” feelings rather than on logical
analysis. In solving problems, individuals with an Accommodating learning style
rely more heavily on people for information than on their own technical analysis.
This learning style is important for effectiveness in action-oriented careers such as
marketing or sales. In formal learning situations, people with the
Accommodating learning style prefer to work with others to get assignments 7
done, to set goals, to do field work, and to test out different approaches to
completing a project.

Song Ji School where South Korea’s young flourish

School where South Korea’s drop-outs flourish

By Lucy WilliamsonBBC News, Seoul

Students playing board game in classSong-ji High School allows board games to be part of the school curriculum

South Korea’s education system is globally renowned – a feverishly competitive national industry that churns out highly-motivated students and sends them to the world’s top universities. But what happens if you do not fit the stereotype?

It is mid-morning at Song-ji High School, and inside a row of grey portacabins, senior classes are underway.

In one of them, 30 students sit hunched around their tables – hooded tops pulled up over their heads, tattoos peeking from their cuffs.

A group of girls are playing something called Love Roulette in a corner. Three boys are suspending tiny plastic monkeys from sticks, four people are fast asleep, one is combing her hair and several are occupied with their mobile phones.

Board games do not usually form part of the South Korean curriculum and tattoos are rarely as acceptable as school ties, but Song-ji is not your average school.

In the next-door cabin, the pop music class is in full swing. A band with drums and backing singers wobble through a recent hit song, to the enthusiastic encouragement of their music teacher.

They are barely in tune and the students read the lyrics off their mobile phones, but the emphasis at Song-ji is on participation, not perfection.

Because this is where students come when they fall off South Korea’s education conveyer belt. And the teaching here is everything that Asia’s traditional schools are not.

‘I got angry’

Seung-hwan is a catering student at the school, a would-be chef with a diamante ear stud and a troubled past.

“There were too many regulations in my old school,” he said. “I had trouble sticking to them and I got angry.

“The only outlet I had was bullying and fighting other kids. My parents got angry, so I ran away from home and began to get into all kinds of bad things.”

At Song-ji, he says that the teachers are not only more relaxed but crucially they teach at the students’ own pace.

This is not the case in South Korea’s mainstream education system – many schools here are achievement hot-houses.

The government has said that it wants less pressure and more extra-curricular activities for its students, but even young children often spend 12 hours or more each day studying.

And with more than 80% of school-leavers entering higher education, it is getting more pressured, not less.

Many students say it is getting harder to compete for grades, for university places and ultimately, for jobs.

Continue reading the main story

“Start Quote

Principal Kim Han-tae

We might let the students fall asleep in class – but we know that when they do wake up, they’ll want to learn”

Kim Han-taePrincipal of Song-ji High School

The unemployment rate for young people is now twice the national average, and even students at top universities worry about what all those years of study will ultimately buy them.

It is no wonder, perhaps, that alternative schools like Song-ji are proving popular.

A recent government report estimated that 40% of South Korea’s mainstream students wanted to quit, and that number rises with age.

Song-ji’s principal, Kim Han-tae, says the country will see more drop-outs, not less, unless the system changes.

“Public education these days is regressing because it’s too rigid, too formulaic,” he said.

“There’s no improvement in content and the schools are not adapting to the students’ changing needs, that’s why the private sector is flourishing.”

The facilities at Song-ji might be inferior, he admits, but the school is serving an important purpose – helping students adapt and find talents outside the mainstream system.

“We might let the students fall asleep in class,” he said. “But we know that when they do wake up, they’ll want to learn. Without schools like ours, they would be left behind, isolated, and create social problems.”

Everyone graduates

All of which might make the government grateful for schools like this one. But Mr Kim complains that there is little support and too many regulations for those offering alternative education.

There are fewer than 40 officially certified so-called alternative schools in Seoul, and there is some unease towards them. After all, they do not gel with South Korea’s modern, international image.

Chef class at Song-ji High SchoolStudents learn at their own pace at Song-ji High School

In fact, 50 years ago, education was patchy and low-priority for all but society’s elite. And the economic boom in the country was so fast that many of today’s entrepreneurs had little formal education.

Kim An-sook has run a successful car-repair workshop for decades. She became a student at Song-ji High School in the 1950s, an unexpected second chance to finish her education.

“I never went to high school because back in those days, my father couldn’t afford to send me,” said Ms Kim.

“I think there’s a great need for these kinds of alternative schools, especially in rural areas and among older women like myself.”

It can be hard to catch up, once you have fallen behind in this highly competitive system.

But Song-ji’s Mr Kim says his is a South Korean school without competition. Anyone can come here and everyone graduates, he says.

It is not a policy that brings accolades. But in a country bent on success, it does raise an important question: what happens to those who do not make it?

Sir Anthony Barber talks about Educational change – needs and aspirations

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Getting beyond change resistance, new skills development and inject new pan-educational personnel.

Sir Anthony Barber talks about Educational change – needs and aspirations

Why Translation Matters

Why Translation Matters argues for the cultural importance of translation and for a more encompassing and nuanced appreciation of the translator’s role.

As the acclaimed translator Edith Grossman writes in her introduction, “My intention is to stimulate a new consideration of an area of literature that is too often ignored, misunderstood, or misrepresented.”

Professional translation involves a number of crucial analytical skills brought together to harness not only accuracy but nuance and sensual meaning – a great translator evokes the parallel emotion/s hand in hand with meaning.  Put simply a good translation goes often unnoticeable while a bad one litters the senses.

 

For Grossman, translation has a transcendent importance: “Translation not only plays its important traditional role as the means that allows us access to literature originally written in one of the countless languages we cannot read, but it also represents a concrete literary presence with the crucial capacity to ease and make more meaningful our relationships to those with whom we may not have had a connection before. Translation always helps us to know, to see from a different angle, to attribute new value to what once may have been unfamiliar. As nations and as individuals, we have a critical need for that kind of understanding and insight. The alternative is unthinkable.” 

Good translation allows your people to know.

 

Information age

Grossman’s belief in the crucial significance of the translator’s work, as well as her rare ability to explain the intellectual sphere of the translator, inspires and provokes the us to engage with translation in an entirely new way.

Today more than ever information requires the handling of dedicated professionals.

Machine v Man

An important distinction to make is that machine translation fails on a number of levels.

It fails to read, transcribe and digest material and meaning in proper form and syntax.

Real translation preserves many things across cultures and connects you with your target audience.  It often preserves too decades of dedicated work and hard won reputation.  At its best it spreads a priceless message fully across a mass global audience at a cost that is entirely bearable.

Our experience and expertise is entirely due to industry and individuals valuing the words they speak, write and imbue.

Reading

Edith Grossman is the acclaimed translator of Gabriel García Márquez, Mario Vargas Llosa, Carlos Fuentes, Mayra Montero, and many other distinguished Spanish-language writers. Her translation of Don Quixote is widely considered a masterpiece. The recipient of numerous prizes for her work, she was awarded the Ralph Manheim Medal for Translation by PEN in 2006, an award in literature from the American Academy of Arts and Letters in 2008, a Guggenheim Fellowship in 2009, and the Queen Sofía Spanish Institute Translation Prize in 2010. She is a member of the American Academy of Arts and Sciences. She lives in New York.