BOOK REVIEW
THE FUTURE OF EDUCATION
THE JOYFUL REMAKING OF EDUCATION
THINK PIECE: Experienced vs Novice in Times of Change
THE JOY OF LEADERSHIP
INTERVIEW: CHRISTINA DONAVAN
Issue 8
DEAR JACKIE
FEATURE: PRACTICAL SKILL DEVELOPMENT IN HE AND FE
joyfe
STORIES OF JOY
welcome to Joyfe #8
This is my fifth attempt at writing the welcome. I feel the weight of responsibility to choose my words carefully at a time when there is so much in flux, and uncertainty looms large in all our lives. During the first lockdown a group of FE folk gathered together for an intensive two-week period of thinking; I can’t even remember exactly how, via a Twitter post maybe? Not just any old thinking though. Attentive thinking. To say it was transformational is an understatement, but more of that another time. In one of these sessions, co-founder of #JoyFE Stef Wilkinson shared her vision of a magazine that focused on all things joyful about FE and here we are, eight editions later. You might be thinking, ‘lovely Tracey, thanks for the backstory and…?’. This magazine is now the result of a wider FE community that cares. A positive community that chooses to focus on a joyful narrative at a time when there is so much conflict across the World. A community that’s not afraid to challenge, to pose the tough ‘what if?’ questions, no matter how seemingly bold. Community is what binds us; sees us through the hard times and celebrates the good times. Thank you for being part of this community. Best Wishes Tracey
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stories of joy
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wellbeing 8
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dear jackie
an interview with... christina donovan
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in this issue
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the joy of leadership
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book review
snippets of joy
think piece:
future of education
feature: practical skill development in he and fe
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Compiled by Heather BoothMartin
Vanessa Wellock When I started my journey in the floral world, I never thought I would be a teacher. A friend sent me the link for a position of a flower arranging tutor at a local college. I mulled it over and thought no, I won’t bother, but then thought why not ?The great joy with teaching flower arranging is that sense of achievement you see from students, they look at their finished design and you can see them thinking ‘ I have made this!’.Floral art is therapeutic and it’s so good for your self esteem, just to watch the students leave the classroom with happy faces gives me great joy and I think to myself my job here is done! Lynsey Barwick. As a teacher in FE, I find joy in seeing people’s growing enthusiasm as they learn and develop a new skill. I hope that my lessons can spark a new lifelong interest in this skill, and perhaps inspire further learning, a new career path or just improve self-confidence and belief that learning as an adult is a worthwhile and valuable thing.I also enjoy the variety of the role and how diverse the whole experience of teaching can be. It’s never boring and I frequently feel inspired and rewarded by being an FE teacher, but most importantly, excited to go to work!
STORIES OF JOY...
by Lou mycroft
Anti-heroes and dancing princesses the joy of leadership
Back in 2014, The Education and Training Foundation commissioned Richard Wilson of OSCA to run a series of workshops for FE providers up and down the country. It was a move of great foresight. Although austerity policies were biting into public service, the political chaos of 2016 was as yet unanticipated and a viral pandemic the stuff of dystopian art. Wilson’s Anti-Hero book tour landed at my door and opened my mind to the possibilities of ‘the middle’. It’s no news to anyone that FE is topplingly hierarchical and this was back in the day before organisations decided they needed an SMT and an SLT. It has become difficult to see beyond dense management structures to the leadership beyond. Wilson’s argument was that complex times demanded a different kind of leadership: a distributed approach, driven by emotional intelligence. Published in 2013, Anti-Hero begins with an acknowledgement of how frustrated many people feel with leaders of the traditional ‘heroic’ mould. Just let that sink in for a moment while you reflect on UK/US politics of the last four years. Wilson writes: “...our leaders often appear to have learnt little, as they career from one crisis to the next. Anti Hero explains why none of this should surprise us and why we should continue to expect to be disappointed by our leaders until they fundamentally change how they lead.” Anti-heroic practice starts with the leaders of now and continues with a fundamental reshaping of structures. There are places where chains of command are necessary - hospitals, crisis response, the military - but FE is not an emergency service, however we may behave as though it is. And leadership is not management, though many confuse the two. Wilson’s anti-heroes are collective, not an individual who ‘saves the day’. Wilson writes about the importance of vulnerability, humility, flexibility self-awareness and a willingness to acknowledge uncertainty. Inevitably, that means letting go of some structures and processes of control. The collectivism of the anti-heroic approach appealed to me and Wilson’s ETF book tour which seemed such a tiny moment in a busy year, has been far-reaching in its influence, as has the concurrent Dancing Princesses movement, borne out of a trilogy 2015-20 which provided theoretical underpinnings for the same line of flight. In 2017, ETF began investing in the role of the advanced practitioner, the educator with wriggle room who, when the role is allowed to develop, spearheads organisational change through collective professional learning and coaching. This grew into the #APConnect project, now in its third year and proving that the community really can be the curriculum. When lockdown hit, APs lived up to their reputation as the engine room of change, driving the move to teaching online with creativity, determination and a deep commitment to pedagogical excellence (our Lockdown Special Edition attests to this). We need more of this. Sadly, APs are still employed as the ‘quality police’ in some organisations, a betrayal of the role. And even in far-sighted organisations, structures and processes shut down creative approaches on a regular basis. Leadership cannot change without organisations being willing to simplify structures and rethink the very language they use. It’s challenging to consider, but the late David Graeber was right about the amount of ‘bullshit jobs’ we assume we need, without questioning that assumption any more. You only need to look at ETF’s workforce surveys to see that inequality is inscribed in FE’s DNA and that doesn’t make us fit for purpose for the world we live in now and which we want to transform...don’t we? We can’t be serious about the fine words on our mission statements until we are prepared to change how we view leadership. And we can’t be serious about changing our approaches to leadership until we are prepared to challenge the language, structures and assumptions of FE. In ‘Anti-Hero’, Wilson presents concrete proposals for the path towards anti-heroic leadership, but it’s the concept which is the most powerful element of his approach. There are many paths towards that outcome, as a glance at the leadership shelves of any bookstore will tell you. Everything is converging on this moment, yet FE still clings on to the outdated hierarchies of decades ago. Heroic leaders, thank you for all you have done to get us to this point. And now it’s time to let you go. Suggested reading: Jeffrey Boakye - Black, Listed: Black British Culture Explored Brene Brown - Dare to Lead: Brave Work. Tough Conversations. Whole Hearts Caroline Criado Perez - Invisible Women: Exposing Data Bias in a World Designed for Men Simon Sinek - Start with Why Richard Wilson - Anti-Hero: The Hidden Revolution in Leadership Change
Coming soon…. Joyful Education offerings on innovative supportive cultures. For now come and join us in the IdeasRoom on Wednesdays at 8pm to see some of the principles of innovation in action.
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From chalkboard to technology, our experienced teachers have seen it all. As we embark through a new challenge of online and blended delivery, our profession is being called upon now more than ever. As bouts of trainees and newly qualified teachers begin their journey, they look up to the experienced for support - but do they need to? At times new teachers can be overlooked as not being ‘excellent’ - however in our sector, new teachers tend to bring experience in industry along with their freshest thinking. What we must note is that our latest cohorts of trainees are being trained by outstanding training teams who are enabling them to access upcoming technology, nurture a growth mindset, as well as being guided through teaching during a pandemic. New and trainee teachers are just as valuable as our experienced teachers - with this in mind, how can we support teaching teams to elicit excellence from our new teachers and enable our experienced teachers to pick up on the growth mindset that new teachers have? Carol Dweck (2006) states, “Having a growth mindset is essential for success”. Dweck's research champions children’s mindsets, but her underlying principles can also be aligned with adults. Is there a point in which an experienced teacher’s growth mindset comes to a plateau? As we embark into the unknown, to adapt to blended delivery, are we seeing a resistance… even a reluctance? In contrast, we could say that our new teachers are open to new challenges, excited about change and development and ‘taking on the teaching world.’ Has there been a role reverse? Has the novice become the experienced one and vice versa? Or could the knowledge and skills in both areas join forces to become something powerful, imparting that power, growth and willingness to inspire the student and lead by example, energising the culture to create a community of excellence. Ultimately, experienced or novice, we are all on a journey. How can we minimise fixed mindset in education in order to embrace the new?
Thinkpiece : Experienced vs Novice - In Times of Change.
By Hollie Barnes & Stacey Salt
Click on the link icon to find the wellbeing wed schedule and upcoming events or see our website www.joyful-education.co.uk . Contact joyful.education@gmail.com for more info about wellbeing packages for colleges and schools 8
During the October half term, we ran our first half term Wellbeing Wednesday full day event which saw a whole range of wellbeing sessions ran by our Joyful Eductaion wellbeing partners. The sessions included nutrition coaching focusing on weight management and reducing sugar intake, yoga, guided relaxation, kundalini breathing techniques, 'what is wellbeing?' workshop, live Q&A with Adam Batchelor our personal trainer. In response to emerging themes that have come out of wellbeing conversations during the pandemic, we ran reflective workshops on life goals, energy and mindset, establishing daily routines and building better relationships through Non Violoent Communication. The feedback from the event was really exciting and positive. We are really grateful to everyone who joined us on the day and who experienced the sense of community and support for each other to find the space to pause and reflect on their own state of wellbeing. There was a feeling of magical energy about the sessions, antipcation and the sense that this was something really different as an experience. As described by one of the participants 'It was a welcomed pause within the term to really focus on my own wellness. I realised the importance of taking stock of my own wellbeing through a holistic range of wellbeing elements. I could have easily not attended due to family commitments and the to do list being very long., but I now see how I benefitted more by taking the time for myself to learn and be able to replenish my own energy'. Wellbeing Wednesday evening sessions run every week and our next Wednesday Retreat day is Saturday January 9th. Sign up before the 16th Dec to get a free goodie bag when you sign up for an individual ticket. Buy tickets as a gift for a colleague, friend or family member, or commit to some you time and start the new year with a new focus on wellbeing.
wellbeing feature
By stefanie wilkinson and stephanie cash
Text
by amanda price
The Future of Education...
Re-imagining new initiatives to widen participation for excluded learners during a world-wide pandemic - and national lock down - by means of implementing digital technologies, is causing quite the stir with prison educators. The use of modern-day digital technologies, such as the internet and mobile phones, has changed the way that society communicates, and has become embedded into our culture. Yet, prisons are often seen as institutional settings that are restrictive in nature, providing basic education to learners that have become socially excluded for their crimes. This article explores the phenomenon of how new technologies and modern learning theories, that are emerging in all areas of teaching and training, are now impacting upon current professional practice and reflects upon the discourse that is being reported from within the institution, whilst considering how the implementation of in-cell learning is impacting professional practice and teacher autonomy. There have not been many silver linings associated with Covid-19; nevertheless prison educators (who are often labelled “digital dinosaurs”) have been presented with a unique opportunity to experiment and engage with modern day technologies during these unprecedented times. This has enabled educators to look at how “tech” can enhance effective practice, and engage learners in ways that are creative, fun and a little bit different to the normal regime. There are many claims of a digital divide between government and institutional expectations, and the teachers’ ability to deliver e-learning in an isolated setting. Understanding the advancements that may be occurring out in the community, whilst being current and relevant to learning that takes place in a limiting environment can be quite the challenge. But prison educators have risen to that challenge! They have confronted their digital resilience making the most of CPD opportunities and engaged with outside organisations such as “Digital Interventions in Criminal Justice Settings” ETF and SET…..they have overcome imposter syndrome, upskilled, stretched, challenged and driven forward new ways of working within the penal system. There is real excitement in experimenting with new platforms such as Wayout TV, virtual campus and video tutorials. Some sites are more advanced than others and have begun to make short video tutorials that can be used alongside in-cell learning packs. There is a community spirit shining through, with differing prisons and providers uniting to share knowledge, best practice and taking the time to explain, demonstrate and learn together….and it feels progressive! There have been, of course, many tears, traumas, and laughter along the way. Team members trying to tackle seemingly simple tasks such as set up a Teams meeting. We have laughed when someone did not turn off their camera, we have felt another’s pain when desperately trying to share a document that just won’t open, and we have shown patience when trying to get 30 people to turn off their microphone. But most importantly we have felt joy…there seems to be a smaller divide now between mainstream educators and prison education, maybe this is because we are finding our voice…maybe it is because we have become more visible to the outside world…either way, we are beginning to feel current and aligned with the digital age. Amanda Price is Education Manager for Prison Education at Milton Keynes College. She can be found on Twitter @amandap77543050
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Over on Twitter these things have been making you smile, laugh and cry (with happiness)... Getting the glitter out Social action projects Exploring the local area Making sleeping bags out of crisp packets Zoom filters Writing letters to care homes Tik Toks & Kahoot Fits of giggles Shaving heads Grapevining AND of course...our amazing students just wowing us in so many ways...
#HashTag of the Month #AdultConversations Focusing on adult community education in any form, join the conversation about the digital divide, structures of work, trust, language and much more!!!
Snippets of JOY
@amy_woodrow1 @AnnChambers13 @janepri04209700 @JaneReed07 @LizzieBowes2 @g_d_e @hblx93
Special thanks to...
By ISLA Flood & lindsey Wilson
@jopage123 @LauraA3103 @Shaolincleo @ColeFey @OliverD88 @Annchambers13 @ebills1983
It’s the little things that count… Whilst many of us are preparing to return (or get used to) a new way of working, it is important to remember the little things that keep us smiling and feeling ‘the joy’ during each day. Daily ‘check ins’ with teams, random acts of kindness and thoughtful gestures are incredibly important when building and maintaining supportive and effective team working. The ‘JoyFE’ constellation has been amazing at this over the past 5 months; we have sent our own ‘snippets of joy’ to each other (see images). These small yet incredibly powerful postal gifts have shone bright lights during dark times. This highlights the importance of inclusion and building a unified working space where everyone feels recognised and appreciated. Taking this into your work space and life in general is highly rewarding and fills your ‘joy cups’ as Sandi and Chris Phoenix agree enhances adult wellbeing (Early Year Wellbeing Festival – Kathy Brodie., 2020). Why not give it a try, see how much joy you can bring to someone's life:)
Wow is it December already??!! I think both of us started this page thinking ughh, what can we put in this month and then as we let the thoughts percolate through (and your awesome Tweets), as usual, there's so much to share. So here we go... Firstly we wanted to do a little plug of an additional publication #Joy FE Lockdown Edition brought out recently that features some beautiful pieces reflecting individuals in FE in lock down, we are only half way through (we are savoring this little beauty) but so far our absolute highlight is Karen Gowlett's beautiful dairies-ed entries from the beginning of lockdown evoking a real atmospheric reflection of what was happening right at the start . Linzi and I recently attended a wonderful workshop where we learnt all about collage and in particular, digital collage, ran by the wonderful Sarah Crowson. We really thought we should share the website she showed us - Pixir E, which is like a free version of photoshop. Whilst we love Canva, this website offers a way of creating much more personalized art works from scratch. We created this little wonder collaboratively with our group:
Dr Christina Donovan is a trust researcher and education lecturer at Manchester Metropolitan University. She previously worked in student voice and student support in FE. Lou: Christina you’re leading on a co-evaluation project for the #APConnect Advanced Practitioner Programme (with Colin Forrest). It feels good to be working together finally! Christina: It feels like we’ve been working together for years! You’ve been doing what I’d like to achieve, gathering around hashtags creating joy and movement, building community - I call this trust in action and it reflects the academic side I’ve been thinking about for the last few years. The co-evaluation - working with APs and facilitators as equal partners - is a good opportunity to put these ideas into action. The community of practice strand of #APConnect is by nature collaborative, so it makes sense that the projects researching it mirror its principles and this is underpinned by my understanding of what it means to build trust. Lou: Before we started this I didn’t even know that co-production methodology was a thing. Christina: I’ve been reading a lot about it. It aims to understand what’s happening but it’s designed to lead to transformation, it’s an activist methodology, working with participants to move things on to a transformative place. It’s potentially messy and we have to be prepared for unexpected outcomes. Lou: Where does trust come in? Christina: Central to building trust is embracing vulnerability and that means being comfortable with uncertainty. This leads to transformation but it’s challenging. Lou: That chimes with the #JoyFE approach - values as active practice. Christina: I think of trust as a forward facing action, not clouded by what’s happened before. To achieve transformation we’ve got to move forward with our thinking, into uncertainty and stuff we don’t know. We are organising four research meetings which we call evaluation circles - we’ve already had two. They are structured for equal participation. We anticipated that APs might want to develop different research methodologies but actually they’ve gone with different research questions, which of course is fine! We facilitate that process and provide structured support, but we don’t dictate the best way of gathering evidence. This also applies to you and the other #APConnect facilitators. Lou: Yes - d’oh! Took forever for the penny to drop on this one, but I’ve got my research tool now, I’m going to do an analysis of the regular blogs I write for the project. Christina: Right, so evidence collection doesn’t have to add a whole load of work to what you’re already doing. Me and Colin are co-evaluators too and all of us will meet in January to analyse our findings together. It’s an ongoing evaluative process, rooted in values, so the first circle was all about establishing our shared values. There were many, but we settled on the most popular four: collaboration, trust, openness/honesty and equality. I’m new to co-production as a methodology and it became clear how important engagement is so we all work hard at finding times when we can be together and we keep the structure as flat as possible, but there are still ethical dilemmas, such as who is in the room - Lou, you lead the project, so that brings a dimension of inequality in. Lou: Yes and I think it’s my awareness of that which made me stand back at first in the meetings, when I should have probably joined in more. Christina: Relationship dynamics will inevitably change during the course of the programme. At the heart of research ethics are those values we’ve identified and my own research into the conditions where trust can thrive: transformation, unity, thriving and an optimism which opens the door to hope. By building these principles in, we work towards a trust environment. You can’t build trust if you’re operating from different values bases or don’t know the values base of others. There’s conflict when we feel we can’t really achieve the same thing. Evaluations are often scary - we are being evaluated but we’re often not sure on what basis and when we feel we have no control over the process we experience that as a threat. If values are negotiated at the start of the research, we can build bridges and flatten those hierarchies that exist, so that we can work well together. At the end of the research we’ll return and see if what we have is in line with what we identified at the start of the process. We are trying to create truly collaborative relationships, but we know that co-evaluators are often going back into environments that are underpinned by hierarchies and power relations. It’s going to be interesting to see what practitioners can take away from being part of this process. Lou: So at the end of the co-evaluation we’ll know more about Advanced Practice and how it operates and we’ll have learned about the process of co-evaluation too. Christina: Yes, and we also hope to create a toolkit for using co-production techniques within organisations as well. The processes we use help us all to be equal as thinkers, which is also one of the principles of a Thinking Environment. We are attempting to do something differently, trialling this within contexts and nudging at the door of practice within institutions which might be resistant to change. Trusting the process means letting go of what might happen and ensuring people have the freedom to fail. This is difficult within institutions which like to be invulnerable. Evaluators can hold that vulnerability. They can bring it to the organisation. Lou: I have a firm belief that co-production has the potential to be strengthening for FE and we are testing that here. Christina: Yes. We want to give participants the strength to take these things back. If they are to do that, the research needs a strong root and that’s the constellations, the community of practice element of #APConnect. The co-evaluation process is something practitioners can hold onto and continue to draw strength beyond the life cycle of the AP Programme. #APConnect is funded by the Education and Training Foundation and hosted by touchconsulting Ltd. This interview is based on Lou and Christina’s #FEResearchPodcast on October 15th 2020 and subsequent conversations.
an interview with... dr christina donovan
by lou mycroft
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From the author of 'Girl with a Pearl Earring', Chevalier this time delicately embroiders her way through the toils of post First World War; the period in history when there were few young men, so to make friends and pass time there was a drive to get hundreds of volunteers (women) to make kneelers and cushions for Winchester Cathedral. The story is centred around Violet; the heroine dropped into an embroidery circle in Winchester, who lost her brother, fiancé and then later her father during the First World War. She decides to break free from her sullen, broken hearted mother and move to Winchester. She soon becomes entangled into life in Winchester and the gossip of becoming an embroiderer in the embroiders circle. She learns to live with now acceptable norms which then were unaccepted and vilified. Another distraction comes with Bell Ringing and the reader is able to connect and learn about campinaology, an unknown passtime for most. This book brought back memories of visits to St Catherine’s Hill an area of outstanding natural beauty, since carved through by the M3, and trips to the cathedral and Farleys Mount as a child. I can still see the views over the corn fields over Nether Wallop and recall happy walks with my mum aiming at the churches or thatched cottages we could see in our sights. It was such an enjoyable read and has since inspired me to walk out for whole days like I used to do with my Mum, who so inspired me to be who I am today. I would like to dedicate this review in memory of my Mum, Madge Ducklin, who loved peoples diversities, corn circles, churches, exploring, being curious, walking and even tried out bell ringing!
BY Katheryn cockerton
A Single Thread by Tracey Chevalier
BY dan duke and dan connolly
Feature: practical skill development in HE and FE
The challenge of developing students’ practical skills in Higher Education during the Covid-19 pandemic by Dan Connolly Covid-19 has undoubtedly posed challenges for practitioners worldwide with many of these being widely publicised and debated in educational circles and mainstream media. However, one challenge that has gone about its business rather quietly within the higher education (HE) landscape is the ability to develop students’ practical skills in these times. This reflective piece aims to illuminate this challenge. The development of practical skills and competencies pertain most programme specifications across the English HE sector; such practical skills may be subject-specific, wider-transferable or research/inquiry-based. We might typically observe the parameters of curriculum design defined in such a manner that: promotes purposeful organisation of resources (human, physical, environmental, symbolic), fosters opportunities for learning through trial and error in application, or encourages action-research-style investigations in small-sized working groups. This delivery approach might resonate more affinitive with colleagues working in the ‘HE in FE’ (further education) setting. King and Widdowson (2012) found that the most common teaching method of 559 sampled ‘HE in FE’ teachers was ‘practical activity’. It is, however, apparent that as with our neighbouring colleagues in FE, the need to shift learning to online environments in response to Covid-19 has significantly limited the opportunities for students to experience and develop practical competencies in many HE curriculum areas. Moreover, with the absence of face-to-face contact, the pedagogical tool of ‘in-class reflection’, where students may critically explore the specifics of their learning, mistakes and victories (often with peers), along with critical appraisal of their experiences (Helyer, 2015) that often accompanies practical exhibition, has almost vanished from the curricula. Programme coordinators (including myself) have worked tirelessly to substitute practical activities and learning with creative, collaborative and inspiring remote learning focusing on knowledge and theory development, and some practitioners have experienced some degree of success transforming the home into an effective workshop through the power of digital technologies such as Microsoft Teams, Google Classroom and Zoom (for example a working kitchen, observed in the Catering and Hospitality disciplines). However, the teaching of practical skills is often very different to the teaching of theory. Moreover, the teaching of practical skills in a distanced learning environment poses significantly greater challenges than that of knowledge and theory (Hampton, 2002) given the resource and human demands of practical skills. Just like its consumers, practical skills development, a generally well-liked component of HE programmes is currently also awaiting a vaccine in order to reinvigorate the HE curricula! Higher education thus will face its own epidemic once students return to higher quantities of on-campus, face-to-face delivery; a need to catch up on what has been lost in terms of practical skills development. Whilst it may be a challenge, there does exist an opportunity; an opportunity for explicitly-planned learning that focuses on the practical skills gap that has been observed since March 2020. Will the development of practical skills be a key component of your post-Covid planning agenda? References Hampton, C. (2002). Teaching practical skills. Perspectives on distance education: Skills development through distance education, 83-91. Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management. 7(1), online. King, M. and Widdowson, J. (2012). Inspiring Individuals: teaching higher education in a further education college - exploring the pedagogy of HE delivered in an FE setting. Higher Education Academy. I Vote for Labour - By Dan Duke The title of this piece does not relate to any political viewpoint, it holds no consideration of political party, colour, or agenda. What it encapsulates is my idée fixe for all thing’s skills related, where you might substitute ‘labour’ for toil or even endeavour. It is often said that practice makes perfect! But how much practice? What exactly, should be practiced? When is it ok to move on and practice something else? Most importantly, what if that practice cultivates bad habits or poor execution of technique? These questions are not new, the late Dr Anders Ericsson (1991) worked to demystify the domain of “Deliberate Practice” and theorised the 10,000 hours rule, more recently, Roger Kneebone (2020) discusses “Doing time” in his captivating book, Expert. There are many others who have explored the notion of practice for mastery learning. In his quest to understand the power of practice Matt Syed (2011) recognises that it can be much more complex than just doing the time, where the assistance of a more knowledgeable other, in the Zone of Proximal Development (Vygotsky, 1978) can play a fundamental part in the process of developing skilfulness. Across the educational landscape, practitioners are tasked with the development of Knowledge (Cognitive), Skill (Psychomotor) and Attitudes and Behaviours (Affective), usually in a hierarchy, where knowledge holds the highest value and therefore receives most attention. Maybe this mode feels safe, as most often, it is the information, facts and figures that are measured, assessed and ultimately used to accredit a qualification. Although, skills development has been a part of education in many guises, some of these include: Wider skills, soft skills, key skills, essential skills, social skills, life skills, foundation skills, digital skills, transferable skills, vocational skills… Intriguingly, the shift towards ‘knowing’, frequently rises with the increase of the level of study. I reflect upon my own experience, from elite sport, industry and education, as I ponder how the art and science of developing skilfulness within an educational milieu transpires, particularly in the tight time constraints, where actual teaching hours are regularly half the amount of GLH, alongside the evident challenges of remote learning. In terms of skill development, I mean the ability to perform and action with determined results within a given amount of time, as I contemplate whether it is plausible to implement a practice spectrum? (which includes the mechanisms and opportunities where skill development occurs, i.e., constant – variable - random practice). My modus operandi with my own students is to promote Discovery Learning and Trial and Error, as importantly, error and failure are distinctly different! I also prompt reflexive practice with the educators who I coach and mentor, as I notice that they approach a level of expertise, where their skill level begins to shift into their unconsciousness. This has the potential for automation to occur, where skilfulness plateaus (Eagleman, 2015). My motivation derives from a deep curiosity and admiration for skilled humans (not only performers such as musicians or those in west end shows, but plasterers, nurses, mechanics, hairdressers, counsellors… the list is endless). I revel in the events best described by Coyle (2010) as the Holy Shit Effect (HSE), this refers to the occurrence where an observer is dumbfounded by the apparent talent of the performer, while the performer is often blasé about their abilities. The HSE happens all around us, all of the time, only we don’t always notice it. Recently it was my daughter's 5th birthday, and she received the “big girl bike, with pedals, a basket, handlebar tassels and a baby carrier” (but no stabilisers) that she had resolutely requested. Many people stand and watch in admiration as this very small, blonde haired Exocet, whips past them at knee height, they frequently stop to ask, “how old is she?” their facial expression often questions my integrity when I tell them, and go on to explain that her big brother could ride his pedal bike, stabiliser free from the age of 3. What they have not seen, is quite literally the blood, sweat and tears from the hours of endeavour they both spent learning to manoeuvre their balance bikes from an even younger age. In his 2017 TedTalk, Azul Terronez, mischievously illustrates how this process might occur in a classroom, from identifying each part of the bike, considerations of force, momentum, and balance, before drafting a research paper about the history of bike riding, which includes the inventor and the development of bikes, followed by an exam, which you need to pass in order to ride a bike. My case is that knowing is important, but it is not more important than the doing and for that reason… I Vote for Labour! Dan Conolly is HE Pathway Leader Sport at Barnsley College - @19DC91 Dan Duke is HE Pathway Leader - Education, Teaching and Learning at Barnsley College - @Daniel_S_Duke
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By Jackie Rossa
I am getting increasingly frustrated about the behaviour of one of my colleagues during online meetings. He is the only one of us allowed to work completely from home, due to his circumstances, but he is always late for meetings, and sometimes never shows at all, claiming tech problems. He never has his camera on (that was a rule introduced by our manager). He only speaks when asked a direct question, and sometimes he does not even answer – he says he has problems unmuting himself, but sometime he does not respond at all during the meeting although he is showing as present.We teach the same students, and I have heard them complain that he is rarely present in the online lessons, just sets them work to do and then goes. The whole team are getting quite resentful. Jackie says: I can see how this behaviour can lead to frustration and resentment, and this clearly needs addressing because it is impacting on the team and your students. However, this is not something you can easily tackle yourself. It might be useful to have a word with your manager, and explain your concerns to them. They might have knowledge about your colleague’s circumstances that they cannot share. However, they do need to respond to your concerns because of the negative effect this is having, and they may not be fully aware of the bigger picture. So long as you approach this from a position of care and concern, your manager should respond positively to the conversation. Dark Jackie says: Think of this as a party game and get your colleagues involved. You all show up late to the meeting, or, better still, drop in and out citing incredible excuses:“A UFO just landed in the garden and messed up the internet” etc. Unmute when speaking, but speak silently so he thinks his sound is not working, and pretend not to hear him when he does unmute. Explain to your students that he is using the advanced teaching method commonly known as FOFO, for which they should be grateful
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Dear Jackie
Dear Jackie,
contributors
Isla Flood @islaflood Heather Booth-Martin @HeatherBMartin amanda price@amandap77543050 @ Jackie Rossa @JackieRossa_ Lou Mycroft @loumycroft Lindsey Wilson @Lindsey16250942 stefanie wilkinson @stef_wilkinson KATHERYN COCKERTON @KATHERYNCOCKER1 Hayley seward @hayleyseward3 christina donovan @drdonny_tweets hollie barnes @hblx93 STacey Salt @Jpiw50Pep tracey lee @adaptcomms Dan Connolly @19DC91 Dan DUKE @Daniel_S_duke @ Want more joy delivered to your Inbox? Click here to receive #JoyFE magazine direct.
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