I thought it might be interesting to share some of the notes I prepared for the School in the Cloud India Conference 2016. This is only an outline of some of the ideas we shared.
Room 13 School in the Cloud is the Area 6 TED prize lab in the North East of England, Newton Aycliffe. It is part of Sugata Mitra’s global School in the Cloud Project and we are 1 of 7 worldwide.
Room 13 is situated in Greenfield Community Arts Centre which is part of our 11-16 year old school- Greenfield Community College.
We have been working with Sugata Mitra for the past 6 years and exploring SOLEs in secondary education in any classroom setting.
We did some initial research into SOLE and we established a group of teachers who tried SOLE and we used to Skype Sugata a lot and ask him questions. We opened our TED prize School in the Cloud lab on the 13 Feb 2014 thanks to Sugata.
Why it looks the way it does-
We wanted it to look very different to a classroom, so it does, it has grass on the floor, clouds on the walls and rabbits in amongst the grass too! It is also a different looking space as it is part of our school in our community arts centre and is used by lots of different young people and other people as well as all of our students, we wanted it to be inviting and to be attractive & unusual.
How often it is used-
We have had over 1000 SOLE sessions in last 2 years. All ages and all subjects. Some teachers have more experience of SOLEs than others. Sometimes there is a heavy use and other times it can go for a while and be a little quiet. There are lots of reasons for this.
Room 13 has to be booked through our booking system by teachers as it is voluntary to use Room 13/SOLE and a short form completed since the space opened to help us understand who is using it, how, why, when etc.
Teachers are asked to record information for research and are filling in forms and providing verbal feedback.
We have also collected some other data to try and help us understand our observations this includes a collection of Big questions.
It is not all about English comprehension for us, which is the main area of focus in India, as we are in a different context it is not needed as a single focus for us. We have explored many things and most areas are things that are coming up from the young people.
It has included exploring SOLEs to improve self esteem and resilience (questionnaire results showed improvement short term), tutor/pastoral t4s enquiry sessions, maths SOLEs vs ‘usual lessons’ over a period in y8, disadvantaged students and the affect on their results (the group of disadvantaged who accessed SOLE over a period of 10+ sessions appeared to achieve greater than expected results), asked exam questions to students from 6-16 and they have been able to answer questions using SOLE way beyond their age/expectation, worked with all ability groups & all ages helping broaden teachers assumptions that it may just be something for ‘some’, reading ability with primary and secondary (results and statistics dramatically increased).
These are points of interest that need further investigation.
It is very hard to say if it’s all SOLEs or other factors that affected any preliminary results as there are many factors possible. Initially these are interesting findings.
It is clear to see SOLEs does many things. Every session there is always something to take from it. The young people always take something from a SOLE no matter what too.
1. Teachers perceptions of SOLEs, curriculum pressures etc everyone is in a different place in their experience and thinking. It has been a challenge in providing SOLE opportunities for young people at times as it currently heavily relies on teachers to decide to do SOLE (because students primarily access SOLEs currently through the curriculum) It is voluntary for staff to use SOLE and room 13.
2. Hard to capture some of the benefits from all observations as to what happens next as it goes back to classroom.
3. Some teachers have explained they still finding it hard to design big questions that are relevant to their subject.
4. Teachers are often focusing on behaviour and not always on the learning or development. They notice behaviour because learning doesn’t look the same in a SOLE. It has however changed the way many teachers view the capabilities of young people and has surprised many as to what is possible.
-Things that are working well
1. Challenging Teacher perceptions (eg. professional development, presentations, CPD, mentoring, young people leading, sharing practice, staff SOLE enquiry groups, learning for everyone)
2. Noticing the young people differently, their capabilities and potential. Raising teacher expectations of students.
3. The engine heads – these young people are leaders of learning. They understand learning, promote SOLEs and see things differently. There are currently 10 of them. They have volunteered and all emerged in different ways as strong,confident individuals.
4. We may not have all the answers but we have started and we are doing something! We are providing a different opportunity for learning to happen.
What we have done
1. We have carried out SOLE sessions with all ages, abilities, subject areas etc and worked with our school, primaries, other secondaries, uni students, families, children outside of a school, led conferences, delivered presentations internationally, international visitors, granny sessions, Skype and SOLE sessions with India, with industry, with other countries, other children, a blog for over 2 years, 2 SOLE films on our website/Vimeo and just produced a tiny book of big questions which Sugata has a unique copy.
We have been exploring the role of the granny since Feb 2013. We’ve had lots of sessions over past 2 years with ‘granny’ Liz and Catherine as well as others. They’ve asked questions and led feedback sessions. More recently they have posed big questions via our robot (which has been less imposing/ interruptive), then only asked a question part way such as ‘that’s interesting, why did you decide to focus on that particular area? Tell me later’, this has been such a great catalyst and has helped the students probe further and explore a deeper level of understanding.
-What to do with learners/what to do with SOLE in the current the system – SOLEs doesn’t fit easily with the current exam and assessment system.
-Share our work and help others to understand SOLEs and the impact when they show interest.
-How to analyse and find more support to understand what we are finding out.
-Finding even more ways for allowing young people to access SOLEs in their own way and be able to follow up SOLE with another session because of the new questions they’ve created. Work with all our staff across both sites to explore this.
– continue and to develop this very real connection I now have because of SOLEs India 2016 trip which Sugata enabled.