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Ten ways to challenge gender stereotyping in the classroom

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Ten ways to challenge gender stereotyping in the classroom

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Prevent & British Values Resources for maths & English learners in FE/ ACL

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Prevent & British Values Resources for maths & English learners in FE/ ACL

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Here is the link for PEN members to book

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Here is the link for PEN members to book

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On 7th February I attend an AELP update day for Train the Trainer. Whilst I attended the English day, some of the tools that we discussed I have found really useful for incorporating into Math Teaching and Learning around Stretch and Challenge.

Whilst we may have a learner that has an exemption, is there something they are completing that would be a challenge to them.   Providing support to that apprentice we can 'challenge' a way of teaching and learning that the learner is using that is not good practice.

For example, in English it would be challenging a learner who is writing in capitals as opposed to little case. Just wondered what others thoughts were on how we can use something a little different in Math.

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Blinded by ideology: people find it difficult to think logically about arguments that contradict their politics

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Blinded by ideology: people find it difficult to think logically about arguments that contradict their politics

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A heated political story in the United States last weekend perfectly illustrates how tribal politics can supercharge a human weakness that psychologists have been studying for some time - our deep-seated tendency to accept evidence that supports our existing beliefs, and to ignore evidence that contradicts them.

It involved a conflict near the Lincoln Memorial featuring a handful of Black Israelites (a radical black nationalist group), a large group of mostly White American high-schoolers, some in Donald Trump hats, who were in town for an anti-abortion march, and a small group of Native American protesters, one of whom found himself in the midst of the high-schoolers.

Following the initial reports of what happened, and spurred along by a short video and dramatic photos, suggesting that the teens had encircled and confronted the Native American protester in an apparent act of intimidation, there was widespread condemnation of the teenagers, calls for them to be suspended or expelled from school, doxxed, and so on. But what's telling is that when new details emerged, most notably the emergence of a longer video showing it was the protester who had waded into the sea of teens (because, he said later, he wanted to break up the conflict between them and the Black Israelites), and which complicated other aspects of the narrative as well, still many commentators continued to interpret events in line with their own political leanings. In fact the cacophonous online argument about what happened only seemed to explode in volume when the longer video was released - more information didn't resolve things. At all.

As the Georgetown University professor Jonathan Ladd put it so well on Twitter : "Regarding the incident at the Lincoln Memorial," he wrote, "it's fascinating to see motivated reasoning play out in real time over a 24 hr period ... Despite lots of video, all interpretations now match people's partisanship."

These politically motivated cognitive gymnastics are the subject of an important new paper lead-authored by Anup Gampa and Sean P. Wojcik that's just been made available as a preprint (and due to be published in Social Psychological and Personality Science) . Specifically, Gampa and Wojcik, working with a team that includes the open-science advocate Brian Nosek, decided to test the effects of politically motivated reasoning using logical syllogisms, a type of logical argument in which premises are assumed to be true, and arguments proceed from there.

The syllogism the researchers use as an example at the top of their paper nicely shows how this sort of thing works:

All things made of plants are healthy. [premise]

Cigarettes are made of plants. [premise]

Therefore, cigarettes are healthy. [conclusion]

By the rules of logic and the conceit of logical syllogisms, this argument is logically sound (even if factually incorrect). But because "cigarettes are healthy" clangs loudly against people's beliefs about the world, some people will reject this syllogism as false, even after having the logical rules of syllogisms explained to them. This example isn't a particularly political issue - no one really thinks cigarettes are healthy at this point. What the researchers wanted to know was whether logically valid or invalid politicised syllogisms (pertaining to abortion, for instance) would be more likely to be misinterpreted as false or true, respectively, based on readers' political beliefs, even though these beliefs should be irrelevant to interpreting the logical soundness of the syllogisms.

So, in a series of studies drawing on thousands of visitors to YourMorals.org and Project Implicit (the first two studies), and a nationally representative online sample of Americans (the third), Gampa and Wojcik asked a group of participants about their political beliefs and then presented them with a series of syllogisms designed to tap into either liberal or conservative sentiments, or no such sentiments at all - sometimes presented in traditional, formal syllogistic structure, and sometimes in more everyday language. The participants' task was simply to determine which syllogisms were valid, and which were invalid.

As prior research and theory on this subject would suggest, in the first study both liberals and conservatives were more likely to wrongly evaluate syllogisms whose conclusions' clashed with their politics.

The researchers found a similar pattern in their second study, which dealt with arguments presented in more common language, and in a third drawing on a bigger, national American sample - though in that one "the effect was somewhat less pronounced[.]"

Summing things up, the researchers write, "participants evaluated the logical structure of entire arguments based on whether they believed in or agreed with the arguments' conclusions. Although these effects were modest in magnitude, they were persistent: we observed these biases in evaluations of both classically-structured logical syllogisms and conversationally-framed political arguments, across a variety of polarised political issues, and in large Internet and nationally representative samples."

As the furore over the recent events at the Lincoln Memorial illustrate, this is an interesting finding that is of course reflected constantly, albeit in a different and more nuanced form, in the real world: People dismiss perfectly sound arguments that would cause them cognitive discomfort by threatening their political beliefs, or their sense of themselves as members in good standing within their political tribe, and so on. As a general rule, the more political and emotional and social ties we have to an idea - the more an idea , in a deep way, to our sense of ourselves - the less likely we'll be to let it go even in the face of strong evidence it is false.

This study can't contribute to the debate over whether liberals or conservatives are more likely to commit such errors, the researchers write, because the stimuli weren't constructed to be equally polarising to the two "sides" (though some prior research suggest both tribes are equally vulnerable ). It also doesn't tell us what can be done about this sort of ill-formed reasoning. Though on that front, at least, Gampa, Wojcik, and their colleagues do have some ideas: "A takeaway from this research... may be that reasoners should strive to be epistemologically humble. If logical reasoning is to serve as the antidote to the poison of partisan gridlock, we must begin by acknowledging that it does not merely serve our objectivity, but also our biases." That is, people should dispense themselves of the notion that when they sit down to reason a problem through carefully, the act of doing so automatically shields them from the effects of political bias. Because bias isn't a problem endemic to any one political movement: It's a problem endemic to having a human brain.

-(Ideo)Logical Reasoning: Ideology Impairs Sound Reasoning

Post written by Jesse Singal (@JesseSingal) for the BPS Research Digest. Jesse is a contributing writer at BPS Research Digest and New York Magazine, and he publishes his own newsletter featuring behavioral-science-talk. He is also working on a book about why shoddy behavioral-science claims sometimes go viral for Farrar, Straus and Giroux.

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Blinded By Ideology: People Find It Difficult To Think Logically About Arguments That Contradict Their Politics

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A heated political story in the United States last weekend perfectly illustrates how tribal politics can supercharge a human weakness that psychologists have been studying for some time - our deep-seated tendency to accept evidence that supports our existing beliefs, and to ignore evidence that contradicts them.

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A common misconception

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The EU and NHS - What is the true cost? by James Sandford | This newsletter was created with Smore, an online tool for creating beautiful newsletters for for educators, nonprofits, businesses and more

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Our brains rapidly and automatically process opinions agree with as if they are facts

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Our brains rapidly and automatically process opinions agree with as if they are facts

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In a post-truth world of alternative facts, there is understandable interest in the psychology behind why people are generally so wedded to their opinions and why it is so difficult to change minds.

We already know a lot about the deliberate mental processes that people engage in to protect their world view, from seeking out confirmatory evidence (the " confirmation bias") to questioning the methods used to marshal contradictory evidence (the scientific impotence excuse).

Now a team led by Anat Maril at the Hebrew University of Jerusalem report in Social Psychological and Personality Science that they have found evidence of rapid and involuntarily mental processes that kick-in whenever we encounter opinions we agree with, similar to the processes previously described for how we respond to basic facts.

The researchers write that "their demonstration of such a knee-jerk acceptance of opinions may help explain people's remarkable ability to remain entrenched in their convictions".

The background to this involves something you've probably heard of, the Stroop Effect - how we're slower to name the ink colour of colour-denoting words when the word meaning doesn't match the ink, like RED written in blue ink. The Stroop Effect occurs because our brains rapidly and involuntarily process the colour meaning of the word, which interferes with our processing of the ink colour.

A while back, psychologists showed there's a similar phenomenon for facts (they called it the "Epistemic Stroop Effect") - we're quicker to verify that factual, than non-factual, statements are spelled correctly, suggesting that our rapid discernment of factual accuracy interacts with our judgment about spelling (even though the factual accuracy of the statements is irrelevant to the spelling task).

Now, across four studies, Maril and her team have found that something similar occurs for opinions. They composed 88 opinion statements, written in Hebrew, that covered politics, personal tastes and social issues, such as "The internet has made people more isolated" or "The internet has made people more sociable". They presented dozens of Israeli participants with versions of these statements that were grammatical or not (e.g. the gender or use of singular/plural were incorrect) and the participants' task was to indicate as rapidly as possible whether the grammar was correct. Later, the participants were shown all the statements again and asked to indicate whether they agreed with them.

The key finding was that participants were quicker to identify statements as grammatically correct when they agreed with the opinion expressed in the statement, compared with when they disagreed (there was no difference for time taken to identify ungrammatical statements as ungrammatical). This was the case even though their agreement with the opinion expressed in the statements was irrelevant to the grammatical task at hand. "The results demonstrate that agreement with a stated opinion can have a rapid and involuntary effect on its cognitive processing," the researchers said, which is similar to the epistemic Stroop Effect observed for facts.

In their final study, the researchers created a variation of the task that required participants to indicate whether statements (e.g. "coriander is tasty" or "coriander is disgusting") indicated something positive or negative. For statements that they agreed with, participants were faster to answer "yes", whether they were identifying that the statement was positive or identifying that it was negative. The researchers said this confirms that we have a rapid, involuntary cognitive bias is for answering in the affirmative to semantic questions about opinion statements that we agree with (ruling out effects of fluency or unfamiliarity that might have confounded the results for judging the grammar of statements in the earlier studies).

"The current findings suggest that despite adults' understanding of the notion of subjectivity, they may react to opinion-incongruent statements as if they were factually incorrect," the researchers said, adding, "The distinction between factual truths and opinions held to be true is pivotal for rational discourse. However this distinction may apparently be somewhat murky within human psychology."

More generally they said their paradigm provided "an addition to the social psychologists' tool kit" that could be used as a new way to explore implicitly held opinions (providing an alternative to the implicit association test, for example). Further research could also explore whether the effect described here is moderated by factors like stress or peer pressure, or individual characteristics like one's political leanings.

- That's My Truth: Evidence for Involuntary Opinion Confirmation

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Our brains rapidly and automatically process opinions we agree with as if they are facts

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In a post-truth world of alternative facts, there is understandable interest in the psychology behind why people are generally so wedded to their opinions and why it is so difficult to change minds.

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"It's a Man's Man's Man's World" is a song James Brown recorded in a New York City studio in 1966, and, whether you like it or not, you can make the case that he's right. Walking down the city streets, young women get harassed in ways that tell them that this is not their world, their city, their street; that their freedom of movement and association is liable to be undermined at any time; and that a lot of strangers expect obedience and attention from them. "Smile," a man orders you, and that's a concise way to say that he owns you; he's the boss; you do as you're told; your face is there to serve his life, not express your own. He's someone; you're no one.

In a subtler way, names perpetuate the gendering of New York City. Almost every city is full of men's names, names that are markers of who wielded power, who made history, who held fortunes, who was remembered; women are anonymous people who changed fathers' names for husbands' as they married, who lived in private and were comparatively forgotten, with few exceptions. This naming stretches across the continent; the peaks of many Western mountains have names that make the ranges sound like the board of directors of an old corporation, and very little has been named for particular historical women, though Maryland was named after a Queen Mary who never got there.

Just as San Francisco was named after an Italian saint and New Orleans after a French king's brother, the Duc d'Orléans, so New York, city and state, were named after King Charles II's brother, the Duke of York (later King James II), when the British took over the region from the Dutch. Inside this city and state named for a man, you can board the No. 6 train at the northern end of the line in Pelham Bay, named after a Mr. Pell, in a borough named for a Swedish man, Jonas Bronck, and ride the train down into Manhattan, which is unusual in the city for retaining an indigenous name (the Bronx was said to be named Rananchqua by the local Lenape, Keskeskeck by other native groups). There, the 6 travels down Lexington Avenue, parallel to Madison Avenue, named, of course, after President James Madison.

As the train rumbles south under Manhattan's East Side, you might disembark at Hunter College, which, although originally a women's college, was named after Thomas Hunter, or ride farther, to Astor Place, named after the plutocrat John Jacob Astor, near Washington Square, named, of course, after the President. Or you might go even farther, to Bleecker Street, named after Anthony Bleecker, who owned farmland there, and emerge on Lafayette Street, named after the Marquis de Lafayette. En route you would have passed the latitudes of Lincoln Center, Columbus Circle, Rockefeller Center, Bryant Park, Penn Station-all on the West Side.

A horde of dead men with live identities haunt New York City and almost every city in the Western world. Their names are on the streets, buildings, parks, squares, colleges, businesses, and banks, and their figures are on the monuments. For example, at Fifty-ninth and Grand Army Plaza, right by the Pulitzer Fountain (for the newspaper magnate Joseph Pulitzer), is a pair of golden figures: General William Tecumseh Sherman on horseback and a woman leading him, who appears to be Victory and also a nameless no one in particular. She is someone else's victory.

The biggest statue in the city is a woman, who welcomes everyone and is no one: the Statue of Liberty, with that poem by Emma Lazarus at her feet, the one that few remember calls her "Mother of Exiles." Statues of women are not uncommon, but they're allegories and nobodies, mothers and muses and props but not Presidents. There are better temporary memorials, notably "Chalk," the public art project that commemorates the anniversary of the 1911 Triangle Shirtwaist Factory fire, in which a hundred and forty-six young seamstresses, mostly immigrants, died. Every March 25th since 2004, Ruth Sergel has coördinated volunteers who fan out through the city to chalk the names of the victims in the places where they lived. But those memories are as frail and fleeting as chalk, not as lasting as street names, bronze statues, the Henry Hudson Bridge building, or the Frick mansion.

A recent essay by Allison Meier notes that there are only five statues of named women in New York City: Joan of Arc, Golda Meir, Gertrude Stein, Eleanor Roosevelt, and Harriet Tubman, the last four added in the past third of a century. Until 1984, there was only one, the medieval Joan in Riverside Park, installed in 1915. Before that, only men were commemorated in the statuary of New York City. A few women have been memorialized in relatively recent street names: Cabrini Boulevard, after the canonized Italian-American nun; Szold Place, after the Jewish editor and activist Henrietta Szold; Margaret Corbin Drive, after the female Revolutionary War hero; Bethune Street, after the founder of the orphan asylum; and Margaret Sanger Square, after the patron saint of birth control. No woman's name applies to a long boulevard like Nostrand Avenue, in Brooklyn, or Frederick Douglass Boulevard, in northern Manhattan, or Webster Avenue, in the Bronx. (Fulton Street, named after Robert Fulton, the steamboat inventor, is supposed to be co-named Harriet Ross Tubman Avenue for much of its length, but the name does not appear to be in common usage and is not recognized by Google Maps.) No woman is a bridge or a major building, though some may remember that Gertrude Vanderbilt Whitney is the founder for whom the museum is named. New York City is, like most cities, a manscape.

When I watch action movies with female protagonists-from "Crouching Tiger, Hidden Dragon" to "The Hunger Games"-I come out feeling charged up, superhuman, indomitable. It's like a drug for potency and confidence. Lately, I've come to wonder what it would feel like if, instead of seeing a dozen or so such films in my lifetime, I had the option, at any moment, of seeing several new releases lionizing my gender's superpowers, if lady Bonds and Spiderwomen became the ordinary fare of my entertainment and imagination. For men, the theatres are playing dozens of male-action-hero films now, and television has always given you a superabundance of champions, from cowboys to detectives, more or less like you, at least when it comes to gender (if not necessarily race and body type and predilection). I can't imagine how I might have conceived of myself and my possibilities if, in my formative years, I had moved through a city where most things were named after women and many or most of the monuments were of powerful, successful, honored women. Of course, these sites commemorate only those who were allowed to hold power and live in public; most American cities are, by their nomenclature, mostly white as well as mostly male. Still, you can imagine.

In the map "City of Women"-which appears in the forthcoming book "Nonstop Metropolis," a creative atlas of New York City that I co-authored with Joshua Jelly-Schapiro-we tried on what it would look like to live in such power, by paying homage to some of the great and significant women of New York City in the places where they lived, worked, competed, went to school, danced, painted, wrote, rebelled, organized, philosophized, taught, and made names for themselves. The New York City subway map is the one map that nearly everyone in the city consults constantly; it is posted at nearly every station entry and on every platform and subway car. The station names are a network of numbers and mostly men's names and descriptives, but the map is an informational scaffolding on which other things can be built. So on it we have built a feminist city of sorts, a map to a renamed city.

It's a map that reflects the remarkable history of charismatic women who have shaped New York City from the beginning, such as the seventeenth-century Quaker preacher Hannah Feake Bowne, who is routinely written out of history-even the home in Flushing where she held meetings is often called the John Bowne house. Three of the four female Supreme Court justices have come from the city, and quite a bit of the history of American feminism has unfolded here, from Victoria Woodhull to Shirley Chisholm to the Guerrilla Girls. Many of the women who made valuable contributions or might have are forgotten or were never named. Many women were never allowed to be someone; many heroes of any gender live quiet lives. But some rose up; some became visible; and here they are by the hundreds. This map is their memorial and their celebration.
This essay and map were drawn from "Nonstop Metropolis: A New York City Atlas," by Rebecca Solnit and Joshua Jelly-Schapiro, which is out October 19th from the University of California Press.

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"It's a Man's Man's Man's World" is a song James Brown recorded in a New York City stu­dio in 1966, and, whether you like it or not, you can make the case that he's right.

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This powerful Tracey Ullman sketch has had over 30 million views and counting.

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Following on from the Yout
A tool to address common stereotypes and populist headlines?

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Politics is back, and so's our politics blog, with rolling coverage of and commentary on what we're fact checking in Westminster and beyond.

Read our snap analysis of claims plus updates on the impact of our fact checking, as politicians gear up for the next general election.

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Full Fact - Full Fact is the UK's independent fact checking organisation

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Full Fact is the UK's independent fact checking organisation

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An interesting exploration of how to fuse personal stories and facts to address prejudice.

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Priya Vulchi and Winona Guo: What it takes to be racially literate

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Over the last year, Priya Vulchi and Winona Guo traveled to all 50 US states, collecting personal stories about race and intersectionality. Now they're on a mission to equip every American with the tools to understand, navigate and improve a world structured by racial division.

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Hello!

My name is Jenny Stacey, and I teach at a medium-sized FE college in the Midlands. My subjects are Maths, from Entry 1 to GCSE, and ESOL, English for Speakers of Other Languages, at Entry Level. I have been teaching ESOL Maths since 2005 and have built up a small bank of knowledge, worksheets and ideas for teaching sessions, which I hope you may find useful if you are involved in delivering Maths to learners whose first language is not English.

My learners have ranged from those with excellent maths skills to those with a very low level of skills, and from those with very little English to some working towards Level 1 or 2. Some are only looking to help their children or improve their job prospects, but others have needed a Maths qualification for their onward journey into nursing, teaching or other professions.

I hope you find the site useful and have as much fun teaching Maths as I have! I will be editing the site from time to time to improve and update it. If you have any suggestions or ideas, please do get in touch.

This material is protected by copyright. You may print off resources to use or adapt, but please reference my work wherever possible. All other sections should be referenced and acknowledged in any other work. If you are in any doubt, please e-mail me at stillknitting@gmail.com .

There is no liability on my part for any of the information, resources or ideas presented on this website, or any incidents or actions arising from them. The views presented are my own and come from my teaching experience and academic research. I include a list of references for those interested in pursuing further study in this field.

My thanks go to my colleagues, past and present who have helped and encouraged me in this project, especially Sarah for proof reading.

JMS 2013/14

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Hello! My name is Jenny Stacey, and I teach at a medium-sized FE college in the Midlands. My subjects are Maths, from Entry 1 to GCSE, and ESOL, English for Speakers of Other Languages, at Entry Level.

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Ideas for activities through the year

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Prevent legislation, guidance and resources - The Education and Training Foundation

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Access a wealth of Prevent duty and British values resources, tools, guidance and articles from the last five years to support teaching.

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Kitchener Mary & Lawlor Lisa British values (1)

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Or, never having to follow another link in an email :-)

Please let Lou know if you'd like her to share this Padlet with you on another email address.

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Setting up and efficiently using a Padlet account

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This is a process for developing digital resilience which we will use each time we support you with something digital.

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Some years ago, I was part of a team running digital CPD for educators. We were consistently struck by the same thing - for every person enthusiastically getting their phone out at the front of the class, there was another sitting at the back with their arms folded (sometimes glaring at us). Later, one of us asked if we'd managed to get through to the 'Folded Arms Brigade'. The name stuck and FAB was born.

We wanted to understand what was underlying some educators' resistance to bringing digital into their practice. With support from the ETF's practitioner research programme we ran a series of action research projects between 2014-17. We used Thinking Environment interviews to dig deep into what limited people's engagement with digital and tested a series of interventions to try and get educators over the hump.

Our findings led us to the FAB (Folded Arms Brigade) Model of Digital Resilience:

We have used the FAB Model consistently since, in one-to-one 'digital nursing' (see below) and in group training sessions. It is not an artificial construct. It fell out of what people told us about how digital made them feel and react. The point of FAB is digital agency: getting people to the point where not only do they feel fluent in a single platform, app or device, but they have faith that that they can carry some of that fluency over to the next programme, app or device.

For any given digital challenge, each of the four FAB elements needs to be addressed in turn; of course an individual may be working on a number of digital challenges at once.
1.First Principles
Interviewing digitally resistant educators was a humbling experience. We had not realised how powerfully jargon blocked individuals from pushing on. One educator told us they couldn't make sense of the word 'icon': "that's something you worship in church." Another said they had painstakingly rewritten an important document because a colleague had "saved it to the cloud. I mean, where is this cloud?"

As human beings, once we feel excluded from something, the defences go up. We learned to invest time in exploring language, before going onto devices.
2. Purpose
Many of the educators we interviewed got stuck at this stage. They did not have, could not figure out, or were not willing to admit a purpose for what they were being asked to do. Resistant feelings often channelled into panic at this stage. We spoke to people who lacked confidence around the simplest digital processes at work, but who said breezily, "I'm on Facebook all the time." Facebook is one sophisticated platform, even for the unwary, so the issue was never about capability. It was about each individual finding in each platform, app or device a purpose which was meaningful to them.

No purpose = no point.
3. Support
Standard digital support did not get a good press in our research. Whether well-meaning colleagues, IT technicians or the grandkids, the majority of educators we interviewed had bad experiences of asking for help. Reflections ranged from, "they went too fast for me" to "they made me feel stupid". Whatever good intentions, it was evident that the 'knowledgeable expert' could be counter-productive.

We tested the concept of the "digital nurse", a different blend of know-how and empathy: a digitally confident individual who doesn't know everything (but knows how to google) and knows they can figure things out if they push on through. Later research really brought home the power of digitally nursing in groups - rather than one-to-one - to avoid creating dependency.
4. Fluency
We defined fluency not as knowing everything, but as knowing how to get by, a bit like getting around on holiday with conversational French. To be digitally fluent means pushing on through, following FAB processes and knowing how to get help.

Once 'FAB' fluency is established in one area, digital confidence can be applied to other programmes, apps and devices. Transferability is not 100%; there are new First Principles to explore and Purposes to establish, but the individual is on their way up in terms of their digital agency overall.

The later projects identified five additional FAB principles:

Simple stuff, but if you say, "it won't let me in," you're maybe giving up, whereas, "I can't get in" gives you the chance to try again.

Fitting with the Thinking Environment approach to interviews, which is all about identifying and overturning untrue limiting assumptions, we encouraged participants - and ourselves! - to identify resistance and take a few moments figure out what might be happening.

As we have seen, digital nursing is about knowing just enough, and about knowing how to bring ease to digital learning. One of the joys of this work is in seeing educators digitally nurse one another - not as experts, but as critical friends.

We learned that one thing nervous educators quickly learned to do was bookmark, which of course means that once a bookmark was lost - because of an upgrade, or switching to a new device - the source was also lost. Going the long way round means using a search engine or typing in the URL until a neural pathway is formed. Combined with good password 'hygiene' (using a phone app such as Keeper), this proved to be a powerful principle for developing digital confidence.

Learning to harness the power of the 'computer in your pocket' - away from organisational firewalls - affords educators with a glimpse into what might be possible - and the chance to explore ways of making the possible safe.

When we stumbled over FAB we had no idea of where it would take us. Education is awash with 'models', many of which turn out to be the Emperor's New Clothes when you try to apply them to real-life. FAB really works. Please do get in touch if you want to explore how it might work for you.
Footnotes

1. These are published in various places, please contact loumycroft@loumycroft.org or @loumycroft if you want to read some more.

2. A set of processes which enable people to do their best thinking. See Nancy Kline, More Time to Think (2009).

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Some years ago, I was part of a team running digital CPD for educators. We were consistently struck by the same thing - for every person enthusiastically getting their phone out at the front of the class, there was another sitting at the back with their arms folded (sometimes glaring at us).

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Lou Mycroft (Digital Lead and Group Lead Coach)

loumycroft@loumycroft.org

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Maths Network meeting 1 - ideas for projects

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Maths Network meeting 1 - ideas for projects

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- Supporting British Values in maths sessions
- I would like to develop a tool kit/resource that would give tutors some basic ideas on how to approach British Values without thinking they need to get into a political/religious/ideological conversation.

I am always looking to improve my practice, so any sharing of ideas/resources/approaches would be amazing. Maybe observing each other teaching, watching film of each other in practice?
- Shoe horning British Values into Maths is a problem I'd like to look at, but as always, what is relevant to one tutor will be relevant to others

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Lou introduces the First Principles and Purpose of Padlet, and offers some Support to help you achieve Fluency.

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Prevent course for practitioners, support staff, L&M, employers, governors, sub-contractors

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Further information and details of how to register and book these courses can be found on our T Level Professional Development web page.

Generic courses:

Employer Partnerships and Industry Insights

Governors Providing T Levels

New Teacher Programme: How am I Going to Teach?

New Teacher Programme: What is Learning?

New Teacher Programme: Who are my Learners?

Operational Middle Leaders and Managers: Leadership and Professional Practice for

Operational Middle Leaders and Managers: Leading and Managing Curriculum Change for T Levels

Strategic Leaders Providing T Levels

Supporting T Level Learners with Embedded English - 1

Supporting T Level Learners with Embedded English - A

Supporting T Level Learners with Embedded Maths - 1

Supporting T Level Learners with Embedded Maths - A

Supporting T Level Learners with Embedded Digital - 1

Supporting T Level Learners with Embedded Digital - A

Teaching T Levels: Enhancing Pedagogy

Teaching T Levels: Vocational and Professional Upskilling

T Level Leadership Mentoring

T Level Planning and Implementation

Understanding T Levels for Business Support Staff

Understanding T Levels for Frontline Staff

Understanding T Levels for Leaders and Governors

Subject specialist courses:

Education and Early Years:

T Levels: Introducing the Education and Early Years Route

Teaching and Learning on the Education and Early Years T Level

Construction:

T Levels: Introducing the Construction and the Built Environment Route

Teaching and Learning on the Design, Surveying and Planning for Construction and the Built Environment T Level

Teaching and Learning on the Onsite Construction T Level

Teaching and Learning on the Building Services Engineering for Construction and the Built Environment T Level

Digital:

T Levels: Introducing the Digital Route

Teaching and Learning on the Digital Production, Design and Development T Level

Teaching and Learning on the Digital Support Services T Level

Teaching and Learning on the Digital Business Services T Level

Heath and Science:

Teaching and Learning on the Health T Level

Teaching and Learning on the Healthcare Science T Level

T Levels: Introducing the Health and Science Route

Teaching and Learning on the Science T Level

Business and Administration:

Introducing the Business and Administration T Levels

Teaching and Learning on the Management and Administration T Level

Legal, finance and Accounting:

Introducing the Legal, Finance and Accounting T Levels

Teaching and Learning on the Accounting T Level

Teaching and Learning on the Finance T Level

Engineering and Manufacturing:

Introducing the Engineering and Manufacturing T Levels

Teaching and Learning on the Engineering, Manufacturing, Processing and Control T Level

Teaching and Learning on the Maintenance, Installation and Repair for Engineering and Manufacturing T Level

Teaching and Learning on the Design and Development for Engineering and Manufacturing T Level

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ETF courses moved to a new platform - The Education and Training Foundation

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The ETF's Foundation Online Learning platform is no longer available. Active courses have been moved to a new platform.

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Meeting 2 - discussions around British Values

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Meeting 2 - discussions around British Values

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Some very interesting issues were discussed including:
- the importance of the class profile
- one to one or group approaches?
- are these British values of shared/core values?
- Where can we incorporate discussions around British values?
--- statistics
--- wider education
--- ethos of the learning setting
--- teacher modelling
--- Swan Principles (see above)
Is this really about:
- Critical Thinking?
- being independent?
- tolerance?