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Salman Khan is the founder of Khan Academy which is now the world’s largest school, with over 10 million people using their online tools each month. Khan Academy is a not-for-profit organisation and its mission is to give free world class education to everyone. Here he talks about the huge effect that online learning can have on the development of students. He believes through learning online using practice exercises, instructional videos and personalised learning dashboard’s it allows students to learn at their own pace without the pressures of having a teacher standing over them.  The aim of these online resources is so that students can practice and repeat any subject that they are having difficulty with, so that they can practice until they master it. Through the online dashboard teachers are able to monitor the progress of the students, see where the students are having difficulties and see where they went wrong. Khan Academy is being used all over the world in multiple languages and Salman Khan now aims to partner with others that can reach people in developing countries, so that they too can get the opportunity to have world class education within the next 20-30 years. A Khan Academy employee explains it as “a pefect example of how you can do good with technology”.

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Sarah Montague talks about the most important educator in a child's life is their parents and that what they do in the first five years is critical. Montague interviews Margy Whalley who works at Pengreen Nursery which is a large facility for children and parents from the age of around 9 months, which is part of the Corby project. Whalley's ideas have influenced the way in which parents are considered important to the setting and that they welcome parents want to build bonds with them as they are the most important people in a child's life and they know more about their children this is referred to lots throughout the programme as 'powerful knowledge'. This knowledge of the children can then be built upon in the setting. This kind of setting is set up in a inner city area that has high percentages of unemployment and deprivation. Staff at the nursery don't

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To post your summary, double click on the screen and start writing. Put your name and the name of your educator in the header. Write your 150 word summary in the text box below. Double click to open a box or In an Apple device use the + symbol to upon a box.

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Doug Lemov believes great teachers are made, not born. Studies have shown that the most important thing in a child's education is the quality of their teacher. A child who attends a school with a bad reputation can still go on to achieve with a great teacher, sometimes more so than a child who attends a good school with a poor teacher.

Doug filmed and studied what he considered ‘great’ teachers from all over the world, he played the videos over and over to breakdown the themes of what made them ‘great’. He then developed training, which he has rolled out to train thousands of teachers in the UK in how to use their classroom time effectively - keeping children focused with the subtlest of techniques and gestures. He feels his ideas are transforming education.

He believes that weak teachers can be turned into strong performers, and that the children who benefit most a well-run classroom are those from the most disadvantaged families. Doug believes these techniques improve teaching and therefor improve the education the pupils are receiving.

http://teachlikeachampion.com/about/story/
Doug's website

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It is discussed that although Finland have one of the worlds leading education system and rank high in the PISA tables for reading, maths and science. It seems that they peeked in 2000 and have gradually been slipping down the table since. One school have been trialling a new way to approach pupils learning; this is phenomenon-based learning. Phenomenon leaning is where the boundaries between subjects are broken down so there is no more isolated subject learning. By doing so it is suggested that pupils take ownership on their own learning, with better outcomes as the pupils are involved with the planning and take more control with their own learning. These ‘projects’ have all elements of learning in them from problem solving to history and literature. Students’ perspective on this is that they have the freedom to be more creative and show more respect for their teachers, as they perceive them as more of a mentor or friend rather than an instructor. Non the less teachers are respected as an authoritative figure and are given more authority in decision-making within their classroom.  Critics of this new way of learning believe that pupils need a more traditional way of learning with set subjects in order to be able to fully understand the pupil and where they are with their learning. Over all the focus of this way of learning was not on the achieving in the Pisa table but to prepare pupils with better skills for the future will the ever-changing environment of this century.

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The BBC discusses the new image the old Trojan school of Golden Hillocks has turned into. The school has changed its name to Arch Bolton and has become an academy, with new teachers, a new head and new rules. With the school being predominately Muslim based children, The head discusses how he has turned the whole school around.
* Introduced new stricter rules on uniform - if any child is deemed to wear the uniform incorrectly or not at all, parents will be informed and their planner will be notified of the incident. As the majority of the children are from Muslim communities, the girls have the option the wear head gear or not.
* Introduced the rule that if a child attends school with the incorrect equipment, the parents will be informed and their planner will be notified of the incident.
* Rules on behaviour are stricter than ever and any intolerances will be dealt with appropriately. This includes moving from classroom to classrooms in an orderly, calmly and quiet order. British values are also taught within the school as it is deemed by the government to be appropriate despite any form of religion.
The head explains the consistent rule abiding that is required to set the scene for the children.
In the previous term, there was many supply teachers which caused confusion and disrespect amongst the children. As there was many vacancies, The new and existing teachers were put through thorough training prior to the new academic year and support is in place throughout the year. Any teacher not wishing to comprehend to the new rules and teaching were managed out. Teachers are taught to respect each child as their own through not shouting, no negotiating, to speak clearly and calmly and respectfully, which should be observed and returned by the pupil. Teachers are closely monitored through assessment by the senior leadership team to ensure a consistent flow of rule abiding across the school.
Teachers practised routines with the children at the beginning of term to ensure they come in, be seated and the lesson can start immediately so that the teacher can maximise the learning and learning time.
The head states that prior to the academy take over, there was often groups of pupils preaching about extremism and even somet teachers were preaching sermons from the kahran. However, since the new year, the staff gave. It seen any imprint of extremism as rules state only groups of 6 are allowed and the teacher is able to dictate where and who they sit next to.
Parental involvement seemed to be high on priorities list, as the head states that it’s imperative for their involvement so that the discipline can be transparent from school to home.
As The head was from a non academised school, he was asked if by academising a school is the key to changing the school from special measures to good/outstanding Ofsted rating. He states that if a good head goes in and the teachers are willing to be re-trained and is consistently working within a team to ensure the school life is better, then it can be done without being academised.
The views of the children were interesting to hear as they stated that they were initially scared to do anything wrong at the beginning of term but now school is fun and lessons are for learning now. They mentioned the constant turnaround of supply teachers was horrendous as they didn’t know who they would be met with and they couldn’t pick up the work from the previous supply teacher. They also stated that last year they were thinking of apprentice work when they left school were as now they are looking at universities and what they can offer. So the expectations of self worth the children now have is phenomenal!
Good article, looking at the way a school can be turned around and what needs to happen for the children to feel safe again.

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Daisy Christodoulou discusses how the skills-based approach in education has become popular in modern society as children now have access to the internet to discover facts. However, she disagrees with this approach to teaching, arguing that it has let down a generation of children; she believes that, because of this approach, children have “glaring gaps” in their knowledge. Daisy analysed 228 lessons from Ofsted reports and discovered that the skills-based approach was praised by them. Despite this, it is Daisy’s belief that teaching through discovery is merely a myth and, although it may please Ofsted inspectors, it has minimal benefits for children. Without a basic core of knowledge, children will fail to learn new skills. Daisy suggests that her ideas build upon those first introduced by Herbert Simon that children require a “schema of knowledge”. She argues that teachers should stop bypassing facts, as there is minimal evidence to support the skills-based approach. Her aim is for the curriculum to focus on what is taught not how it is taught.

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Boaler uses this broadcast to discuss how ‘anyone can excel at maths’. It explores the various perceptions of maths; how to prevent such views and how to alter the delivery of maths to ensure all pupils are engaged and can see the relevance of not just the subject but the skills they develop.
Boaler discusses the perception that only some children are good at maths, which she believes leads to anxiety and underachievement which can be resolved through good teaching. Although, the way in which the subject is currently taught also deteriorates pupil’s interest and willingness to achieve in maths. For instance, Boaler expresses maths is a visual and creative subject and teachers need to adapt their teaching methods to ensure pupils see maths in action and understanding the reasoning.
Maths needs to be taught is to bring the ‘real mathematics of the world’.. ‘into the classroom’. For instance, when becoming a musician, the pupil would first understand how to shift a note around on a page which then enabled them to they develop these skills into playing instruments. Consequently, within maths pupils should be able to engage in the performance of mathematics rather than shifting numbers around a page.
Additionally, Boaler emphasises the need to expand the maths curriculum as its currently a narrow version of the subject. In the class, the teacher will demonstrate a method and the class will repeat the same method on various equations. Although, this does not allow children to think about it in relation to the world and how mathematicians make sense of it.
Students are pressured to complete certain mathematical objectives before a deadline which damages their self-esteem as there is an ideology within school that in order to be good at maths you need to be fast.  Therefore, this consistent race against the clock damages the pupil’s self esteem when it is not the important aspect in maths. Maths is not how fast you are at completing a sum but rather the ability to understand how it is applied. In order to increase pupils speed, for instance in preparation for exams, they must ensure they understand the subject and are confident as this will improve their attitude and therefore their ability to learn maths.
Adults constitute to children’s anxiety of maths through sharing bad past experiences which cause children to feel failure. Consequently, Boaler advices adults to keep this stories to themselves and instead emphasise the importance of maths.

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John Hattie Professor of Education at the University of Melbourne is one of the world’s most influential education academics spending 15 years on education analysis research, the largest amount of research so far. He looked at what matters in teaching during his first job for the department of education. Asking children’s views, researching journals, he expanded on this. He believes successful education is down to teacher expertise and quality of teachers.  Researching other factors enhancing education, he still believes it’s down to the teacher.  Class size reduction does enhance achievement but has a minor effect; teachers need to adapt to change to be expert at teaching small classes. Uniform is not relevant and shouldn’t be made an issue. Successful teachers have passion for their subject and can draw out the best from students.  If Asian cultures fail, it goes on lack of effort, if our culture fails children were ‘unable’ to succeed.

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Believes children learn best without teachers- better learning on their own.
Technology supports this process, as they have a freewill to play around and experiment for themselves.
Believes schools need reinventing for modern times- way teachers teach is not beneficial for the way the world is run nowadays.

Mitra, placed a computer in the wall and children came over to observe and play around with what it was. They began to learn different aspects of the computer, as well as learning English during this process.

Self- organising learning environment is where there are few computers and many children- asking children a variety of questions, which they then work out the answer to these by researching it.

No adult involvement, but they may need a little support at times from those who have retired or webcams that observe the children and provide encouragement when necessary.

Consequently, Mitra believes the approach we use now in schools is numbered- teachers should not be standing up in front of the class teaching.There is no use for teaching the 'core' subjects- all the subjects advised in 1930 need renewing. Children need to learn themselves and through their mistakes, and their own judgement.

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KIPP are an organisation of American schools who believe in teaching character traits to children who come from a variety of disadvantaged backgrounds. These traits through research were found to be a common factor in academics that contributed to social mobility.Their focus in education is to teach the mastery of these life skills, morals and values in children.  These are applied consistently throughout the school curriculum.  They begin by inviting parents to become engaged in the child’s educational journey and aspirations, such as the opportunity of attending college.  Experiential learning may be very different in school than their social/domestic environment and the necessary skills required for social mobility may not yet have been mastered.  Skills such social intelligence leads to social curiosity, self-control leads to self-regulation and the ability to resist distraction leads to achieving goals.  Having an enthusiasm for their own learning builds optimism and determination which builds emotional intelligence through resilience.  The school promotes structure by operating a longer school day and setting homework for every subject.  Mastering all these life skills can lead to self-efficacy.
http://www.kippnyc.org/schools/kipp-star-harlem-elementary/