TED-Ed Beta Website Launches - WOW!

The long awaited TED-Ed website has launched, promising to help teachers get the most out of video in their lessons. The wonderful website, currently in its Beta form, provides an innovative and structured approach to using video in the classroom. The website is based around providing excellent curated educational videos, created by collaborations between teachers and animators, and in providing a structured lesson around them- which includes quizzes, extra materials and big questions! The new platform will also allows users to take any useful educational video, not just TED's but from YouTube perhaps, and easily create a customized lesson around the video. Users can distribute the lessons, publicly or privately, and track their impact on the world, a class, or an individual student. It's genius! The video below actually explains things better than I could (showing the power of video, perhaps!)

The Beta version of the website currently has 62 curated videos, from a range of curricular areas, on their system with 670 "flips" or personalised lessons based on those videos. One of my favourites is this short video on "just how small is an atom?", a tricky concept for some kids which is presented in simple terms in this excellent animation. Of course, TED-Ed also provides you with a quiz and other learning tools to effectively use the video in class. There is also the the option to "flip the lesson" and edit it to suit your own class. It is such a brilliant idea but more importantly TED, having taken their time developing this, have created a portal that teachers will feel comfortable using. I'm looking forward to getting involved! Visit TED-Ed now!

 

Share Your Innovative Lessons with O2 Learn

Have you got an innovative lesson that works? Would you like to share that lesson with other teachers and students? Would you be willing to make a short video about your lesson? Would you like to win some cash for your troubles? The O2 Learn Awards are a brilliant initiative which allows teachers share their inventive lessons online with thousands of other teachers and students. They're building a video library of great revision lessons, on a range of subjects, from teachers across the UK to help connect people to great teaching. These curriculum focused mini-lessons can help students catch up on some subjects that they can't remember or might have missed and give teachers new ideas for their own classroom!

The lessons are rated by the students and judged by expert teachers, with cash prizes awarded to the winning teachers. So far, O2 Learn has awarded over £300,000 directly to teachers and schools in the UK. A £1000 is awarded each week to the best lesson uploaded to their website with amazing overall prizes awarded at the end of the year for the three best lessons submitted. Every teacher that submits an entry will received a mobile broadband starter pack - although this is limited to UK teachers? Sadly teachers in the Republic of Ireland are not eligible for the cash prizes.

Their excellent website has all you need to know about submitting your video, with tips on creating your video, designing your lesson and uploaded it to the website. There is also a clever section with requests from students on what they would like to know about! You can also explore the lessons on the system and get some ideas for your classroom! Science teachers might find the following lessons of interest but there are loads of other subjects covered too.

• Rocket Science - Exploring forces, Newton's Laws, velocity and acceleration.
• Covalent & Ionic Bonding
• Winning at boardgames with probabiliy
• Making Poo - The Digestive System

Watch the video below for a little more information and check out O2 Learn now! You can also follow O2 Learn on Twitter.

Want to be a teacher? Why bother!

I love being a teacher. I enjoy almost everything about it - the interactions with my students inside and outside the classroom, the comradery of the staff room, my involvement in school sports, drama & other extracurricular activities. I love my subject (science) and learn something new about it everyday. I love the opportunity my job gives me to explore new ways to teach and I enjoy collaborating with my colleagues to ensure we provide the best education possible in our school. I also enjoy collaborating with like minded teachers on twitter, ensuring my approach to teaching doesn't stay stagnant and constantly keeps evolving to keep up with new technologies and philosophies. In my role as guidance counsellor I get a great sense of satisfaction when speaking to young people about their future careers and helping them develop the tools to deal with personal troubles when they arise.

I'm not rich and I'm not poor. The past number of years have been tough for everyone in Ireland and I am very lucky to be working full time in a wonderful school. However, I have endured a pay reduction of around 15% in that period, through the combined effects of pay cuts and pension levies, and like everyone else things have become much tighter of late. 

But this compares little to the plight of newly qualified teachers - who have endured a cut in pay close to 33%. I simply can't believe that our government has allowed the introduction of this two-tier system through these drastic pay cuts (10% on top of our 15%) as well as the removal of allowances for newly qualified teachers. The starting wage for a full time newly qualified teacher is now just over €27,000. The average industrial wage in Ireland in 2011 was just shy of €36,000 (CSO). 

Let's put that in perspective. Teachers are highly qualified individuals. All must have a three or four year primary degree and a post graduate diploma in education (which will be two years long from 2012). The cost fee alone for the five or six years could top €15,000 and of course there are living costs involved too. (Trainee teachers do not get paid in Ireland). Then, on completion of their training they begin their working life on €27,000. Well not exactly.

David Puttnam at Science Gallery (Video)

I recently attended a lecture in the Open Minds series in Dublin's Science Gallery in which David Puttnam gave a wonderful lecture on 'Technology, Education and Ireland'. The lecture was recorded and is now available on YouTube. It's embedded below for your convenience. You may find the question at the end particularly interesting.

 

Amazing Line-up Announced for ISTA 50th Annual Conference

Details of the 50th Irish Science Teachers Association Annual Conference have been announced and boy is it shaping up to be a cracker! A 'Symphony of Science' is this year's theme and the line-up of speakers and workshops is extremely impressive. Delegates are sure to be inspired and have their passion for science teaching ignited! The programme of events takes place over the weekend of April 20th - 22nd in Trinity College Dublin & the Science Gallery and registration is now open!

There are several key figures from the world of Irish science speaking at the event as well some of the UK's great science communicators. I'm particularly looking forward to hearing Dr. Michael Mosley, presenter of BBC's 'Inside the Human Body' series (as well as many others) giving the plenary lecture on the Saturday afternoon. Also in the line-up are UK based physics teachers and film maker Alom Shaha, TCD Biochemistry Professor Luke O'Neill, UCC's Professor of Microbrial Food Safety Colin Hill, Dr Eric Finch (Senior Lecturer TCD School of Physics), Dr Ronan McNulty (UCD School of Physics), friend of the Frog Blog Dr Aoife McLysaght (TCD Genetics & science communicator), Dr Ciara McMahon (Director of Environmental Surveillance and Assessment) and many more. Also on the programme of events are a series of workshops for teachers of physics, chemistry and biology as well as exhibits from SciFest. Mary Mulvihill from Ingenious Ireland will give a two hour science themed walking tour of Dublin on the Sunday moring too - something that will surely shake off the cobwebs from the night before! Winners of the PharmaChemical Ireland Teacher Awards will also be announced at the event, with the finalists each giving a short presentation on the work they do to promote science in their schools. I'll be there too - speaking on the opening night but attending all weekend - so come along to put a face on the frog!

Details of the event and registration (which is absolutely essential) are on the ISTA's dedicated conference website. Credit must go to Mary Mullaghy, Chairperson of the ISTA Dublin Branch, for all her hard work in compiling such an impressive line-up!

CESI Meet 2012: An 'Education Hack Day' for Ireland?

If you're visiting the blog while attending CESI Meet in Portlaoise this evening then you're very welcome. If you're not, please join the discussion anyway!

This evening in Portlaoise I am giving a mini  presentation (7 minutes) to a group of similarly minded technophile teachers at CESI Meet 2012, a Teach Meet style "anti-conference" which will formally kick off the CESI (Computers in Education Society of Ireland) Annual Conference. I am really looking forward to the event as this is my first CESI Meet and, by all accounts, they are incredibly enjoyable evenings that inspire, educate and motivate. I'm looking forward to hearing new ideas for incorporating technology in to my classroom / teaching and on how to get more from the technology I already use. 

My own short talk is about plugging an idea - a first 'Education Hack Day' for Ireland. Let me explain. 

What's a Hack? 

A hack is a solution to a problem, not always the most eloquent solution but, more often than not, the cleverest. Think of a problem (let's say poor attendance) - now think of a solution (maybe a simple app which texts parents instantly when a student is marked absent).

What's a Hack Day? 

A Hack Day is a meeting of minds - people with ideas and people with know how. It's about sharing information with other experts in order to make cool and most importantly useful things!! They are generally free to attend (people don't get paid to attend either) and typically last between 24 and 48 hours. Hack Days bring together individuals from a range of fields - scientists, politicians, educators, engineers, programmers, designers, web developers, people with ideas and "makers" etc. and usually have a central theme (There have been "Government Hack Days", "Science Hack Days" (the Irish Robotics Club have organised Science Hack Day Dublin this March) and "Music Hack Days"). The purpose of the events are to think of real life issues related to the theme and develop effective solutions during an intense 24 / 48 hour period. There are normally prizes at the end of the event for the teams that come up with the best solutions to their problem. Everything happens at the event - idea, design, production even things like marketing and funding are discussed. There are usually a number of speakers and workshops organised to kick start the event.

An Education Hack Day?

Why not? We all have ideas for making our jobs easier - both in terms of teaching and administration. We can all identify problems with the tools we currently use but may not have the technological ability to find the solution ourselves. At the moment many educational tools / software are being developed without sufficient input from the people who will ultimately use them. 

As far as I am aware, the one and only Education Hack Day took place last November in Baltimore (the US not West Cork). There is another planned for New York but no date has been set. Some of the ideas that became reality that day include an iPad app that allowed students in the class to browse specific websites relevant to the lesson but no others, a browser extension which allowed a teacher highlight a specific section of a website while making the rest invisible, a tool to help make parent / teacher meetings easier to schedule, an image-to-speech application for autistic pupils, a checklist tool for students and a homework tracker for teachers. Individual teachers are being asked to submit their own ideas too - here's a list of what's come in so far.

The possibilities are endless - think of the ideas YOU have for web apps, mobile apps, widgets, online games, websites, IWB tools, software, hardware, social networking tools for teachers / students or assessment for learning tools? Now think of being able to put those to software developers and designers and seeing them turned in to reality in a day!

What's next?

I want a number of things to emerge from my presentation / post this evening. Firstly, I would like this post (or the Twitter Hashtag #EDHACKIRL) to act as a discussion forum to hear what other teachers think of the idea. Secondly, I would like it to serve as a platform for discussion on what "hacks" you would like for problems you currently have. What ideas would you like turned in to reality? Thirdly, if you are a designer, software developer, maker, doer, programmer etc and you would like to get involved - leave your name below! Finally, if there is an agreement that an Education Hack Day would be worthwhile attempting, I want someone to make the idea a reality. I don't personally believe I have the skills, contacts or time to put such an event together but I know there is someone out there who could. Maybe CESI might want to bring the concept to fruition? Maybe another organisation? Of course I would love to help and will be the first person to sign up - guaranteed!

That's my lot - let me know what you think. 

CESI Conference 2012

There is just about enough time to register for this year's Computers in Education Society of Ireland (CESI) Annual Conference this Saturday in Portloaise - a brilliant event which brings together the leaders in educational technology in Ireland. The event takes place in Portlaoise College and promises a wide range of workshops, talks and presentations for anyone interested in using technology to improve teaching and learning in their classrooms. Some of the possible highlights include Fred Boss on the hugely successful #edchatIE twitter hashtag, Caroline Carswell and Miriam Walsh on Captioning Videos for School Use, John Heffernan on A Brief History of the Near Future, Simon Lewis on Creating a Mobile App for your School, and Mags Amond on Edmodo in the Classroom. However, the programme is jam packed with workshops and presentation to meet everyone's needs and tastes - check it out.

I am particularly excited to be attending Friday night's 'CESI Meet' (my first one!) - an "anti-conference" where the talks are short and snappy (15minutes, 7 minutes or 2 minutes) and the atmosphere more relaxed. Look out for my CESI Meet post on Friday night - hopefully you might find it interesting?

David Puttnam on 'Technology, Education and Ireland'

The 'Open Minds Series' returns next Monday (February 27th) with the brilliant David Puttnam speaking on "Technology, education and Ireland: How new ways of learning can assist economic recovery". The 'Open Mind Series' is a collaborative effort from McCann FitzGerald and TCD's Science Gallery, which will see some of the world’s leading thinkers coming together to support the development of Ireland as a global centre for science, technology and innovation. The event kicks off at 6:30pm sharp and pre-booking is essential. Tickets cost €10 or €6 if you are a student. Further information can be access from the Science Gallery website here.

David Puttnam - A Short Biography.

As well as producing award winning films like The Mission, The Killing Fields, Local Hero, Chariots of Fire, Midnight Express, Bugsy Malone and Memphis Belle, David Puttnam has been working in the areas of education, the environment, and the 'creative and communications' for nearly 15 years. He founded the National Teaching Awards, was the founding Chair of the National Endowment for Science, Technology and the Arts (NESTA) and spent 10 years as the Chancellor of The University of Sunderland. He is President of the Film Distributors’ Association, Chairman of The Sage Gateshead, Deputy Chairman of Channel Four, Deputy Chairman of Profero and a trustee of the Eden Project. He is also the present Chancellor of the Open University,

The talk is sure to inspire and engage, and might prove a nice way to top off what is sure to be a cracking weekend at the CESI Conference in Portlaoise?

DES to Roll Out 100Mb Broadband to All Schools by 2014

The Minister for Education & Skills, Ruairí Quinn, along with Pat Rabbitte, the Minister for Communications, Energy & Natural Resources, have announced that super-fast 100Mb broadband will be rolled out to every second level school in the country by 2014.

Originally launched by in 2009, the 100Mb Schools Programme was originally piloted in 78 schools across the country - initially rolled out from May 2010. The pilot project, as expected, was extremely successful with these schools utilising the super fast internet connection to further incorporate the use of ICT in to teaching and learning in the school.

The national roll-out will be completed over three stages with 200 schools being connected by September 2012, a further 200 being connected next year and the remaining 250 schools being connected in 2014. Commenting on the launch, Minister Quinn said:

“We need to ensure that appropriate digital technology and high-speed internet are in place in our schools as a basic building block to deliver a 21st Century learning experience to all learners. This major ICT investment in our education system follows on from the commitment in the Programme for Government to incorporate the integration of ICT in teaching and learning across the curriculum and investing in broadband development to ensure schools have access to modern high-speed networks”

Minister Rabbitte added: 

“Our second-level schools need industrial strength broadband. Students’ experience of using technology in their everyday lives must be reflected in their learning experiences in schools. We must encourage students and teachers to integrate the possibilities presented by ICT with the traditional teaching methods".

The Department of Communications, Energy & Natural Resources is funding all of the capital costs of this project, estimated to be approximately €11m as well as contributing some €10m in current costs for the years 2013 to 2015. The Department of Education & Skills (DES) will fund the remaining current costs (estimated to be some €20m up to 2015). DES will also fund the on-going costs on an annual basis into the future.

Obviously this is fantastic news, but why will it take over 5 years from the initial annoucement. If the DES are serious about integrating ICT in to teaching and learning, the roll out should be prioritised and accelerated. For the meantime, schools in the following lucky counties can look forward to increased speeds in the coming months: 

• Cavan
• Louth 
• Clare 
• Mayo
• Donegal 
• Monaghan
• Galway 
• Offaly
• Laois 
• Roscommon
• Leitrim 
• Sligo 
• Longford 
• Westmeath

Choose Life, Choose a Job, Choose STEM!

Choosing a third level course is an important decision and one that will have lasting effects on you and your career. As a Guidance Counsellor, I believe that decision is ultimately about finding a course / direction that suits your personality, aptitude and ability. However, it's also about looking to the future and about giving you the best opportunity to grow in your career. With the "official" closing date for CAO (Irish university applications) at 5:15pm tomorrow, my advice is to think STEM! 

STEM stands for Science, Technology, Engineering & Mathematics and encompasses a wide range of training courses which help to develop critical thinking, problem solving and analytical skills. These skills are highly sought after and valued across a range of industries and a degree in science, engineering, technology or maths will provide a solid foundation for a future career. According to the IDA, the technology and science industries in Ireland are set to grow in the coming decade, providing well qualified young graduates with job opportunities. Saying that, the skills obtained while studying STEM subjects are highly transferable to other industries - areas that value critical thinking and analytical skills.

The Irish universities and IT's offer a wide range of STEM courses - at NFQ Level 6, 7 and 8. There is a STEM course for everybody and a quick search through Qualifax will help you find the STEM course for you. CareersPortal.ie has a brilliant section to help you find out more about STEM careers. You can explore hundreds of career possibilities through their website and view all the CAO courses in the STEM disciplines. There is also a large video library of people involved in STEM professions.

Let's face it - if you're studying for the Leaving Certificate this year, you are likely to face an extremely competitive jobs market in 5 years time. Choosing a STEM course will help you develop the skills that will help you get you that job - you will need to add a little bit of your other strengths to guarantee it's yours. 

Note: The closing date for normal CAO applications is tomorrow, however you don't need to finalise your course choices until much later. While the CAO system will shut for a few months, from early May you will be able to able to change your course preferences if you need - except restricted courses (including nursing) which need to be on your preference list by tomorrow.

Quinn Challenges Teachers to Find Savings in Education Budget

Minister for Education & Skills Ruairí Quinn challenged teachers to come up with ideas to make savings within the total DES budget. Speaking on the Last Word with Matt Cooper, Quinn hinted that his department colleagues are coming up with some savings ideas but he urged teachers, who work within the system, to offer their advice. He declared that, to date, both unions and individual teachers were not willing to engage in a discussion on possible savings. There was a great reaction to the interview with loads of suggestions coming in from teachers and the general public alike. Some of those ideas included digital payslips, removing chaplins from community schools, staging oral examinations over the Easter holidays and more.

I think we can all admit that savings can be made in certain areas, thereby protecting educational services to the disadvantaged and vulnerable. So I thought it might be a good idea to use this short post to collect ideas from the online teaching community. Please leave a comment below with your idea and I will email the Minister next week with your proposals and the names of those who contributed.

Ruairí Quinn Launches SAILS - A "New" Approach to Science Education

Today the Minister for Education & Skills Ruairí Quinn launched a new €3.75 million programme for science teaching and learning. Dubbed SAILS, which stands for "Strategies for Assessment of Inquiry Learning in Science", the new programme aims to promote the sciences in second level by training teachers to impart critical thinking and analytical skills to their students. The programme will see thirteen partner organisations and higher education institutes from twelve EU countries cooperate to formulate new strategies in teacher training to develop these skills and ultimately improve the number and quality of students studying science, technology, engineering & maths (STEM) subjects at third level.

While I am always glad to see new thinking (and funding) in the realm of science education, and equally delighted to see companies like Intel take an active interest in second level education, I am struggling to see what exactly is new about this! I would also love to know how the €3.75 million will be spent, what way will the training be given, who will give the training and over what time scale? I don't necessarily agree with the sentiment that science teachers don't currently impart critical thinking or analytical skills to their students, but if this is true then the State Examinations Commission must take some of the credit. They have continually produced examinations that promote regurgitation of facts rather than the ability to think critically. Teachers must work within a system that is flawed. If Ruairi Quinn is serious by improving the levels of critical thinking amongst second level schools then significant changes to how science is assessed will yield tangible results.

Government Planning Cuts to School Guidance Services

It has emerged today that the Irish government plan on making dramatic cuts to the provision of guidance and counselling services to second level schools. Currently guidance hours are allocated to schools based on the number of pupils in the school - see this circular for more information. This provision is outside the normal teacher / pupil ratio. However, the upcoming budget looks set to remove the ex-quota allocation of guidance counsellors, instead including the service with the normal teacher / pupil ratio. 

Such a change in guidance provision would have a devastating effect on the provision of guidance and counselling in Irish second level schools and will see guidance competing with subject areas within the general school allocation and non-timetabled counselling. This will ultimately lead to job cuts - most likely to guidance counsellors but also to general second level subject teachers.

There are a number of serious concerns to this proposed change. The adoption of such a policy would mean many students - principally the most vulnerable - could be without access to one to one counselling support for a wide range of personal problems and issues including low self esteem, family breakdown, mental health issues, self harm, bereavement , stress management and more. 

Students need guidance services to help them make important educational, career and personal decisions - right throughout their school years - while guidance counsellors are extremely important to the pastoral care structures of secondary schools in Ireland.

The Institute of Guidance Counsellors (IGC), in a statement earlier today, point out every students' right is to ‘appropriate guidance’ is mandated under section 9 (c ) of the Education Act. The Teaching Union of Ireland have also come out strongly against the proposed changes calling the cuts "unthinkable". The IGC are also calling for their members to lobby their local politicians, managerial bodies and trade unions in an effort to stop the government making these proposed cuts.

I think this is pure madness! I'd like to hear your opinion.

Science Community Asked to Help Shape Future of Irish Science Education

The National Council for Curriculum & Assessment (NCCA) revealed earlier this year their new vision for senior cycle science education in Ireland – new draft syllabi for Leaving Certificate biology, chemistry and physics and a dramatic change in how they could be assessed. The NCCA also opened up a consultation process to allow scientists, outreach groups, teachers, parents, students or anyone interested in science education the chance to mould the future course of science education in Ireland. 

The NCCA’s aim is to create a “learner centred” approach to science education with a spotlight on developing scientific literacy, critical thinking skills, communication skills and the cultivation of analytical proficiency across all the senior sciences. 

There have obviously been some changes to the content of each of the syllabi with some material added and other elements removed – which is sure to cause much discussion. However, the most significant change is a shift in the focus of the assessment from purely examination based to the incorporation of a new practical component. 

When introduced candidate will receive twenty percent of their total mark, in each of the subjects, based on the completion of mandatory practicals throughout the two years of study (5%) and a 90 minute practical test (15%) where pupils will be asked to complete a series of three or four short set tasks. These tasks will aim to assess their practical skills and their ability to analyse data and draw conclusions. Some of the material within this practical assessment will be beyond the scope of the syllabus. 

The terminal exam will also look to challenge the candidates more and reward students with a greater understanding of the scientific method. The NCCA have just recently released samples of the types of question which could be included and they are a welcome move from the current style of exam question in Leaving Certificate which, more often than not, rewards the students capable of remembering facts and regurgitating them on paper come exam day. 

The consultation process, which closes on Friday (October 28th), is a chance for anyone with an interest in science to shape the future direction of science education. 

Over the past number of weeks, science teachers around the country have been meeting to discuss the new syllabi, the proposed changes, additions, deletions and to consider the new approach to assessment. By all accounts these meetings have been very productive and the Irish Science Teachers’ Association (ISTA) will be submitting the teacher feedback to the NCCA. 

However, it is also incredibly important that the Irish scientific community are willing to contribute to this consultation process. It is vital that the new syllabi are up-to-date with new scientific thinking; include the latest advances in scientific understanding; contain relevant content and develop the required skills for the next generation of Irish scientists. 

This is an excellent opportunity to influence how science will be taught in this country over the next decade and there is a responsibility on everyone involved in Irish science to ensure that this new direction is the right one. So please take some time to review the new syllabi and to fill out the short questionnaires so that the NCCA can mould these draft syllabi into structures that promote the sciences and develop scientific literacy.

A Stoverview

My former St. Columba's College colleague Jeremy Stone recently took up a management and teaching position in his native Devon in south west England. Over the past number of years Jeremy and I have worked tirelessly on the Frog Blog, nurturing our science department blog from its tadpole infancy to its current bull frog status. Now Jeremy acts of Head of Teaching & Learning at Stover School in Devon and has failed to shake off the blogging bug. His new project,A Stoverview, aims to offer an "independent 'take' on news, views and events" from his new school and the educational world.

In it's short history Jeremy has provided some excellent posts for teachers, and those generally interested in teaching and learning, to ponder on - including a recent post on the "perils of modern technology". He also has an excellent discussion piece on homework.

So please pop on over to 'A Stoverview' and see what's happening. Alternatively, why not follow Jeremy on Twitter!

University Plans to Down-Grade the Post-Graduate Diploma in Education

Below is a short post from a student teacher, who wished to remain anonymous, on a decision made by our country's universities to down-grade the Post Graduation Diploma in Education (PGDE) from a National Framework of Qualifications (NFQ) Level 9 qualification to a Level 8 (at the same level as a Higher Degree) - without any consultation with the students who have registered and paid for their course. The course is also being renamed a Professional Diploma in Education. This is the final year that the "H-Dip" will be a one year course, being replaced by a two year long course from 2012. It is unclear if the new course will be a NFQ Level 8 or 9.

There has no coverage of this story by any newspaper or online news site, principally because only one university has informed the students on the changes. The student teacher, who has a legal background, outlines the many problems associated with the changes - which appear to me to constitute a breach of contract in the very least with everyone having registered and paid for the course advertised as a NFQ Level 9 qualification. The changes - which have been implemented and not merely suggested - seem outrageous to me, especially considering media outcry on the use of under-qualified individuals in teaching positions. Interestingly, when contacted, the ASTI and the Teaching Council were unaware of the changes and were unable to provide any advice to the student teacher. Anyway, this is what our student teacher has to say, describing the situation as "a real case of more stress and officially less success".

As I sat in my PGDE lecture the other day I was treated at the start to the usual drudgery of announcements, one flippant remark was made as the announcer was about to exit the theatre. It was something along these lines:

Just to let you all know the course has been renamed the Professional Diploma in Education, it has also been downgraded to level 8 from level 9 on the NFQ framework. 

Interesting, I thought, we were told if we had any questions please send an email. Out the announcer waltzed and the lecture started! 

So what does this mean for this year’s PGDE / (PDE!!) students? Well, there are some serious questions which need answering!

1. Is the qualification still internationally recognised? 
2. Are we going to be the only level 8 year? If the course becomes 2 years will the new course be level 8 or 9? 
3. When we are qualified will we be on the same pay scale as teachers with the level 9 qualification? 
4. Has the cost of the course been reduced in line with its downgrade? Will we be getting a refund? 
5. Will students be able to get a grant for the course considering they already have a level 8 qualifications to get on the course? 
6. Will this year’s students be disadvantaged when interviewing for a position against a candidate with a level 9 qualification? 

As it can be seen this change has brought up numerous issues which affect all of this year’s PGDE students, all of whom applied, were accepted, registered and paid for the PGDE not the PDE. On a very simple level this looks to be a cheap shot, a badly disguised austerity measure. What is more frustrating is there has been no communication on the issue, nobody in the School of Education can answer any of these questions as they plainly don’t seem to know. The Teaching Council also didn’t know of this change when contacted. 

Please leave your comments below as I feel this issue of a grave importance. We already have a situation where new entrants into the teaching profession will be paid 10% less than their colleagues, and on a lower pay scale. Another blow such as this is going to detract talented young minds from the teaching profession, causing further problems down the road. Please, pass on this post also.

New Year, Same Argument: Standards in Maths & Science

Last year I wrote a piece on this blog arguing the case for the supposedly poor standards in maths and science in this country and specifically in the leaving certificate. I feel it important to reiterate some of the points made in that post (and some new ones) as the issues seems to reoccur every year and I feel it is unfairly represented in the media - especially in print. 

The Leaving Certificate is a deliberately broad curriculum requiring candidates to study at least six subjects over a two year period. Most study seven while some study eight. This broad curriculum does not suit most individuals and is the exception rather than rule when compared to most other European countries - who generally adopt a more focused curriculum in the senior cycle - for example UK students study a minimum of three subjects at A Levels. This all means that the average leaving cert pupil will spend approximately 45 minutes with each subject per day - five or six lesson periods per week per subject including subjects like maths, physics or chemistry. This simply isn't enough time to reach the standards that we set for ourselves. We need to allocate more class contact time with pupils for all subjects if we are to meet our own high expectations. To do this we need to either increase the school day (Ireland already has one of the longest schools days in Europe) or reduce the number of subjects required at leaving certificate. For me, the latter is the most obvious for a number of reasons. At the moment leaving cert students are seen to make their subject choices based on which subjects are easiest to obtain good grades in - besides aptitude and interest. Reducing the number of subject taught at leaving cert would mean a more focused approach could be taken in the subjects, more class contact time given to each subject, more time for exploring the practical applications of subjects like maths and science in these classes and less pupils picking subjects that they neither have an aptitude for or an interest in. This would also allow the students with a strong aptitude in science and maths to focus on these subjects without having to study subjects that they have no interest or aptitude in.

In Ireland, mathematics is a compulsory subject at leaving certificate. To compare the performance of every Irish student in mathematics to students in other European countries is simply unfair. In the UK, only 30% of A Level students study mathematics this year. While on paper the standards they achieve is very high (around 44% achieve A*'s or A's annually) the A Level system has been undergoing dramatic grade inflation over the past decade. They also have more class contact time due to their more focused curriculum. It must also be remembered that an A grade in Ireland is awarded for scores over 85% while in the UK it's 70%. Granted, there is a high failure rate in maths in Ireland but if the subject was optional these students would choose subjects more suited to their aptitudes.

In Ireland, over 50% of leaving cert students choose a science in their senior cycle. When compared to the UK the figure is around 17%). This figure is mainly down to the numbers of students studying biology while the percentage of students studying chemistry and physics in Ireland is slightly lower than our nearest neighbours. This all comes down to the so called "points race". Students choose seven or eight subjects which they feel will allow them get the most points. Chemistry and physics are known as more difficult subjects so less students choose to study them. The high numbers in biology are down to students requiring at least six subjects and to "keeping their options open" in terms of university choice (it is also perceived as an easy option). Neither outcome is favourable. We have students capable (and possibly interested) in studying physics and chemistry but choosing not to because of the points system. We have students choosing biology who have neither the interest nor aptitude. We need radical reform of the points system to remove these negative outcomes and encourage more students to study the sciences for the right reasons. 

We also need to remove the leaving cert's dependence on the terminal exam. These exams are good are assessing rote learning or the ability to learn off definitions and formulas. They are limited at determining the candidates ability to problem solve or adopt scientific knowledge to practical problems. This is what science is about - it's a process not a collection of facts and figures. At the moments we are in a system which rewards rote learning and memorising facts. We want to teach students to ask questions not answer them. This will mean a change in how we assess our students and will require some form of continuous assessment. The ASTI don't like that word but teachers and their unions need to take as much responsibility for educational reform as politicians should. No longer can we see ourselves as pawns in the process - we are part of the system and the ones best positioned to offer advice and suggestions for our system's urgent reform.

Finally, I can plead to the Irish media adopt just one stance on this issue. Either complain about grade inflation in the leaving cert or poor standards. You can't have it both ways. To say in one article that the number of pupils achieving A's is rising and this needs to be addressed and in another criticise teachers and the DES for poor standards simply won't cut it. Make up your mind on what you want to report on.

So, to conclude, we need to:

• Remove the points system as it currently stands and radically reform how students are chosen for university entry.
• Reduce the number of subjects studied for the leaving certificate to four.
• Make maths optional allowing the syllabus to expand.
• Make our assessment procedures less exam focused.
• Teachers need to take responsibility for educational reform too and become more proactive in this regard.

NCCA Reveals New Biology, Chemistry & Physics Syllabi

The National Council for Curriculum and Assessment have revealed their new syllabi for senior biology, physics and chemistry. The concurrent release of the syllabi is no coincidence and marks a new direction for senior cycle science in Ireland, or so they promise. The NCCA have also formally opened a consultation process on the new syllabi, asking teachers, parents, students and members of the science community to comment on the content and approach outlined in their documents.

There has obviously been changes to the content of each of the syllabi but the biggest change in approach to senior cycle science is the introduction of a practical component in the assessment procedures for each of the subjects. Twenty percent of a pupils total mark in each of the subjects will be awarded based on the completion of mandatory practicals throughout the two years of study (5%) and a 90 minute practical test (15%) where pupils will be asked complete a series of three or four short set tasks, assessing their practical skills and ability to analyse data and draw conclusions. Some of the material within this practical assessment will be beyond the scope of the syllabus.

A brief look at the syllabi reveals plenty use of "copy and paste" between them (the most obvious of this is in the assessment procedures of each syllabus, which are so alike they all are entitled "ASSESSMENT IN LEAVING CERTIFICATE BIOLOGY"). The key skills targeted in each syllabus are appropriate and laudable (the key skills are identified as information processing, being personally effective, communicating, critical and creative thinking and working with others). I applaud the use of terms like "design", "apply knowledge", "interpret", "discuss" and "analyse" in the learning outcomes of each syllabus but I am concerned that the syllabi is still very teacher driven and exam orientated.

Habitat for Humanity - Miskolc 2011

I wrote recently about building social awareness in schools, specifically through the organisation Habitat for Humanity (HFH). I have been involved with HFH since 2007 and have been lucky enough to lead two Global Village (GV) teams to Hungary, most recently to Miskolc in early April. Once again I was able to see the pupils who accompanied us blossom and grow during their short stay and work so hard to achieve the goals of HFH and the GV programme. For the pupils and staff of St. Columba's College, these trips foster a deep sense of fondness for our European friends and we hope to return to Hungary again in the coming years. I have put together a montage of photos from the trip for the pupils and teachers to enjoy - I hope you enjoy it too. To find out more about our adventures in Miskolc (and the other trips to Hungary) visit the SCC Habitat Blog or follow SCC Habitat on Twitter.

Consultation to Begin Shortly on New Biology, Physics & Chemistry Syllabi

I have just received an email from Yvonne Higgins, Chairperson of the Irish Science Teachers Association, indicating that the new syllabi in Biology, Chemistry and Physics are being sent out to teachers for consultation. The email reads:

"At the NCCA Board of Studies meeting on 16 February it was agreed that the draft syllabi for all three subjects should be sent out for consultation. I have been in touch with the NCCA and have been informed that these syllabi will be available in April. The ISTA will be organising branch meeting to discuss the syllabi. Comments will have to be returned to the NCCA by October 2011 and the ISTA will be making formal responses to each syllabus by this time."

The consultation process will provide teachers with the opportunity to comment on the content of the new syllabi while I also hope that we will be given the chance to comment on the assessment procedures. As mentioned in my recent post on More Stress Less Success I made the point that our current syllabi are far too descriptive and lack wonder, while the assessment procedures promote regurgitation and not thinking. The consultation process will end on October and the syllabus will likely to be introduced for September 2012 or 2013. I still feel that the process is too slow and I hope the new syllabi account for the every changing nature of science and include some "non examined" material. Time will tell but at least the process has began. Well done to all teachers involved in the process in the creation of these syllabi and I look forward to seeing the fruits of your hard work. For more information on the work of the Irish Science Teachers' Association or to find out about membership click here.