[Full] 교육대기획 대한민국, 교육이 희망이다 - 교육의 미래를 말하다 - 기초학력과 인성, 두 마리 토끼를 잡은 영국 공교육 비결

00:45:39
https://www.youtube.com/watch?v=huzI4TVmVwA

概要

TLDR이 비디오는 음악 교육이 학교에서 어떻게 중요한 역할을 하는지를 보여줍니다. 다양한 문화적 배경을 가진 학생들이 음악을 통해 학습하고, 학교의 교육 방식이 어떻게 변화했는지를 설명합니다. 음악 교육이 학생들의 학업 성취도에 긍정적인 영향을 미친 사례를 소개하며, 예술 교육이 학업 성공의 기초가 된다는 철학을 강조합니다.

収穫

  • 🎶 음악 교육은 학생들의 언어 능력을 향상시킵니다.
  • 📚 예술 교육이 학업 성적 향상에 기여합니다.
  • 🌍 다양한 문화적 배경을 가진 학생들이 함께 학습합니다.
  • 🎤 학생들은 음악을 통해 즐겁게 배우고 참여합니다.
  • 📈 학교의 교육 방식이 변화하여 성적이 향상되었습니다.
  • 🤝 음악 교육이 사회적 상호작용을 개선합니다.
  • 🎉 학생들이 음악을 통해 창의성을 발휘합니다.
  • 🏆 이 학교는 영국에서 상위 1%의 성적을 기록하고 있습니다.
  • 👩‍🏫 학교 리더십이 교육의 질을 높이는 데 중요합니다.
  • 💡 학생들이 즐겁게 배우는 환경을 조성합니다.

タイムライン

  • 00:00:00 - 00:05:00

    영어 교육은 지난 30~40년 동안 매우 깊은 변화를 겪었습니다. 커리큘럼, 평가, 책임 체계, 자금 체계 등 모든 것이 변화했습니다.

  • 00:05:00 - 00:10:00

    학교는 93%가 파키스탄 및 방글라데시 무슬림 학생으로 구성되어 있으며, 다양한 문화가 공존하는 곳입니다. 학생들은 다양한 문화의 언어를 배우는 것을 즐기며, 음악 수업을 통해 함께 노래하는 것을 좋아합니다.

  • 00:10:00 - 00:15:00

    학교의 초기 교육 과정에서는 아이들이 자유롭게 놀고 탐험할 수 있는 환경을 제공하며, 노래를 통해 대륙을 배우는 등 즐거운 학습 경험을 제공합니다.

  • 00:15:00 - 00:20:00

    학교는 20년 동안 실패한 학교로 분류되었으나, 음악 교육을 도입한 후 성과가 급격히 향상되었습니다. 예전에는 수학과 영어 수업이 많았으나, 예술 교육을 강화한 결과 학업 성적이 크게 향상되었습니다.

  • 00:20:00 - 00:25:00

    학교의 철학은 예술이 학업 성공의 기초라는 것입니다. 강력한 예술 프로그램이 있으면 학업 성적도 좋아진다고 믿고 있습니다.

  • 00:25:00 - 00:30:00

    음악 수업에서는 아이들이 음악 기호를 배우기 위해 게임을 활용하며, 리듬과 움직임을 통해 음악을 이해하도록 돕습니다. 이는 아이들이 음악을 읽고 이해하는 데 중요한 역할을 합니다.

  • 00:30:00 - 00:35:00

    음악은 언어 학습에 매우 효과적입니다. 영어가 모국어가 아닌 학생들에게는 노래를 통해 발음과 언어의 리듬을 이해하는 데 도움이 됩니다.

  • 00:35:00 - 00:40:00

    학교의 음악 교육 접근 방식은 학생들의 행동 문제를 줄이고, 학업 성적을 높이는 데 기여했습니다. 학생들은 학습에 참여하고, 교사들은 가르치는 것을 즐깁니다.

  • 00:40:00 - 00:45:39

    학교의 리더십은 매우 중요합니다. 강력하고 열정적인 리더가 있는 학교는 학생들의 필요를 충족시키기 위해 교육의 질을 개선할 수 있습니다.

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ビデオQ&A

  • 이 학교의 학생들은 어떤 배경을 가지고 있나요?

    학생들은 주로 파키스탄, 방글라데시, 무슬림 배경을 가지고 있으며, 일부는 동유럽 출신입니다.

  • 음악 교육이 학생들에게 어떤 영향을 미치나요?

    음악 교육은 학생들이 언어를 배우고, 사회적 상호작용을 개선하며, 학업 성취도를 높이는 데 도움을 줍니다.

  • 학교의 교육 방식은 어떻게 변화했나요?

    과거에는 수학과 영어 수업이 많았으나, 현재는 예술과 음악 교육을 강화하여 학업 성적이 향상되었습니다.

  • 음악 교육의 중요성은 무엇인가요?

    음악 교육은 학생들이 즐겁게 배우고, 창의성을 발휘하며, 학업 성취도를 높이는 데 기여합니다.

  • 이 학교의 학업 성적은 어떤가요?

    이 학교는 영국에서 상위 1%의 성적을 기록하고 있습니다.

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    for
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    well English education has seen very
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    profound changes over the last actually
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    30 or 40 years I would say we've changed
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    many many things we've changed the
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    curriculum the assessment the
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    accountability framework the funding
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    spee
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    for
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    we are about
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    93% Pakistani Bangladeshi Muslim um and
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    then the other 2% are Eastern European
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    children very Multicultural place but um
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    I love that I I
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    love
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    about
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    sorry
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    Alisa yeah
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    cing I like learning like new languages
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    from different cultures so fun I think
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    they really enjoy it especially like on
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    Fridays we have Assembly Music assembly
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    like you saw and they're really engaged
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    they love standing up singing together
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    in their classrooms they like singing as
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    well since I've been here I've seen
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    dramatic changes already in those three
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    years hello Le hello Jimmy nice to meet
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    you welcome to Fe thank you so much you
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    inv J how are you great thank you thank
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    you so you going to show us around I
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    want to show you around
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    yes this is one of my favorite places in
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    the school so this is the early years of
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    Nursery kindergarten so 2y olds up to
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    four year olds your favorite my favorite
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    yeah
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    please and thank you please and thank
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    you
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    we uh it's one my favorite placees in
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    school cuz children can freely play and
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    explore so um they can play with hammers
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    and hammering Nails in they can do the
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    cooking they can uh go and play in the S
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    pits they can go and play with the
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    numbers um and it's it's just really
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    nice
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    um let's practice our Continent
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    song
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    we
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    as
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    Africa North and South
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    America
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    finally
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    Australia
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    [Music]
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    asral I feel that when you teach
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    children to learn through song it really
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    helps them to remember it and if I asked
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    them what's the seven continents they
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    would probably sing them back to me
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    rather than say them but they really um
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    get a sense of enjoyment as well through
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    music I think I set you off too slowly
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    we're going to do it slightly
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    faster Asia Africa
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    nor who can't
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    wait fantastic because it's cuz it's fun
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    to sing and it's nice and enjoying to
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    sing a lot if this school didn't do
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    music I would go to another school
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    that does do
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    music doesn't affect it so feam for 20
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    years was in a category it was a school
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    that was failing for 20 years so we
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    started gradually uh where we introduced
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    first of all we didn't have Music
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    Experience in school so I employed a
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    secondary teacher who with music
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    background uh Mr Ram Jimmy and he slowly
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    came in and he started doing a little
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    bit of work for his one day a week let's
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    allow him a bit more opportunity in the
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    curriculum and support him to deliver a
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    bit more so then we gradually increased
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    Jimmy's days so then you went to two
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    days 3 days four days a week uh and
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    through that we developed a curriculum
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    that supported music uh uh um for
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    children and at the same time we
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    connected with the community what we
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    changed uh 10 years ago the previous
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    head teacher would have more maths
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    lessons more English lessons so at
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    lunchtime the children did more maths
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    they did more English then after school
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    they would do more maths and more
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    English didn't do any Arts at all
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    nothing um and the results got worse and
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    worse and worse uh so we said let's do
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    lots of Arts instead we did and then our
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    results for English and mats rocketed
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    and went from being some of the worst in
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    the country to the top 1% in the country
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    we get better results than private
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    schools around
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    us
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    oh 100% yeah that's our philosophy uh in
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    the school we think that the Arts are
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    the Bedrock of academic success so if
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    you have a strong arts program you'll
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    have academic result good academic
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    [Music]
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    results
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    [Laughter]
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    off
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    inspection
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    outstanding good requires Improvement
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    and
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    inadequate
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    out
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    leadership
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    for
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    n National curriculum
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    test
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    g
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    for
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    [Music]
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    so um uh this is going to be a floor
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    Stave so if you imagine you've got your
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    five lines of music notation so we're
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    going to put some lines on the floor and
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    then the children will jump where the
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    notes are let's go our voices warmed up
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    a bit can you get me
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    ha off we go Jack in the Box Jack in the
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    Box Cur down
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    small Jack in the Box Jack in the Box
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    stand
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    upall down
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    small Jack in the Box double double
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    this double double
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    that double double this this double
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    double that the other purpose of the
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    games is that they will uh sometimes
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    have knowledge embedded within them so
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    when we play double double we have the
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    double double this this double double
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    that that so you've got the rhythmic
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    information in the movement so you got
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    TT
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    plus you've got the three notes
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    so so you've got all the information
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    that they need to be able to read the
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    music embedded within the games and
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    within the movement so that's another
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    really important part of them
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    and really really good well done guys
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    really really good what's that
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    so thank you we're get working up now
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    what's that one good what's that one
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    there are
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    three me me well done SAR that's
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    fantastic
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    so good D yeah yeah yeah off you
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    guys
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    what comes after that the games have all
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    the information that children need to be
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    able to read the music afterwards so the
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    way I do it they have the sound first
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    and the sound is really um fixed in the
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    head so that when they see the notation
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    it makes
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    sense t
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    [Music]
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    t
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    t
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    music is very mathematical uh we're
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    thinking in fours we're thinking in
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    threes we're thinking in you know eight
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    bars of three beats and eight bars of
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    four beats so we're doing lots of
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    multiplication division fairly naturally
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    as neonic deade lots of people will
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    learn the time tables in quite a
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    rhythmic way so I think there's there's
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    definite applications for teaching
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    matths but for teaching any subject
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    really
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    brilliant so the children just see it as
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    play um but my my purpose is are very
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    different so
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    uh my purpose will be um are they able
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    to sing the three pictures clearly are
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    they able to sing them in a cannon are
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    they able to write them and read them
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    that's the sort of things I'll be
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    looking for but and it should never be a
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    torture education should never be a
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    torture for children it should never be
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    a big grind for them it should be the
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    the best days of of their lives you know
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    so we tried to make it like that for
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    them big hand Grand
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    big
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    everybody over to the
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    [Music]
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    sink and
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    stop they brushed their top
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    teeth they come the
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    [Music]
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    ha do your zip up yeah do you get your
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    zip Z got up
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    lovely oh we need sun cream yeah what
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    sounds like when we put skun
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    [Music]
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    cream and now rub it on your
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    face music's very very powerful for
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    language we have a lot of children in
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    this school who don't speak English as a
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    first language they speak other
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    languages at home so it's very ult for
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    them when they come to school so singing
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    slows down the speech and helps them to
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    really understand the syllables and the
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    phones and and the Lang and the the
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    rhythm of the language uh so it's very
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    helpful for them as well yeah the
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    bunnies were really
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    [Music]
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    [Applause]
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    [Music]
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    tired
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    you were screaming they were
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    [Music]
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    screaming in a casual way like a lot of
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    schools do you know we've got music
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    let's just sing a song and that's all
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    all they're really thinking about so to
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    to think about you know what how we can
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    develop musical skills from the age of
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    three to the age of 11 and it's such a
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    long time you can achieve so much in
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    that time um so we were confident that
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    it would have a really positive impact
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    in the school and we we were it was
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    really nice when we started to see the
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    [Music]
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    results Happ
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    be off we go yeah
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    be
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    [Music]
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    [Applause]
  • 00:22:37
    be
  • 00:22:39
    I
  • 00:22:41
    I all going to
  • 00:22:45
    the lovely when I started at the school
  • 00:22:48
    the um the level of musicianship was
  • 00:22:51
    very low the um children couldn't sing
  • 00:22:53
    in tune the stuff couldn't sing in tune
  • 00:22:56
    um a lot of shouting you know parents
  • 00:22:58
    weren't allowing it for various reasons
  • 00:23:01
    sometimes it was religious objections
  • 00:23:03
    sometimes it was just practical because
  • 00:23:06
    it's quite a poor area so it's very
  • 00:23:08
    difficult to take an instrument home
  • 00:23:10
    because you don't have the space to
  • 00:23:11
    practice in and the little baby brothers
  • 00:23:13
    will break the instruments and all that
  • 00:23:15
    kind of things so once we when we
  • 00:23:18
    started on this approach uh we did face
  • 00:23:20
    some challenges and the first challenge
  • 00:23:23
    was to get the school governing board to
  • 00:23:26
    support the Arts based approach uh and
  • 00:23:29
    and the way we did that was to look at
  • 00:23:33
    the data look at the research which
  • 00:23:35
    shows uh that children have to be fully
  • 00:23:38
    connected with themselves before they
  • 00:23:40
    can uh
  • 00:23:44
    [Music]
  • 00:23:56
    improve
  • 00:23:59
    [Applause]
  • 00:24:01
    [Music]
  • 00:24:07
    we had one very conservative family who
  • 00:24:10
    um were initially wary of us doing music
  • 00:24:13
    with their child and then after a few
  • 00:24:15
    years their child had a drum kit in the
  • 00:24:18
    cellar that they' bought for the child
  • 00:24:20
    and they were putting in the air plugs
  • 00:24:22
    when they were upstairs so they could
  • 00:24:24
    tolerate the the child practicing all
  • 00:24:26
    the time and they were so supportive and
  • 00:24:28
    it was it was
  • 00:24:35
    wonderful to
  • 00:24:36
    [Music]
  • 00:24:41
    beach where going to the beach
  • 00:24:46
    today behavior issues have disappeared
  • 00:24:48
    we don't have any behavior issues at
  • 00:24:50
    school children have fulfilled and
  • 00:24:51
    engage with learning teachers enjoy
  • 00:24:54
    learning because they enjoy teaching
  • 00:24:56
    subjects and they are ful fi as well
  • 00:24:59
    thirdly academic results have gone up so
  • 00:25:01
    our results uh in in the SATs have gone
  • 00:25:05
    up uh from where we were and prior to
  • 00:25:09
    covid we were in the top 2% of the
  • 00:25:11
    [Music]
  • 00:25:26
    country
  • 00:25:30
    so a school like faam will have Pro I'm
  • 00:25:32
    guessing you know a large amount of
  • 00:25:34
    extra money compared to a school in a
  • 00:25:37
    more advantaged area to support those
  • 00:25:39
    children's learning and that's important
  • 00:25:42
    but then we need school leaders School
  • 00:25:44
    teachers who absolutely want to work in
  • 00:25:48
    those very difficult challenging schools
  • 00:25:50
    the capacity of a team it's not just
  • 00:25:52
    about one individual hero head teacher
  • 00:25:54
    they build a team they're able to
  • 00:25:56
    recruit good people they're able to you
  • 00:25:58
    you know encourage all those people to
  • 00:26:00
    work together to improve the quality of
  • 00:26:03
    education for all those
  • 00:26:04
    [Music]
  • 00:26:26
    children a
  • 00:26:56
    oh
  • 00:27:26
    oh
  • 00:27:56
    for
  • 00:28:15
    [Music]
  • 00:28:26
    govern
  • 00:28:56
    PR
  • 00:29:26
    a
  • 00:29:32
    [Music]
  • 00:29:51
    like
  • 00:29:56
    a
  • 00:30:03
    imagine you've got an imaginary stick
  • 00:30:06
    upor okay put in front of
  • 00:30:09
    you that's a real stick that's fine so
  • 00:30:11
    put the stick to the
  • 00:30:13
    side break the stick with your hip then
  • 00:30:16
    put the stick back pull the stick to the
  • 00:30:18
    other side so the reason why I did that
  • 00:30:22
    was because at the time a lot of
  • 00:30:24
    children were doing the floss dance it
  • 00:30:26
    was because of the k Perry song not
  • 00:30:28
    because of the fortnite game so all my
  • 00:30:30
    kids were doing this dance and I said
  • 00:30:31
    how why are you doing like what's this
  • 00:30:33
    you're doing and oh Mr it's a dance
  • 00:30:35
    shall we show you teach me how to do it
  • 00:30:38
    and then we did the pretend you've got a
  • 00:30:39
    stick they show that's how they show me
  • 00:30:41
    how to do this dance and I thought well
  • 00:30:42
    I said so first this word algorithm
  • 00:30:46
    right big word agreed
  • 00:30:49
    yeah and that's
  • 00:30:51
    [Music]
  • 00:30:53
    confusing I'll tell you so yeah so you
  • 00:30:57
    put toothpaste and nothing start finger
  • 00:30:59
    or have you put the brush in and then
  • 00:31:00
    put the toothpaste on afterwards would
  • 00:31:01
    that be useful no so you've got to do it
  • 00:31:04
    in particular order otherwise there's a
  • 00:31:06
    problem now in Computing we call this a
  • 00:31:10
    bug what they
  • 00:31:12
    [Music]
  • 00:31:16
    doing instruction they have got
  • 00:31:20
    it
  • 00:31:21
    [Music]
  • 00:31:26
    again technology that we use in class
  • 00:31:29
    it's all has a purpose if it doesn't
  • 00:31:31
    have a purpose we don't use it it's not
  • 00:31:33
    useful for example if you have a pencil
  • 00:31:35
    and use it to scratch your head you know
  • 00:31:37
    it's not very useful but if you use it
  • 00:31:39
    to write poetry write a letter write a
  • 00:31:41
    book it's very useful it's the same with
  • 00:31:42
    technology if it's used in the right way
  • 00:31:45
    and it brings it emphasizes that
  • 00:31:46
    teaching and learning and brings
  • 00:31:47
    children along then it's useful than
  • 00:31:51
    that someone else can draw
  • 00:31:56
    the
  • 00:32:05
    got
  • 00:32:10
    [Music]
  • 00:32:18
    it dancing and just you it's a physical
  • 00:32:21
    way of of understanding what an
  • 00:32:23
    algorithm is so a set of instructions
  • 00:32:25
    and when they get up and do it because
  • 00:32:27
    we were dancing if you get the algorithm
  • 00:32:28
    wrong when you're dancing you'll bump
  • 00:32:30
    into each other you'll get a book you'll
  • 00:32:31
    get things wrong so you're physically
  • 00:32:33
    doing it so the children can see that um
  • 00:32:36
    and then they can adjust their pattern
  • 00:32:38
    that they're trying to learn they they
  • 00:32:40
    smile they're happy they have fun and
  • 00:32:42
    they'll go home and they'll say we did
  • 00:32:43
    Dancing today but really what they did
  • 00:32:45
    with a Computing lesson around
  • 00:32:47
    algorithms and bugs and learn the the
  • 00:32:49
    main Concepts in Computing to the
  • 00:32:51
    children they've gone home and they
  • 00:32:52
    think they've been dancing just kind of
  • 00:32:53
    like something I call camouflage
  • 00:32:54
    learning where children don't realize
  • 00:32:56
    that they're learning they're learning
  • 00:32:58
    by accident don't realize it's
  • 00:33:00
    [Music]
  • 00:33:07
    happening uh we sometimes like try and
  • 00:33:10
    figure out what's happening and then we
  • 00:33:11
    try and fix it well when we try to
  • 00:33:14
    figure out what's happened what's wrong
  • 00:33:17
    yeah I like the kahoo because you get to
  • 00:33:21
    do all that phone and do that and I like
  • 00:33:24
    the Computing because you go outside and
  • 00:33:26
    then started
  • 00:33:28
    to dance and move on while whilst
  • 00:33:31
    learning so that I guess that's the main
  • 00:33:34
    topic just learning but um but doing
  • 00:33:38
    things that are fun at the same time 24
  • 00:33:42
    28 32
  • 00:33:46
    [Music]
  • 00:33:49
    36 I'm going to send you to cahoot we're
  • 00:33:53
    going to practice and embed those time
  • 00:33:55
    tables and in three teams going to have
  • 00:33:58
    going to have a challenge
  • 00:34:13
    [Music]
  • 00:34:21
    okay OB someone's get col yes I give
  • 00:34:29
    so by the end of year four so that's
  • 00:34:30
    children are eight and N9 years old they
  • 00:34:32
    have to set a standardized National test
  • 00:34:35
    called the multiplication test Checker
  • 00:34:37
    so each child has to set a test on an
  • 00:34:39
    iPad or a device for 25 questions they
  • 00:34:42
    get six seconds to answer a
  • 00:34:44
    multiplication question and at the end
  • 00:34:46
    of it they get a score and then when it
  • 00:34:48
    comes in a few months time they've
  • 00:34:50
    practice time tables over and
  • 00:34:52
    multiplication over and over again with
  • 00:34:54
    that time frame and then we'll look um
  • 00:34:57
    the actual test that they do and do
  • 00:34:59
    something very similar to that so
  • 00:35:00
    they've still had the knowledge they
  • 00:35:02
    still had the practice um but they can
  • 00:35:04
    apply it
  • 00:35:05
    here4 take away four 20 in okay V
  • 00:35:10
    there's none left so I'm three
  • 00:35:13
    6223 let me add two
  • 00:35:16
    more
  • 00:35:21
    I'm some children learn by getting up
  • 00:35:23
    and being active some children learn
  • 00:35:26
    there's no two fing the same and for
  • 00:35:28
    that reason is why you need to make sure
  • 00:35:29
    you sort of differentiate and um adapt
  • 00:35:33
    your learning teaching styles for the
  • 00:35:35
    children you have so the way I teach now
  • 00:35:38
    wouldn't I wouldn't have done the exact
  • 00:35:39
    same thing last year because I've got
  • 00:35:40
    different children different Dynamics so
  • 00:35:42
    you get to know your children and once
  • 00:35:44
    you get to know the children their
  • 00:35:45
    learning styles you can then adjust your
  • 00:35:47
    teach and and your teaching themselves
  • 00:35:49
    to fit the children it should be the
  • 00:35:50
    other way
  • 00:35:55
    around
  • 00:36:25
    yeah
  • 00:36:27
    [Music]
  • 00:36:35
    Toton primary
  • 00:36:55
    scho
  • 00:37:14
    [Music]
  • 00:37:25
    for
  • 00:37:55
    for
  • 00:38:03
    [Music]
  • 00:38:13
    for uh especially the best education uh
  • 00:38:16
    like the humanity I believe you know I
  • 00:38:20
    ask my this child what you want to
  • 00:38:23
    become a when you grow up what you want
  • 00:38:25
    to be a he said I want to be a good
  • 00:38:28
    human he don't want to be a good
  • 00:38:30
    engineer he don't want to be a good
  • 00:38:32
    anything he want to be a good human I
  • 00:38:35
    think I think the school has to um to to
  • 00:38:38
    look at itself and inspect itself really
  • 00:38:40
    I think that's the key uh to to success
  • 00:38:43
    is the school being realistic about
  • 00:38:44
    where it is and setting targets to
  • 00:38:47
    improve so that the school knows where
  • 00:38:49
    it's going so the school leaders have a
  • 00:38:51
    vision of of what they
  • 00:38:55
    want
  • 00:38:58
    [Music]
  • 00:39:09
    foree
  • 00:39:14
    [Music]
  • 00:39:25
    fore um so I'm always looking to kind of
  • 00:39:28
    learn from anybody and and and bring in
  • 00:39:31
    whatever will work for for my children
  • 00:39:34
    social media has been very good very
  • 00:39:36
    very good for that for instantly being
  • 00:39:38
    able to uh deal with some you know so if
  • 00:39:42
    I have when I was starting out I could
  • 00:39:45
    um some of the best music teachers in
  • 00:39:47
    the world and it's brilliant and we
  • 00:39:48
    learn from each other and we we argue
  • 00:39:51
    and we swap ideas and we discuss things
  • 00:39:55
    and and share things and it's it's a
  • 00:39:57
    very nice Community online I think
  • 00:39:59
    that's a wonderful thing primary school
  • 00:40:00
    is the SE cuz they're young children
  • 00:40:02
    that's when the seeds planted and you
  • 00:40:04
    need to water that seed you need to want
  • 00:40:06
    them to want to learn so and it's the
  • 00:40:10
    basis it's the foundation so from the
  • 00:40:12
    secondary school high school
  • 00:40:13
    universities the foundations and if you
  • 00:40:16
    give that children the excitement and
  • 00:40:17
    want to learn and just the passion for
  • 00:40:20
    Education early on then hopefully
  • 00:40:23
    that'll filter through
  • 00:40:25
    because
  • 00:40:28
    [Music]
  • 00:40:38
    schools that move from from struggling
  • 00:40:42
    to you know to becoming fantastic
  • 00:40:44
    schools what you always see is that they
  • 00:40:46
    have amazing leadership you know that
  • 00:40:48
    they have really strong
  • 00:40:51
    passionate uh committed School leaders
  • 00:40:54
    the head teachers here in England
  • 00:40:56
    have control of the school's budget the
  • 00:41:00
    Staffing and they can make big decisions
  • 00:41:03
    in relation to how to structure the
  • 00:41:05
    curriculum how to think about improving
  • 00:41:08
    the quality of teaching and learning so
  • 00:41:10
    they're able to lead their schools and
  • 00:41:12
    therefore to try and make sure that
  • 00:41:14
    their school is addressing the needs of
  • 00:41:16
    the children that they
  • 00:41:17
    [Music]
  • 00:41:25
    serve
  • 00:41:30
    [Music]
  • 00:41:55
    for
  • 00:42:25
    yeah
  • 00:42:55
    for
  • 00:43:25
    to
  • 00:43:55
    oh
  • 00:44:02
    [Music]
  • 00:44:18
    oh my
  • 00:44:22
    [Music]
  • 00:44:25
    God
  • 00:44:26
    [Music]
  • 00:44:31
    let off this
  • 00:44:32
    [Music]
  • 00:44:54
    year
  • 00:44:56
    [Music]
  • 00:45:08
    [Music]
  • 00:45:08
    [Laughter]
  • 00:45:10
    [Music]
  • 00:45:20
    [Music]
  • 00:45:24
    High
  • 00:45:27
    [Music]
  • 00:45:37
    VA
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