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If the average adult sat down to work out how to teach basic coding, they probably wouldn’t naturally think of a jam sandwich.
But that’s exactly what this SOLE group of home schoolers did with their presentation to computer science teachers.
Anna the (real life) robot was given a set of instructions to follow to make the sandwich, which may have resulted in a lot of mess, but certainly got the message across about how to teach the subject far more effectively than a textbook.
Jacqueline Emkes, an e-Learning consultant and part-time maths teacher, runs SOLEs for home educated children at Biddenham International School and Sports College in Bedfordshire, UK.
They have been running since 2013, supported by the college and the local authority’s PLACE programme for children who are not in school but on the Elective Home Education (EHE) Register.
One of the biggest challenges Jacq faces is the diverse age range of her group – from eight to 12-years-old – which means she is often diverted from her original lesson plan. There are usually around 15-20 children, but the numbers fluctuate as families come and go.
“Inevitably ‘normal’ behaviour rules go out the window,” says Jacq. “Children are soon found scrolling the internet lying on the floor, under a desk, on top of a desk, perched on a table. Anything goes – it’s all learning! The children can move around freely, help other groups and indeed swap groups.”
Jacq’s SOLE makes good use of the safe social learning platform Makewaves where they can upload their work to create movies, pictures and stories to share with the group.
They are also encouraged to critique each other’s work (in a positive and helpful way, naturally!) and even family members and the college’s principal have been adding their own comments to help improve student’s work.
Highlighting just how spontaneous learning in a SOLE can be, one of their research topics which began with Roman toilets ended in a village in the Philippines. It led to the group finding out about Toilet Twinning, which helps to bring clean water and safe sanitation to the world’s poorest people by linking your toilet with one in Africa or Asia. They went on to hold a fundraising event for the charity which the children organised themselves.
“In all the chaos and buzz of a SOLE session parents sometimes wonder what on earth the children have learnt,” says Jacq. “It’s worth explaining that it’s a whole lot more than the answers to the BIG Questions: for example, it’s about working in a multi-age, multi-skilled group; resolving heated debate; and choosing an effective presentation tool.
“Our investigations are not limited by time pressures – the children can work it out until they are satisfied they understand. The ability to set ground rules, negotiate with each other and become socially adept are valuable skills. My input is largely technical as in passwords for iPads and logins for PCs – the children run the sessions themselves.”
Jacqueline says she understands why some parents can be sceptical as SOLE is a pretty abstract concept to grasp a lot of the time. However, she shared a short story with me which she feels helps sums it up:
“I was chatting with a parent and her eight-year-old son about SOLE and all our ideas and plans,” explains Jacq. “When asked ‘what do the children actually learn?’ I looked over at the boy and asked if he could explain something he had learnt, such as what in this room is influenced by Fibonnaci?
“‘Fib who?’ said the mum (and who could blame her?) ‘Well…’ said her son, ‘you see all those art pictures on the wall of this room? Well, the artists did not understand Fibonnaci’s numbers, that it should be a 1 or 2 or 3 or 5 (and so on). Those flowers have 4 petals painted on them so they are not true life, they are not nature’s numbers. That artist did not know about the golden ratio – it’s a ‘dud’.’
“The boy then went onto explain how he would redesign the reception hall as the windows were not quite right. The walls however, were fine apparently!”
Jacq says that over the past two years she’s learnt that key to a successful SOLE is creating an environment in which it can work properly.
“This includes minimal intervention by adults, which is hard for many teachers to accept or understand,” she explains. “It is moving away from ‘teaching’ in the customary sense towards allowing groups of children to self organise, then learning emerges on its own.”
This blog was originally published on the Khud website on 6th June 2015; it is reproduced here with our thanks.
Khud is a small experiment hoping to make a big impact. Khud’s mission is to give underprivileged children in Pakistan (and maybe beyond?) a fighting chance.
The Pakistan education crisis has multiple insane dimensions. To boil it down quantitatively:
*25 million children do not go to school
*1.25 Million teachers are needed
Qualitatively the news is not good either. The children that are in school are not exactly getting a great education. The rote-learning based system does not prepare them to tackle the world in a truly productive way.
Khud is not going to reinvent the wheel. We plan to take insights from:
*Socrates and his method around letting students arrive at their own conclusions
*Maria Montessori and her approach that encouraged children to play and teach themselves
*Sugata Mitra and his approach around self organized learning
The plan is to start this experiment in a school on the outskirts of Lahore. Make mistakes, gather data, learn – be agile. Then scale.
Wish us luck. Share our story. Connect with us.
To keep up with the story, follow Khud on Twitter: @salahkhawaja