Videoconference - an environment for learning

1. Videoconference - an environment for learning Jenny Gage Motivate Project (MMP) University of Cambridge www.motivate.maths.org

2. The Motivate Project … provides videoconferences for all ages (5 – 18) on a range of topics which: • bring together schools with people who work in a mathematical and / or scientific environment • are frequently cross-curricular • use techniques and concepts learnt in the curriculum • go beyond the curriculum • are not just for the ‘gifted and talented’! www.motivate.maths.org

3. Motivate videoconferences … have various formats, but all include opportunities for students and teachers to: • find out more about the topic • carry out practical activities and investigations • tell the other participants what they have found out • hear how others tackled the problem • discuss their own work and that of others directly • receive feedback from the person leading the conference www.motivate.maths.org

4. Our conferences encourage … • celebrating students’ own work • seeing how ‘school learning’ is relevant to the wider world • development of team building strategies • collaborative working styles • active listening • discussion with others who may have understood or tackled the task differently • awareness of the world beyond the school or immediate neighbourhood www.motivate.maths.org

5. should encourage students to work together should encourage students to take responsibility for their own learning shouldn’t duplicate a ‘normal’ classroom environment shouldn’t be about the teacher taking all the decisions Learning in a VC environment … www.motivate.maths.org

6. St Mary’s RC PS, Chipping – Year 5 / 6 project • Four half hour sessions between a small group of children in a small village school and me. • Topics chosen by the children from a list provided by me. • Started with them introducing themselves and their school, and me introducing myself and my working environment. • I set activities for the children to do during the VC, and for follow-up work, adding new ideas every few days via a webpage. • They choose which to do and how to do them. • We have a forum which they can use to let me know how they are getting on, or to ask questions. www.motivate.maths.org

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9. How can VC change what happens in the classroom? • Having an outsider in the classroom changes the dynamic between teacher and class: • teacher can model learning alongside the students • while also explaining things which the students haven’t understood www.motivate.maths.org

10. How can VC change teacher professional development? ITT session between final year B Ed students, a primary school class, and me: • initial 15 mins with student teachers to introduce session • 60 mins with class, leading them in activties and discussions • 45 mins with student teachers to discuss the session www.motivate.maths.org

11. This format will: • allow student teachers to observe a different teaching style • discuss it in their own group • discuss it with the person leading, eg. • did the session meet the objectives you set? • how was it different from face-to-face teaching? • go into the school and see what the class teacher and the children thought about the session www.motivate.maths.org

12. To find out more about the Motivate Project … • go to www.motivate.maths.org • or contact Jenny Gage jag55@cam.ac.uk 01223 764278 www.motivate.maths.org