Sue Sue SwansboroughSwansborough

Building confidence and Building confidence and communication in an era communication in an era of widening participationof widening participation

Exploring the unexpected Exploring the unexpected connections between primary connections between primary and higher education and higher education

Similarities and Similarities and differencesdifferences

SimilarSimilar Pressure to engage a wide range of studentsPressure to engage a wide range of students Larger class sizes Larger class sizes Movement away from ‘chalk and talk’Movement away from ‘chalk and talk’ Need to maintain interest/motivationNeed to maintain interest/motivation

DifferentDifferent Primary teachers have more time with studentsPrimary teachers have more time with students Primary classes stay together most of the timePrimary classes stay together most of the time Primary teachers have more time for soft skillsPrimary teachers have more time for soft skills

What’s Red Nose Day in a What’s Red Nose Day in a primary school got to do primary school got to do

with it?with it?

Building Learning PowerBuilding Learning Power (Claxton, 2002) – (Claxton, 2002) – the 4 Rsthe 4 Rs

ResilienceAbsorption

Managing distractions

Noticing

Perseverance

ResourcefulnessQuestioning Capitalising

Making links

Imagining

ReasoningReflectiveness

Planning

Revising

Distilling

Meta-learning

ReciprocityInterdependence

Collaboration

Empathy and listening

Imitation

Process to primary Process to primary productproduct Building confidenceBuilding confidence

Building a learning Building a learning communitycommunity

Respecting individual Respecting individual differencesdifferences

Setting the ‘big picture’Setting the ‘big picture’

Defining a clear pathwayDefining a clear pathway toto successsuccess

Primary productPrimary product

Team playersTeam players

Independent Independent learnerslearners

Active learnersActive learners

Confident individualsConfident individuals

Creative individualsCreative individuals

What is active learning?What is active learning?

Engaging students in their learningEngaging students in their learning

Enabling students to take Enabling students to take responsibility for their own learningresponsibility for their own learning

Learning through ‘doing’ and reflecting Learning through ‘doing’ and reflecting on the process to promote deeper on the process to promote deeper understandingunderstanding

Secondary hiatus?Secondary hiatus?

Largely driven by exam success:Largely driven by exam success:

Spoon feeding and regurgitationSpoon feeding and regurgitation Less creativity Less creativity Less independenceLess independence Less activeLess active

Minding the gap – University Minding the gap – University of Gloucestershire induction of Gloucestershire induction modelmodel

Variety is the spice of lifeVariety is the spice of life

Whatever floats your Whatever floats your boat!boat!

Getting to grips with Getting to grips with technologytechnology

Following throughFollowing through

PDP and Skills module PDP and Skills module (Swansborough, Turner and Lynch 2007)(Swansborough, Turner and Lynch 2007)

Begins during induction Begins during induction Continues for first semesterContinues for first semester Enquiry-based learning approachEnquiry-based learning approach Reflective E-portfolio - PebblePad Reflective E-portfolio - PebblePad

www.pebblelearning.co.ukwww.pebblelearning.co.uk

ReferencesReferences

Claxton, G. (2002). Claxton, G. (2002). Building Learning Power: helping young people Building Learning Power: helping young people become better learners.become better learners. TLO Limited, Bristol. TLO Limited, Bristol.

D’Andrea, V. and Gosling, D. (2005). D’Andrea, V. and Gosling, D. (2005). Improving Teaching and Learning: Improving Teaching and Learning: a whole institution approacha whole institution approach. Society for Research into Higher . Society for Research into Higher Education and Open University Press, Maidenhead.Education and Open University Press, Maidenhead.

Lynch, K., Frame, P., Harwood, T., Hoult, L., Jenkins, M. and Volpe, G. Lynch, K., Frame, P., Harwood, T., Hoult, L., Jenkins, M. and Volpe, G. (2006). Transitions into Higher Education: processes, outcomes and (2006). Transitions into Higher Education: processes, outcomes and collaborations. In Grigg, G. & Bond, C. (Eds), collaborations. In Grigg, G. & Bond, C. (Eds), Proceedings of the Proceedings of the Association of Tertiary Learning Advisors Aotearoa/ New Zealand Association of Tertiary Learning Advisors Aotearoa/ New Zealand (ATLAANZ)(ATLAANZ), , Supporting Learning in the 21st Century. Supporting Learning in the 21st Century. Dunedin, NZ: Dunedin, NZ: Higher Education Development Centre (HEDC), University of Otago/ Higher Education Development Centre (HEDC), University of Otago/ ATLAANZ. Pp 32-46.ATLAANZ. Pp 32-46.

Swansborough, S., Turner, D. and Lynch, K. (2007). Active learning Swansborough, S., Turner, D. and Lynch, K. (2007). Active learning approaches to develop skills for sustainability. In Roberts, C. and approaches to develop skills for sustainability. In Roberts, C. and Roberts, J. (Eds), Roberts, J. (Eds), Greener by Degrees: exploring sustainability Greener by Degrees: exploring sustainability through higher education curriculathrough higher education curricula. Geography Discipline Network, . Geography Discipline Network, University of Gloucestershire, Cheltenham.University of Gloucestershire, Cheltenham.

Yorke, M. and Longden, B. (Eds) (2004). Yorke, M. and Longden, B. (Eds) (2004). Retention and Student Success Retention and Student Success in Higher Education.in Higher Education. Society for Research into Higher Education and Society for Research into Higher Education and Open University Press, Maidenhead.Open University Press, Maidenhead.