www.filmsforlearning.org We think that students know what engages - - PDF document

www.filmsforlearning.org

We think that students know what engages other students. We want students to be excited by the creativity of their learning. We want to work out what ‘student voice’ means.

• Film:

Doppler for Dummies

• Production by:

Interslice

It’s a different way for teachers and students to work together. It’s a different way for teachers and students to work together. The teacher’s role as client allows a fresh dynamic to develop The teacher’s role as client allows a fresh dynamic to develop between them and their students. between them and their students.

We are working with NESTA and ‘Toolkit' a creative consultancy.

They are helping:

• students produce films for teachers/clients
• teachers to develop a ‘model’ of collaborative

working

• develop an ‘online’ library and ‘How to Guide’
• more schools, students and teachers to create

FFL supports Learning and Teaching by:

• students learning about the subject they are

filming

• students learning to communicate through

making film

• students and teachers learning from watching

films

• engaging visual, auditory and kinaesthetic

learners

FFL supports ‘Learning Gateways’* to ‘Personalised Learning’:

• AfL,
• Learning to Learn,
• New technologies,
• Student Voice
• and the Curriculum.
• (The other four ‘Gateways’ identified are Workforce Reform,

Design and Organisation, Mentoring and Coaching and Advice and Guidance.)

*As identified by Professor David Hargreaves

• Film:

Animal Movement

• Production by:

THS and Kingston Maurwood Agricultural College

Teachers get the video resources they need, taking on the role Teachers get the video resources they need, taking on the role

• f ‘client’ to a team of student filmmakers, setting a brief to
• f ‘client’ to a team of student filmmakers, setting a brief to

develop teaching and learning aids. develop teaching and learning aids.

Currently…

FFL is working with more schools, students and teachers this summer…. Creating a ‘Networked Learning Community’

• Including local first, middle and secondary schools
• The FE and HE sector – including and Kingston Maurward

Agricultural College and Bournemouth University

• Working with Dream Ireland using stop frame animation and

Flash

• In partnership with ‘Live Education’
• Talking with QCA about undertaking pilot work
• Talking to SLC about CPD opportunities.
• Developing international links
• Continually improving the FFL web site as films are added

What could the Science Centres a museums do with FFL?

• Host FFL Activities
• Direct Schools and Students to Industry

Standard Expertise

• Set FFL Challenges/Competitions
• Be FFL ‘Clients’
• Encourage production of student produced

resources or resources with the ‘Student Voice’ Stamp of approval!

• Film:

Tropical Rainforests

• Production by:

THS Geography Dept and Eden Project

It’s an opportunity to challenge students practically. It’s an opportunity to challenge students practically. Often students have some technical know how but don’t get Often students have some technical know how but don’t get the chance to put their skills to work to a clients brief. the chance to put their skills to work to a clients brief.

"The idea of using film to help explain science and technology to young people is an excellent one. I warmly endorse the aims and

• bjectives of this admirable initiative"
• Lord Puttnam CBE

• Film:

FFL Feature

• Production by:

Toolkit and Students

Students are able to offer their insights into how Students are able to offer their insights into how the curriculum could be taught better. the curriculum could be taught better.

www.filmsforlearning.org

• Film:

Reactive Metals

• Production by:

Greensward School

• Film:

Jelly

• Production by:

Slough Grammar

Website features we want to develop….

The proposed features will combine video library functionality, support resources and management facilities, with community-building, flexibility and fun:

• Video library: Curriculum, Transitions, AfL, Learning to Learn,

Citizenship, Student Voice etc.

• Download facilities
• Search and browse
• Upload facilities
• Forums
• Online guides
• Resources
• For pupils: Personal profile and space
• For teachers: Management facilities
• News and events pages
• Competitions

• Film:

Peristalsis

• Production by:

Andy Sammons

• Film:

Van De Graff

• Production by:

THS

• Film:

Jelly Baby Genetics

• Production by:

KMCrew

• Film:

Brain Dissection

• Production by:

Fitzroy High - Aus

Our research…

• Students from academic progress Leading Edge National Collaborative

schools will be measured by Fischer Family Trust

• Anecdotal evidence from science teachers on students progress has been

very positive

• Attitudinal Surveys indicate changes of views and perspectives… we will

have to monitor the longer term effects on this.

• We need to find ways to evaluate the effect on learning of viewing the FFL.
• Our project clearly indicates a link between the quality of film /output to

the investment of time and quality of input by the teacher and the industry expertise.

• The further the industry link is removed there appears is a decline in the

quality of output. Except when the support provided is delivered by enthusiasts which maybe that of a teacher, teaching assistant, technician or volunteer.

• Different Educational Establishments need to personalise the FFL Model to

reflect their strengths.

Attitudinal survey undertaken by Year 8 students participating in our FFL workshops.

• I enjoy lessons in this subject
• I am good at this subject
• Girls find this subject easy
• Boys find this subject easy
• I like finding out how this subject

is used in industry and everyday situations

• I learn best in this subject when

we do practical work

• Pictures and diagrams are easier to

understand than works and sentences

• I learn best when I work in a

group

• I learn best by reading
• Learning is easiest when I work
• n my own

Disagree Strongly Disagree Agree Agree Strongly

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1

Confidence 10 20 30 40 50 60 70 80 A t S t a r t D a y 1 D a y 2 D a y 3 D a y 4 D a y 5 W e e k A f t e r Days Points Score Confidence

Survey of confidence of students participating in previous FFL workshops

Student Survey for FFL

10 20 30 40 50 1 2 3 4 5 6 7 8 9 10 Questions Responses in point score After Before

In the FFL workshops for the LENC 2006 student’s did change their views and did grow in confidence throughout the FFL experience, however the responses of the boys was more significant than the girls.

Boys Survey for FFL

5 10 15 20 25 1 2 3 4 5 6 7 8 9 10 Questions Responses in point score After Before

Girls Survey for FFL

5 10 15 20 25 30 1 2 3 4 5 6 7 8 9 10 Questions Responses in point score After Before

Smaller the point score the greater the agreement with the question Girls tend to stick to views – boys appear more impressionable

• r more open to this

approach to learning

• Film:

Pen Spinning

• Production by:

MMNK

• Film:

From Small Acorns

• Production by:

Toolkit , Students and Staff from DASP

www.filmsforlearning.org

Students are engaged in a creative Students are engaged in a creative filmmaking process from start to finish. filmmaking process from start to finish.