Mostrando entradas con la etiqueta School. Mostrar todas las entradas
Mostrando entradas con la etiqueta School. Mostrar todas las entradas

miércoles, 31 de mayo de 2017

Talking point: Education

This week's talking point is education. Before getting together with the members of your conversation group, go over the questions below so that ideas come to mind more easily the day you get together with your friends and you can work out vocabulary problems beforehand.

Do you think the education system in your country is satisfactory?
Why (not)?
How do you think teaching and learning will change in the years to come?
How important is a good education in order for someone to be successful in life?
Do you think that academic success leads to happiness?
How difficult do you think it is to work and study at the same time?
If you had to choose between attending a course at university and doing a course online, which would you prefer and why?
What are the advantages and disadvantages of taking an online course?

Look at the following objectives of education. Prioritise them in order of importance:
Acquisition of knowledge
Building of character
Career orientation
Creation of a competent workforce
Creation of individuals with a desire for learning
Development of skills
Instilling of values and ideals

Discuss these quotes:




jueves, 5 de enero de 2017

Family reject school to travel the world

These parents have avoided traditional school education for their children and instead have opted for a life-time trip around the world. From Bali’s beautiful beaches to the ancient pyramids of Egypt, the King family have seen them all.

Self-study activity:
Watch the video and answer the questions below.



1 What did Paul and Caroline King sell before they began their constant world travel?
2 How many countries have they visited during the year?
3 How long did they stay in Italy?
4 How old are Winston and Henry?
5 Who are their teachers?
6 What was Caroline’s experience of school?
7 Do the children want to go to school?
8 Where was their house before their adventure started?
9 How long did it take them to sell their possessions?

We didn’t think it was ethical for our children to be forced to go to school. Instead of reading about it in a book they see it for real.
Paul and Caroline King have shunned the conventional lifestyle, selling their family home, taking their two young children out of school, and leaving the daily grind behind in favour of constant world travel.
When you travel with kids people are nicer to you, which is pretty good.
I think we’ve been in 25 countries during the year. We went to Israel for a week and Palestine. And we stayed in Egypt for like 2 months.
What country are we in?
Ancient Egypt.
Okay.
And we went to Italy and we stayed in Italy for a month.
One of my favourites is Bali.
Most places that we just go to and stay, after a couple of days they’ll say, “Oh, this is the best place I’ve ever been.”
The Kings believe in attachment parenting, which for them includes breastfeeding and co-sleeping.
I breastfed Winston, he is 6 now, until he was 4, and Henry, I’m just feeding him if he really hurts himself or has something really traumatic he still gets to, that’s how I calm him down.
Always on the move, 6-year-old Winston and his younger brother Henry, who is 4, are taught by their parents.
We didn’t think it was ethical for our children to be forced to go to school when they didn’t want to and when they were forced to learn things that they already knew or didn’t want to learn. Instead of reading about it in a book they see it for real. So it’s much more interesting. I remember when I was in school I thought it was really boring to learn about the Romans. I was falling asleep at the table, but now when you see it in real life it’s completely different, it is so interesting, you just want to learn more. So the purpose of doing this in countries that we go to, we have projects about the stuff that’s there. So when we visited Pompeii we learnt all about how that happened.
In Sweden I went to school every day.
And how did you find it?
There is more stuff to do than just going to school.
We actually would like to find some school that fits with our beliefs, but we just haven’t found it yet and they don’t want to go to school now and for us, we think that we shouldn’t force them to. But if they want to go to school, as long as it’s voluntary, they can of course go there.
The family decided to give everything up in February 2015 and haven’t had a permanent home since.
We had a really big house in Sweden like we were putting all our time in to making the house look nice, it just got so dull. We worked with importing Cashmere hammocks and rugs, we wanted to live like digital nomads before, we just had to do it. It took about 6 months to sell almost everything. We had one suitcase with clothes and regular wash kit stuff, we had some workbooks for the kids and books for reading, so they don’t miss anything.
For now the Kings have no plans to stop traveling.
We are going to go drive back to Prague and gonna stay there until October and then I think we go back to Bali for the winter.
You can go and live anywhere and it’s absolutely fine.
All the time people say, ‘I always want to do that’, and I just get so annoyed, we’re just tell them back, ‘So do it then’, and then they come up with all these different excuses that they have, whether it’s work or family or they don’t have enough money or anything like that. But the truth is if you just don’t do it then you’re never gonna do it!

Key:
1 Their family home.
2 Twenty-five.
3 One month.
4 Six.
5 Their parents.
6 It was boring, she fell asleep.
7 No.
8 In Sweden.
9 Six months.

domingo, 27 de noviembre de 2016

Extensive listening: Why open a school? To close a prison

Our kids are our future, and it's crucial they believe it themselves. That's why TED Fellow Nadia Lopez opened an academic oasis in Brownsville, Brooklyn, one of the most underserved and violent neighborhoods in all of New York City — because she believes in every child's brilliance and capabilities.

In this short, energizing talk, the founding principal of Mott Hall Bridges Academy, and a star of Humans of New York, shares how she helps her scholars envision a brighter future for themselves and their families.

Nadia Lopez is the founding principal of Mott Hall Bridges Academy, where she is showing the world how underprivileged communities can beat the odds and create positive institutions that have a global impact.

You can read the transcript here.

miércoles, 23 de noviembre de 2016

Talking point: Education

This week's talking point is education. Before getting together with the members of your conversation group, go over the questions below so that ideas come to mind more easily the day you get together with your friends and you can work out vocabulary problems beforehand.

Look at the photo and describe what you can see.
Are there any similarities between the classroom and any classrooms you have studied in?
How has education changed over recent years?
Do you think these changes have been for the better or for the worse? Why?



Read these sentences connected to education. How many of them can you use to describe schools and universities you know or you have heard of?

1 It's a bilingual school, so some subjects like PE and science are taught in English.
2 It's very traditional. Pupils wear uniforms and there's very strict discipline.
3 It has a big Master's programme that attracts a lot of international students.
4 It has a very good academic reputation. They really push pupils to achieve high marks.
5 It's difficult to get into because the entry requirements are very high, especially for Medicine.
6 It's in a rough area, so they have to deal with quite a few social problems.
7 Lectures are very crowded. and research facilities are a bit limited.
8 They have some alternative approaches to teaching and learning, which the headteacher introduced.
9 The school fees are so high that only wealthy families can afford to send their children there.

Look at the rules below connected to education from around the world. Discuss the questions.
Do you have any of these rules or similar ones in your country?
Which rules do you think are good/bad? Why?
Why do you think these rules were introduced?
What results might these rules cause?
Do you think any of these rules should be introduced (or reversed) in your country? Why?
  • In the UK, if a child skips school, the parents can be fined.
  • In Italy, if you fail three or more subjects, you have to repeat the whole year.
  • In some states in the USA, teachers get increased pay if their students get good exam results.
  • In China, you can't graduate (whatever the degree) unless you pass an English test.
  • In Canada, in some academic jobs you can't ever be fired unless you break a law.
To illustrate the topic you can watch this short film on Durham school.


domingo, 18 de septiembre de 2016

Extensive listening: Let's teach for mastery, not test scores

Would you choose to build a house on top of an unfinished foundation? Of course not. Why, then, do we rush students through education when they haven't always grasped the basics?

Yes, it's complicated, but educator Sal Khan shares his plan to turn struggling students into scholars by helping them master concepts at their own pace.

In 2004, Sal Khan, a hedge fund analyst, began posting math tutorials on YouTube. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.

You can read the full transcript here.

jueves, 2 de junio de 2016

Headmistress bans parents wearing pyjamas to school

A primary school headmistress bans parents from wearing pyjamas to school.

Self-study activity:
Watch the video and complete the gaps in the sentences below.



Pyjamas, not the most obviously offensive item of clothing but the (1) ...  of this school in Darlington has taken offense of the nightwear being worn during the day. The (1) ... ... of Skerne Park Academy has issued a stern warning to parents requesting they stop coming to school in pyjamas and dress more (2) ... .  A letter to parents has gone viral since being shared on social media.
I think over the last months I’ve noticed an increasing (3) ... in parents wearing pyjamas coming to school. Firstly on the school run and then sort of picking their children up from school, and then finally I think it was when they turn up in those in parents’ evenings in pyjamas and also at Christmas performances, when it got to that point I thought I'm going to have to write a (4) ... ... just to say, you know, maybe it's not the best thing to do, coming to school in your nightwear.  I can’t tell people how (5) ... ... and I would never dream of trying to. However, I think some things need to be said.
Although the principle behind the pyjama ban is to set a good example for the kids, some parents disagree.
I think people should be able to wear what they want.
But despite the anger from some parents at the school, Mrs Chisholm has said that she's received a largely positive response on an (6) ... that she says ultimately boils down to aspiration and committing to a routine.
I think we strive to increase our outcomes and aspirations for our children in school. We work very hard, it's a fantastic (7) ... and I think, you know, to have that sort of routine where you get in the open you, you… the moment you get dressed in the morning and then you get ready for school, you’re coming and you’re ready, ready  (8) ... ..., I think it's a really good routine for children, for the future, and for their future, sort of, and aspirations for their own lives.

Key:
1 head teacher
2 appropriately 
3 trend 
4 nice letter
5 to dress
6 issue 
7 community
8 to learn

jueves, 26 de mayo de 2016

Helping Immigrant Students Adjust to New Schools New Lives

A growing community of Somali immigrant families in St. Cloud, Minnesota, has presented multiple challenges for local educators who have been dealing with not only how to meet the students' linguistic and educational needs, but also how to create a learning environment where they feel safe and welcome.

Self-study activity:
Watch the video and answer the questions below.



1 What number is the district where Bashar and Ahme work?
2 Why did the Hassans leave Somalia?
3 What do they do at St. Cloud apart from bridging the cultural gap?
4 How many Somali students does St Cloud have?
5 How will you succeed, accoridng to Ahmed?

This is one community, with a different culture. It's a very diverse city.  People who live in this city came from different parts of the world.
We are this community. And we are this community that's changing and growing, and continuing to grow and continuing to change.
This is who I am. I want people to understand who I am, but also I don't want to abandon from my culture, who I am. My name is Ahmed Hassan, I'm a Bi-lingual Communication Support Specialist at Talahi Community School, for the district 742.
My name is Bashar Hassan. I work for the St. Cloud area school district 742 as a Bi-lingual Communication Support Specialist.
- My name is Bashar Hassan. 
- My name is Ahmed Hassan.
- I'm also a son.
- I'm a son.
- And older brother.
- And an older brother.
I was born in Somalia. Grew up in Kenya as a refugee migrant. I came to Kenya in 1991 from when the Civil War broke out in Somalia. I lived in Kenya as a refugee migrant for 17 years.
Finally, I get the opportunity to come to the United States of America. There's no question that whenever you are starting a new life, there's always a challenging. There are a lot of people like Shadehe who are new to this country every day. And when they go to the schools, they need someone who understands their language, someone who knows their culture, someone who actually bridge that gap.
This is an awesome growth.
I do a lot of interpreting, a lot of translation. I also work with pretty much everyone in the building as needed, and also I'm here to bridge that gap of cultural differences between the school personnel and the community.
I'll be speaking both in English and Somali here today, whenever we have new students who don't speak English, what's our role? I mean what's our job? You're job as a leader in the classroom is to help interpret for that person if you…
It's extremely important, first for the community, to see that we are hiring staff that mirrors our community. And we can't do that if we don't hire staff that speak Somali, are Somali. Of those students in the program that I have, we probably have about 1,750 of our students who are Somali. So they're really bringing unique perspectives, their bringing languages, their bringing all kinds of things to our classrooms that we have to really make sure that we value and we show the community that we value, so we build that relationship.
It's good to have someone who speaks your language and who knows your culture, to be here in the district and in the community. I'm really proud to serve this community and to be who I am today. It's not an easy thing, but if you have the courage and the intention to do what you're doing, you will succeed.

H/T to Larry Ferlazzo.

martes, 29 de marzo de 2016

Serving Up School Lunches of Tomorrow

In this New York Times video, Mark Bittman visits a middle school in San Francisco to learn about a new initiative that aims to engage kids to eat more healthful meals.

Self-study activity:
Watch the video and say whether the statements below are true or false.



1 The way young people eat is important for their health and their future.
2 There is a statewide food pilot programme in San Francisco schools.
3 Before the programme, those students who paid got better foods.
4 The canteen where students have their food looks very much like any other canteen.
5 Students have the option to rate the food they eat.
6 Ham is an ingredient in the lunch the reporter tries.
7 The project in San Francisco is part of a national study.
8 In some schools students can't get their lunch served lunch before they have to go back to class.
9 All schools in San Francisco will adapt this programme next year.
10 The reporter thinks money might be a problem for the implementation of the programme.


It's back to school time and that includes me, too, as I continue my appointment with the University of California. For most kids, this means rising early, homework, and yes, cafeteria dining. School lunches were never considered fancy fare, but these days we're not only talking about better choices in school lunches, we're talking about food justice and social equity issues. But no matter how you look at it, one thing is clear, if we want to raise healthy people, helping shape the way members of future generations eat is paramount.
At Roosevelt Middle School in San Francisco there's a pilot program whose aim is to figure out ways to make school food an enjoyable experience for all students, citywide. Zetta Reicker, who directs the San Francisco Unified School District's Student Nutrition Services, walked me through a bit of the background behind their new project, called The Future Dining Experience.
Historically, we had kind of a one size fits all for our meal program. We've been making changes over the last 10 years. We eliminated a la carte and competitive food so all students have access to all meals.
So before that, if you paid you got better foods than if you got a free lunch?
I wouldn't say better food, but different. You had more choice if you had cash and that's not really in line with our goals around social equity.
But it's not just about providing kids tastier, nutritious food, it's about the whole experience like the actually comfortable lounge we're sitting in.
Students, they want to have their senses stimulated and then…
…they don't want to have the food thrown at them.
Yeah.  They want to feel connected to food, and so the dining space redesign found that students wanted to have a space to do activities. Having a dining space that was just institutional, all the same tables, wasn't fitting their needs. We are also implementing what we call distributed deliciousness, choice through distributed points of service and a different variety of meals, say a grab and go cart, maybe a sandwich or a wrap, things that can be eaten on the go. We are developing a smart mail app, where students can provide input.  But we definitely want them to be able to rate the food, give feedback.
Speaking of feedback, Zetta had me sample some of their menu items.
I'm just a fan of free lunch, so…
Yes, absolutely. Especially when it's delicious, free lunch. So this is the chicken pizza party salad.
Lettuce, grated cheese, chicken.
Yes.
And tomato sauce.
Yes, and it's antibiotic free chicken.
Good for you.
And your sourcing has been OK? Talking and eating at the same time isn't that easy for me.
I know it has been a little bit more challenging this year, but we're still able to do it and keep within the contract price.
It's really great. Congratulations. That's really good.
Yeah, we're very proud.
This all looks and sounds great, and the food wasn't bad either, but can it really work? That's where Kris Madsen comes in. Dr. Madsen, of the UC Berkeley UCSF Joint Medical Program, is leading a study to evaluate the project.
We come in and we overlay a scientific evaluation that will hold water with other schools, other districts, both locally, across the state, and even across the nation. And we look to see what really happens? Do kids change their dietary habits? I mean, do they actually eat more fruits and vegetables? Does their diet improve? Can we decrease plate waste in the schools? So how can we get kids to feel like this is my choice, this is what I want, and therefore I'm eating and I'm eating all of it?
A big question, too, is can this really be used to get the school to improve stuff per the kids desires?
What really drives their behavior, convenience is huge. So have you ever been in a high school during lunch?
Well, not for many years.
Not for many years, right? The lines are out the door, so kids can't even get their meal before the bell rings to go to the next class. So what if you could get your food in a hallway, a mobile cart that sold hot food and you could pick it up and then eat with your friends out in the quad? How do you make the easy choice the healthy choice?
So when is this starting?
The school that we're in today, Roosevelt, is one of the pilot schools. We'll tweak it based on what kids say and then next year is when it gets rolled out into 12 schools. And we'll continue to monitor because we want to see what happens in the real world.
I'm interested in the real world, too, so I joined two students for a meal from a mobile cart to see what they thought.
I like the food here a lot.
They just picked you because you were going to say that.
No, actually it's really good.
Yeah. This is food that I would make at home.
It'll be interesting to see how this turns out and if it's socially and financially sustainable because really, anything that can be done to improve kids' nutrition and increase their awareness of our food system should score high marks.


KEY:
1T 2F 3F 4F 5T 6F 7T 8T 9F 10T

miércoles, 16 de marzo de 2016

Talking point: Bullying

This week's talking point is bullying. Before getting together with the members of your conversation group, go over the questions below so that ideas flow more easily when you meet up with your friends and you can work out vocabulary problems beforehand.

What is the relationship of this picture with school life?
What recent (news) stories have you heard about it?


DISCUSSION
1. What different types of bullying are there?
2. What kind of person is a bully?
3. What kind of person is bullied?
4. Why do people bully other people?
5. Is bullying a big problem in Spain?
6. Was bullying a problem when you were at school?
7. What advice would you give to someone who is being bullied?
8. What can be done to prevent bullying?
9. What do you know about cyber-bullying?
10.What advice would you give to someone who is being bullied online?

What are the PROS and CONS of the solutions below?
•All classrooms should have web cameras so children could be monitored at all times.
•Bullies should be put in special children’s schools away from normal children.
•Parents of bullied children can sue the school.
•Parents of bullies should be held legally responsible for their children’s behaviour.
•Teachers should receive better training to understand bullies and stop them.
•Teachers who cannot control their classrooms should be declared unfit for the job.

To illustrate the topic, you can watch the short film New Boy about a young African boy who starts school in Ireland, and finds out quickly exactly what it means to be the new kid.You can download the transcript here.


miércoles, 9 de marzo de 2016

Talking point: Examining exams

This week's talking point is exams. Before getting together with the members of your conversation group, go over the questions below so that ideas flow more easily when you meet up with your friends and you can work out vocabulary problems beforehand.

Your personal experience
• Do you get nervous before exams?
• Your last exam: what result did you expect and what did you get?
• How do you prepare for exams?
• Do you always read the questions carefully in a written exam?
• Have you ever been unfairly treated in an exam?
• Have you ever cheated in an exam?
• If you saw another student cheating in an exam, would you report them?
• Would you help another student who asked for assistance during an exam?

Your opinions
• Are exams a necessary evil?
• Do exams motivate students to give their best?
• What do you think of alternatives to exams, such as projects and continuous assessment?
• Would you agree that exams are only really valuable if you are allowed to see your paper once it has been  marked, so you can learn from your mistakes?
• Should you be given warning before an exam? Why (not)?
• Should dictionaries, other reference books or the internet be permitted during exams? Why (not)?
• Should you be allowed to repeat an exam if you fail? If so, how often?
• Should attendance at a course always be required in order to take an exam?

To illustrate the point you can watch this video on exam cheating.



Well, I’ll tell you that I know a girl who has to go through a very difficult exam for her studies, and she told me that she could find the answers online on the internet. She could download them and go to the test as simple as that.
You’re kidding?
Can you imagine?
Really?
So what was she studying?
Medicine.
Oh no! All of our doctors can get the answers online!
Yeah, that’s very scary.
Have you ever had, erm, a situation like that or an experience like that? Do you know about somebody…
I didn’t know you could buy the answers online, erm, but I know that in the States now, for all of those important jobs, you know working a crane or working heavy machinery, of course being a doctor, you have to take and exam. You have to know that information, so cheating is not going to get these people anywhere.
And later you get the job and what do you do? I mean you have to improvise that you know how to use the computer or…
I hope my doctor didn’t.
Yeah, it’s…or a veterinarian, with dogs.
If you think about it… if so many people are cheating…
Exactly.
… I remember once I was in a class and in this particular class I was the only person that didn’t cheat. And I did OK but everyone else did exceptionally well…
Of course.
Exactly.
…but it was terrible.
How frustrating!
Yeah, yeah that’s not nice, no? You are doing your reports and…
And you really study. You spend the whole night…
Of course!
… and all evening. You don’t go out… weeks… just study.
So, what about other techniques? Have you heard about any other cheating techniques?
Yeah, but they date back to grade school.
That works. Start early.
Erm, I knew some people that would write the answers to exams on the bottom of their shoes or on the inner arm or… hands.
Or here also. You have to be careful not to sweat.
Yeah.
Well, it looks like we really don’t have a future in cheating.
Hope not.

jueves, 4 de febrero de 2016

Indian e-tutors teach British children maths

Last week we posted the video Indian e-tutors teach British children maths as a visual support to our talking point Numbers. Some students have asked for a listening activity on the video clip, so here it is with the corresponding transcription.

Self-study activity:
Watch the video and answer the questions below about it.



1. How far away from London is Ludhiana?
2. What two pieces of equipment are used for students and tutors to communicate?
3. How much money do online tutors make in Ludhiana?
4. How many students are there on the online class?
5. What is the main disadvantage of the programme, according to the teachers union representative?

Now school in Britain has taken outsourcing to a whole new level by using call centre staff in India to help with math lessons here.
Children at a national primary school in North London have one-to-one computer sessions with tutors in the Punjab to supplement their school work.
The BBC's Howard Johnson's travelled to Ludhiana in India to find out how the long-distance lessons actually work.
(1) 4,000 miles away from London in North India's industrial heartland is Ludhiana, a city best known for its knitwear factories and manufacturing plants. But now it provides a new export: online tutorials in maths…
If I asked you what’s fifteen times 3…
…delivered straight into British homes and classrooms.
45.
Pupils and tutors communicate with each other (2) using headsets and an interactive whiteboard. Lessons are designed to cover UK primary and secondary school curricula and can be arranged 24 hours a day.
(3) Tutors here in Ludhiana earn around seven pounds an hour, that’s roughly three times a local minimum wage. Now the British-based company that offers the services says that all have been security checked and must be from a maths teachers or graduates.
Ashmount Primary in North London became the first school in Britain to use the service. But what do their pupils make of their e-tutors.
It’s fun because it’s on a computer, not doing it down in your book.
When you’re in class doing maths, you don't really want to pay attention because the teacher is right in front of you, but now it’s on the computer and you, you’re speaking to somebody in India and you don’t want to waste the opportunity.
It’s fun because you’re talking to someone from somewhere else.
Ashmount teachers say the service is cost-effective but is of a high standard.
The biggest advantage is that it's affordable and, you know, we can get more children getting (4) one-to-one tuition and within the national curriculum framework, and so we know they're making progress and also the children really enjoy it, they like using the computer and, you know, they’re enthusiastic about the lessons.
But a teachers’ union says there are downsides to using the service.
These sorts of methods (5) wouldn't give you any sort of emotional connection between the teacher and the child, and we think that's a vital part of learning. Teaching isn't just about having maths knowledge. It's about having that connection with the child, knowing how to enthuse them. It's also about reporting back to their class teacher, so we don't think this method will work very well for children.
Despite criticism, Brightspark Education hope that by joining on the country’s shared history and language its service will expand into more British classrooms soon.
Howard Johnson, BBC News, Ludhiana.

miércoles, 27 de enero de 2016

Talking point: Numbers

This week's talking point is numbers. Before getting together with the members of your conversation group, go over the questions below so that ideas flow more easily when you meet up with your friends and you can work out vocabulary problems beforehand.
  • What are important numbers in your life? (vg. '2' the number of children you have)
  • Do you have a head for numbers?
  • Do you find maths fun and easy?
  • What do you use numbers for in your everyday life?
  • Do you know anyone who's hopeless/excels at numbers?
  • What do you remember about your maths teachers at school?
  • Why do you think maths is often unpopular as a school subject?
  • How would you make the subject more accessible and popular?
  • Have you got a lucky number and why is it lucky?
  • Talk about a time when an ability or lack of ability to do maths helped you or caused problems for you.
  • Do you agree with Benjamin Disraeli's idea that "There are three types of lies: lies, damned lies and statistics"?
Answer these questions which all have idiomatic expressions with numbers:
1 On what occasions do you go out dressed to the nines?
2 Do you often leave things to the eleventh hour, or do you prefer to be well-prepared?
3 Do you know anyone who only looks after number one? Describe them.
4 Do you really think life begins at 40?
5 Can you think of real-life examples for the expression 'a stitch in time saves nine'?

To illustrate the topic you can watch this BBC report on the latest trend of maths tuition in the UK.



sábado, 28 de febrero de 2015

Reading test: Learning shouldn’t be a competitive sport that only a few can succeed at

Learning shouldn’t be a competitive sport that only a few can succeed at is the title of the article Holly Welham published in The Guardian in mid January this year. We are going to use it as a springboard for our bi-weekly reading test. This time it is a multiple choice task.

Read the text by clicking on the link above or here and choose the option a, b or c that best completes each sentence. Only one option is correct. 0 is an example.

0 The school being built
a) is a new college on the campus.
b) is exclusive.
c) is intended for the residents of the town.

1 The school has
a) a flexible attitude to learning.
b) all teaching spaces outdoors.
c) connected classrooms.

2 The headteacher of the Cambridge school
a) firmly believes in the students running the school.
b) has already developed his ideas elsewhere.
c) is Hindu.

3 Biddulphm, the headteacher,
a) thinks religion is central in the students’ life.
b) thinks the students should plan the school’s routine.
c) feels many of today’s children are unprepared for the world.

4 Biddulphm, the headteacher,
a) decided not to work in education again after his experience in his previous school.
b) thinks it’s difficult to set a school in motion from zero.
c) wasn’t encouraged enough in his previous school.

5 Biddulphm says that in his previous school
a) he didn’t trust his staff enough.
b) he was authoritarian.
c) he was unprepared to deal with a school that attracted so much public attention.

6 Biddulphm’s experience in Nepal
a) changed his views on education.
b) didn’t pay him much.
c) taught him how to run a school.

7 Biddulphm wants students
a) to decide what to do.
b) to go to school with their parents in the evenings.
c) to write their own marks.

8 Biddulphm thinks
a) competition has a place in education.
b) society must change its ideas of what education is about.
c) sports make children unnecessarily competitive.

9 In the Cambridge school
a) a new educational model will be tested.
b) research will be part of the teacher’s work.
c) the relationships with the schools in the area will be a priority.

Photo: The Guardian

Key:
1a 2b 3c 4b 5a 6a 7a 8b 9c

sábado, 17 de enero de 2015

Reading test: School uniforms: A history of 'rebellion and conformity'

This week's reading test is based on the BBC article School uniforms: A history of 'rebellion and conformity', by Jenny Scott, published in early September last year. We'll be using it to practise the kind of 'insert the missing word' kind of task.

In the text below, 15 words or phrases have been removed. Choose the word or phrase from the list below that best fits in the blanks 1-15. 0 is an example.

Please, bear in mind that all the words on the list are written in small letters so as not to give any clues away. In the original text, some of the missing words come after a full stop and, consequently, a word starting with a capital letter is used.

There is a lot of clothes-related vocabulary in the text. It would be more than interesting for learners to read the original text of School uniforms: A history of 'rebellion and conformity' on the BBC site once they have completed the task, so that they could see the pictures which illustrate most of the uniforms mentioned in the article and consolidate their vocabulary.



Picture school uniforms from the past and the top hats and tails of Tom Brown's Schooldays or the cheeky cap-throwing of Just William may come to (0) …  . But in fact, according to historians, school uniforms began life not amid the traditions of the English public school but among charity schools.
Schools (1) … Christ's Hospital, in Horsham, West Sussex, founded in 1552 in London, took up "fatherless children and other poor children" from the parish and educated them. London citizens provided the children with clothes - notably a long blue coat - leading to the famous (2) … for these institutions, "Bluecoat schools". Today the uniform continues to be worn by Christ's Hospital pupils - the school claims it is the oldest uniform still in existence. And indeed, many older schools retain their traditional uniforms - from the straw hats of Harrow to the "Polly Bells" of Dame Allan's, a private school in Newcastle-upon-Tyne, (3) … was founded as a charitable foundation in 1705.
Both are variants on the schools' original uniforms. While the Polly Bells are dusted off only for special(4) … , Harrow tries to maintain its traditions around public-facing places of its site like its chapel. "We relax the rules if the uniform becomes impractical - for example, on windy days, we don't want to see boys (5) … their hats down the high street," said Jenny Simmons, the school's communications manager.
The records of The Ragged School Museum, in London, contain photographs of children wearing very individual uniforms at Hamlet of Radcliff School, a charity school founded in 1910. "The boys are wearing Tam O' Shanters with pom poms, (6) … the girls have starched aprons with gloves," said Erica Davies, the museum's director. "I can't imagine anybody walking around Tower Hamlets wearing that - even in the 19th Century. You would learn to be tough, I suspect." Today the school is known as Stepney Greencoat Primary School, a state school, and it says its pupils wear a modern uniform.
(7) … schools have similarly evolved their styles, via the flat caps of the 1950s and the blazers and ties of the '80s and '90s, to the comfortable, practical style many adopt today. A uniform list for Scorton Grammar School, in Preston, (8) … from the 1960s, now held by the British Schools Museum, has a list of requirements for pupils that include a cap, blazer and tie, a "reindeer green belted mackintosh" and dark grey flannel trousers - or shorts "until he has reached at least his 15th birthday". It states: "At weekends and during holidays, it is left to the discretion of parents (9) … the uniform be worn or not, but it is particularly insisted the uniform should be worn in its entirety or not at all."
"Uniforms give schools a sense of identity and cohesion," said author and historian Alexander Davidson. "When some aspects of society have become much less certain, uniforms suggest schools are there to provide certainty and order." (10) … , school uniforms can be as much about rebellion as conformity, according to Mr Davidson. "If children want to rebel, they can do it in the way they wear their school uniform," he said. "It's an expression of identity." He believes there is "less" uniform in most schools than ever before - and with that, the opportunities for children to (11) … the dress code have diminished. "Little boys no longer have caps they can throw on the top of passing milk floats," he said.
In 2010, former Education Secretary Michael Gove tried to reverse this trend by backing schools who wanted to reinstate a blazer-and-tie uniform. But some schools now aim to create a uniform children - and parents - are happy with - a policy ministers say they want to encourage.
"There is an economic aspect to many schools' decision to adopt a uniform," said Andy Gibbs, curator and manager of the British Schools Museum. "It brings equality to the clothes children wear in school, (12) … of how wealthy their parents are. The widespread use of polo shirts as part of uniforms, for example, is a way of making them more affordable."
Yet polo shirts are not for all pupils. Cottingham High School, in East Yorkshire, has worked with fashion designer Lara Jensen to create a uniform that had pupil-appeal. Jonathan Rogers, assistant head teacher, said pupils had felt a bit "embarrassed" by its previous uniform, which consisted of polo shirts and trainers and could look scruffy. "When we consulted with our pupils, we found some of our fashion-conscious teenagers actually want to make a (13) … to the community," he said. "In the end, we went for slim-fitting, stylish jackets and jumpers in a contemporary cut. I would describe it as quite professional work wear."
And no matter what other implications are, wearing a uniform seems surprisingly important to many pupils. In 2011, Christ's Hospital surveyed its pupils to find out if it should keep its distinctive 16th Century style blue coats and yellow stockings. About 95% said they should. "It is important to (14) … our historic traditions, not only to be unique and special, but it makes a sort of unity between us," said one. "I personally feel proud walking around in my uniform, (15) … what people might say."

although
chasing
dating
despite
however
mind 0 (Example)
most
nickname
occasions
regardless
statement
stick to
such as
transgress
whereas
whether
which




Christ's Hospital uniform, the oldest still in existence
(Photo: BBC)

Key:
1 such as; 2 nickname; 3 which; 4 occasions; 5 chasing; 6 whereas; 7 most; 8 dating; 9 whether; 10 however; 11 transgress; 12 regardless; 13 statement; 14 stick to; 15 despite

miércoles, 6 de noviembre de 2013

Talking point: Controversial issues on education

This week's talking point deals with education and with some controversial topics around it. Before getting together with the members of your conversation group, go over the issues below, think of your ideas about them and work out any vocabulary issues you may have.
  • Subsidised private education should disappear –the schools should be either state schools (paid for by the government) or private (paid for by the families).
  • Boys and girls should study separately to achieve better academic results.
  • A strict dress code should be imposed to stop students showing underwear or wearing provocative clothes.
  • Uniforms are a necessary evil to ensure all the students are equal.
  • Exams are a necessary evil.
  • Physical education (PE) shouldn’t count as a subject and students shouldn’t be given marks.
  • Textbooks should be kept to a minimum, as they are an expensive economic burden on families every school year. Tablets or laptops are a better option, as they are inexpensive in the long run and educational software can be downloaded on a regular basis. Families and the state should share the cost of this technology.
  • Home-schooling doesn't prepare children well-enough to deal the demands of academic life at university and with the intricacies of today's society.
  • Teachers and the government are mainly responsible for a child's education.
  • "He who can, does; he who cannot, teaches." George Bernard Shaw
To gain further insight into the topic, discuss the ideas in the film Dead Poet's Society if some members of the group may have seen it.

What is the film about?
Which educational models are contrasted?
Have you had a Mr Keating among your teachers?


viernes, 27 de septiembre de 2013

Genius 13-year-old with IQ of 162

Neha Ramu lives in London. She is only 13, but has a higher IQ (intelligence quotient) than Stephen Hawking. Neha scored 162 in a Mensa IQ test for people under 18, the highest possible mark, which put her in the top one percent of the UK's brightest people.

Self-study activity:
Watch the BBC video by clicking on  the picture below or this link and say whether the statements below are true or false.

Neha's accent isn't easy at all, but intermediate students will find her mother's well within their reach.


1 Neha considers herself to be clever.
2 The people who took the test with Neha were the same age as her.
3 Neha's mother got the test results first.
4 Neha had to repeat the test because there was some problem.
5 Neha finds all subjects easy.
6 Neha is involved in several activities other than studying.
7 For Neha, intelligence without work won't get her too far.
8 Neha dreams of becoming a scientist.

I never really thought I was clever. I may just be like above average, in like type, in some school subjects but other school subjects I have to learn loads so no, I don’t really think I am clever. I think I am just, you know, just have a high IQ doesn’t really mean that I am clever.
I had the test in Birkbeck College in London, so I went there and I registered sat down and I was just looking at everyone around me, like everyone was some person was actually sixtyish, and most people were like seventeen, eighteen, and I was like the youngest person there because I was only twelve.
I came home from school I saw an envelope with my name on it, so I opened it up and I’ve realized I’d got into Mensa. I like called up  my mum I was like really really excited and I told her the news.
I was extremely happy when she said the first thing she had got into Mensa, I was in my workplace, and then I couldn’t believe it, I asked her to repeat the scores, again I couldn’t believe them, because I thought, problem not hearing properly. I asked her to go one by one, one, six, two like that.
When I found out that I got such a high score, I was like disbelieving that because it was just so amazing and like unexpected actually.
My favourite subject is chemistry because it is really interesting, and I love finding out like new things like how if you just mix two elements together you get something completely different. And maths also because it’s logical and like practical and I quite like stuff like that. I don’t really like arts and music because they are really difficult and I struggle with them.
Some people think that I study loads and stuff but I actually don’t really at all. I just like relax, just do like basic stuff.
She does all this without much effort, it’s not just putting some extra effort to get into whatever she’s doing now. She does it at her own pace, and she makes sure she has enough time for TV, for her swimming, for all other fun time with her friends, everything.
Checkmate.
Stephen Hawking, Albert Einstein achieved so much that I couldn’t like even dream of achieving, so it’s like not right to compare me to them just because of my IQ. I don’t make… if I don’t put in my effort and make use of my IQ, then there’s no point in having it.
This is my human brain book from my summer course. I want to be a neurologist, ever since last summer I’ve been like really interested in the brain and all the system and I’m really quite passionate about this subject so I think it’ll be good for me as a career, and as for university while like my dream college would be Harvard, but Oxford, Cambridge, I’m ok with any university as long as it helps me achieve my dream.
I don’t think I’m ever gonna stop learning even when I’m like graduated I’ll always be curious, and I’ll always be thinking I wonder how that works.

Key:
1-5 F 6-8 T 

domingo, 24 de marzo de 2013

The Finland phenomenon

Finland's education system has consistently ranked among the best in the world for more than a decade. The puzzle is, why Finland?

Documentary filmmaker, Bob Compton, along with Harvard researcher, Dr. Tony Wagner, decided to find out. The result of their research is captured in a new film, The Finland Phenomenon: Inside the World's Most Surprising School System.

In the 60-minute film, Dr. Wagner guides the viewer through an inside look at the world’s finest secondary education system. From within classrooms and through interviews with students, teachers, parents, administrators and government officials, Dr. Wagner reveals the surprising factors accounting for Finland's rank as the nº 1 educational system in the world.



The documentary can be watched with Spanish subtitles here.

Finnish schools were also featured in an entry on this blog in late January, Is a longer school calendar a good idea?

miércoles, 23 de enero de 2013

Talking point: Is a longer school calendar a good idea?

It seems that the changing times for education are not just restricted to Spain. In early December, The New York Times Learning blog published in their Student Opinion feature a thread on this issue for people to post their opinion under the title Do You Think a Longer School Calendar Is a Good Idea?

Some of the questions to prod readers were
  • Do you think adding time to the school year is a good idea?
  • What do you think are the benefits of adding hours to the school calendar? 
  • Do you think it will lead to better academic performance for some students?
  • What do you think are the downsides of adding time to the school calendar?
The accompanying New York Times article “Research on the benefits of adding time to the school day has so far been mixed” by Mokoto Rich adds more background information to the topic.

Michael Gongar on  The New York Times Learning blog cites Luis Ubiñas, the president of the Ford Foundation,  who says the initiative is not “about adding time and doing more of the same.” Instead, he advocates “a total school makeover.” 

What would a total school makeover entail?

Funnily enough in November 2012 we watched a BBC video clip on the Finnish educational system, which is regarded as one of the best, if not the best, educational system in the world.

Before getting together with the members of your conversation group, give a thought to the questions above and, if possible, read Rich's article and watch the BBC video. That will make the discussion more dynamic.



Here are the comprehension questions we used to check understanding:

1 Where has the documentary been filmed?
2 How many children does the Rania family have?
3 Where do the three oldest children study?
4 How do they go to school?
5 What’s the first lesson in a Finnish school?
6 What does everybody do when they arrive?
7 How do students call their teachers?
8 Why does Majana know students so well?
9 How important are foreign languages?
10 What is learning compared to?
11 Are good and bad students separated?
12 Is it normal to give pupils extra help?
13 How many teachers are sometimes in the same class?
14 What qualifications do Finnish teachers need?
15 How many teachers go with the students in their PE class when they go cross-country skiing?
16 How many teaching hours do Finnish students get compared to other countries?
17 What’s the secret for the success in Finnish schools, according to the head teacher?
18 How are schools built in countries like the US or the UK?
19 How different are the results among the Finnish schools?
20 How many foreign delegations visited Finland last year to learn about the educational system?
21 What project has the Ministry of Education has just started?
22 What priorities do the businesses in Finland have for the educational system?
23 When does proper school start in Finland?
24 Who teaches children before they go to school?
25 How important are parents in education?
26 How much immigration is there in Finland?

Key:

1 On the outskirts of Helsinki; 2 Four; 3 At the local state school; 4 On foot; 5 Relax; 6 Take off their shoes; 7 By their first name; 8 She has been their teacher for a long time (5 years); 9 Key. French third language for 11-year-olds; some will speak a fourth at thirteen; 10 A game, without winners and losers; 11 No; 12 yes, it’s standard practice; 13 Three; 14 A master’s degree; 15 None; 16 The least, and they get the best results; 17 Nobody tells him what he has to do, not even politicians. Everybody trusts him and the teachers (T-word again); 18 Around the idea of competition; 19 They are all pretty similar; 20 140; 21 a pilot programme to support talented students; 22 Maintain the level in maths, science and technology + mixing talented and not so talented people in the class so that the talented ones teach the less talented, and they learn to work in a group with all kinds of people and accept diversity; 23 At 7; 24 parents; 25 very; 26 Little

miércoles, 29 de agosto de 2012

Talking point: What can other schools learn from your school?

This week's talking point deals with the positive side of your school, and it is taken from The New York Times Learning Network.

Think about your [language] school –its routines, timetables, teachers, facilities, even traditions and unofficial habits that are all part of the average day.

How does it work?
How many teachers have you had?
How much time do you spend in class?
What's your favourite place at school?
Which room(s) have you discovered recently?
What happy (and not so happy) moments have you lived in your school?
What successful aspects of your school could other schools learn from your school?

To gain some insight into this topic before you get together with your conversation group to discuss your school, you can read David Brooks article in the in the Op-Ed piece of The New York Times “The Relationship School”.

miércoles, 6 de junio de 2012

Talking point: The best teacher

8 May was National Teacher Appreciation Day in US. The celebration is a bit far-off now, but the topic has a universal value and can be useful for this week's talking point.

Get together with the members of your conversation group and discuss the questions below, some of which are taken from The New York Times learning blogs.

What teacher, or teachers, do you appreciate, and why?
Who was the most important teacher for you?
What did he or she teach you?
How did he or she do that to make it so memorable?
How important do you think teachers are?
What problems do teachers face as a profession?
What can we do as a society to show them they are appreciated?
Are teachers highly respected in Spain? Are they well paid?
What do you learn from a teacher that you don't from your parents?
Do/Did you prefer to be taught by a male or female teacher?
Should teachers express their political views in class?
Do you prefer strict teachers or easy-going ones?
What subjects are the easiest and most difficult to teach?

In preparation for the topic you can read these two articles: The first one, “Teaching Me About Teaching,” by Charles M. Blow, comes from The New York Times, where Mr Blow writes about the teacher who taught him the most. The second article comes from The Guardian, How Finnish Schools Shine, and was written by Adam Lopez, who tells us about the success of Finnish schools.

Photograph: www.alamy.com