Global voices, Scottish classrooms: exploring themes in education: Theme 1: Why, what, who and how of education

This session opens the Global voices, Scottish classrooms: exploring themes in education resource by reflecting on our Why, what and who of education and how do we do it.

It offers a variety of activities designed to help educators reconnect with their "Why" - the core purpose that drives their passion for education. It encourages them to move beyond simply imparting knowledge and ignite a lifelong love of learning in their students.

Why educate?

Please watch: Dr Santiago Rincón-Gallardo 9.57 - 11:12 minutes.

Education is the foundation of a thriving society. But why exactly is it so important?

We'll begin by listening to an inspiring speech by Dr. Santiago Rincón-Gallardo. His words will set the stage for our exploration of the many reasons why education matters.

Next, we'll get our creative juices flowing through an activity called "Chain Reaction." Imagine a chain where each link represents a powerful reason why education is important. We'll build this chain together, one reason at a time!

Personal reflection activity

(This activity takes approximately 5 minutes)

Take time to reflect individually on the list shared by Santiago. Does this list resonate with you?

Why Educate?

Children, youth and adults who:

Know themselves
Think and learn by themselves
Take care of themselves and others
Better the world

Chain reaction activity

(This activity takes approximately 5 - 10 minutes)

Move into groups no bigger than 6 and reflect on the list from Santiago.

Each person will then take turns to share one reason why they believe education is important.
Start the chain by saying, "Education is important because..." and finish the sentence with your own reason (e.g., "...it empowers us to be critical thinkers").
The person next to you in the circle will then repeat your reason and add their own reason to the chain (e.g., "...and it equips us with the skills to succeed in life").
Continue around the circle, with each person repeating all the reasons that came before them and adding their own unique thought.
If someone forgets a part of the chain, the whole group can help them remember.
The activity ends once everyone has shared.

Exploring our ‘Why’ as educators

Have you ever wondered what makes a truly inspired teacher? Today, we'll embark on a journey of self-discovery to explore our "why" as educators, What makes you feel alive and inspired to keep going?

We'll begin by delving into a thought-provoking video by Dr Ng Pak Tee. His insights will challenge us to consider the connection between our own passion for teaching and the engagement of our students.

Next, we'll take some time for individual reflection. Through a series of prompts, you'll have the opportunity to reconnect with your own teaching flame.

But inspiration isn't meant to be kept alone! We'll then share our ideas through an "Inspiration Exchange." Imagine a wall bursting with sticky notes, each one a testament to the unique ways we ignite passion in ourselves and our students.

Please watch: Dr Ng Pak Tee 15:52 – 18:59

Inspiration exchange activity

(This activity takes approximately 15 minutes)

Individually reflect on the two questions posed by Dr Ng Pak Tee:

How can we expect inspired students without inspired teachers?
How can we expect students to enjoy learning if teachers do not enjoy teaching?

Use this prompt: "What does an inspired teacher look like?"

Invite educators to write on post-it notes and add them to a shared space on the wall for all to see.
Inspiration Exchange - Encourage educators to reflect on their own passion for teaching.
In groups invite educators to share specific approaches, resource, or project that ignites their passion and inspires their students.
Choose the top 5 approaches to share with colleagues.
This allows for peer learning and the spread of effective strategies.
Add these top 5 ideas to sticky notes and add around the previous "What does an inspired teacher look like?"

Fostering the 4 capacities

In this activity we'll bridge the gap between our fundamental purpose as educators ("Why We Educate?") and the practical application of fostering the 4 capacities.

Working in small groups, you will engage in a thought-provoking discussion based on a question by Santiago:
"How can our commitment to fostering the 4 capacities align with a deeper understanding of our 'Why Educate'?"

By exploring this connection, you will explore how our passion fuels the development of the 4 capacities.

Following on from group discussions, time can be allocated for personal reading to explore the relevant articles from the UNCRC to solidify the link between our "Why" and the global goals of education.

Please watch: Dr Santiago Rincón-Gallardo 11:40 – 15:36 minutes

Small group discussion activity

(This activity takes approximately 20 minutes, groups no bigger than 5)

Discussion Prompt: Consider the question posed by Santiago: "How can our commitment to fostering the 4 capacities align with a deeper understanding of our 'Why Educate'?"

Facilitate a conversation that explores:

How does fostering critical thinking skills connect to your "Why Educate?" (e.g., empowers students to become independent learners)
How can effective communication strategies contribute to achieving your educational goals?
In what ways does nurturing responsible citizens align with your core purpose?
How does supporting lifelong learning contribute to your vision for your students?

Identify Key Points: As a group, discuss and agree on the 2-3 most important takeaways from your conversation. These might be specific connections you made between a capacity and your "Why Educate?" or strategies to integrate capacity development into your teaching practices.

Sharing and Connecting: Representatives from the small groups share their key points with the whole staff (15 minutes):

Facilitate a larger discussion: Look for common themes across the groups' findings. How do these connections reinforce the importance of the 4 capacities?

Learning to be taught does not equal learning to learn

Dr. Santiago Rincón-Gallardo offers a thought-provoking distinction: learning to be taught isn't the same as learning to learn. This activity will support educators to delve into this concept and explore how to cultivate a deeper passion for knowledge within our students.

Dr. Santiago Rincón-Gallardo insights will challenge us to consider if our approaches are truly sparking a love of learning that extends far beyond mastering the material.

Please watch: Dr Santiago Rincón-Gallardo 16:23 – 18:33 minutes

Group discussion activity and gallery walk

(This activity takes approximately 20 minutes)

Listen to Santiago’s input on ‘learning to be taught does not equal learning to learn’.

Reflect on what you have heard and in groups discuss this question –

"How well am I fostering a love of learning that goes beyond simply mastering the material I present, and encourages learners to develop the skills and motivation for independent learning?"

Using flipcharts and pens, document the independent and metacognitive strategies you are using to support learners across your school/setting.

Gallery walk

Following on from the task, take time to walk around the flipcharts and discuss if you see anything new or interesting from these strategies.

Learners and their social landscape

Please watch: Allison Skerrett 07:41- 17:31

Reflecting on Professor Allison Skerrett’s questions:

Are you seeing greater forms of racial and cultural diversity?
Are you seeing transnational learners in your school?

Who are Scottish learners today?
And do they see themselves reflected in your curriculum, context and community?

Understanding your evolving classroom activity

(This activity takes approximately 30 minutes, groups no more than 5)

This activity is designed for educators to explore these questions and brainstorm ways to adapt practice and approaches to pedagogy.

Analyse existing school data on student demographics and track any trends in diversity:

Is there anything that you did not know? Anything that surprises you?
How are you currently using this data to better support the learners in your context?
What actions might you take now?

Consider how you can adapt the curriculum to better serve the diverse needs of your Scottish learners today?

One person from each group shares their reflections.

Plenary and next steps

This theme has helped connect with the core purpose as an educator (your "Why"), get ready to explore how this translates into action!

The next theme of this resource will delve into the concept of education as a social movement, using Dr. Rincón-Gallardo's ideas as a springboard.

We'll explore how the "Pedagogical Core" - the relationships and activities that define your setting - becomes a powerful tool for nurturing positive change.

The activities will support to harness the power and turn passion into a force for creating a more just and equitable world through education.