Education

Supporting Excellence in Schools

CCG in Partnership with the 360 Group offers a range of low cost and high impact school development instruments. To arrange a free, no-obligation consultation, call: 08700 661947 or email. ccg@creativeconsulting.fsnet.co.uk Our Acclaimed Leadership Skills Development Programme for Heads and Senior Managers The ‘critical’ Tool for the Identification and Alignment of School Culture and Sub-cultures Our Unique Programme for Best Practice in Gifted and Talented Education Our Unique Pupil Attitudes’ Survey for Key Stage 2 and Above Leading the Way in Whole-School Improvement Through Best Practice in SEN Inclusion Our ‘stunning’ Modified P-Scale Pupil Tracker and Target Setting System Posted by Robin Brooke-Smith on 24/2/07; 11:42:39 AM from the Education dept.   #  Discuss     Trackback [0]

Recent & Forthcoming CCG Assignments

Thomas Adams School, Salop LA, Leadership 360 Development Programme (2007-2008) European Commission, Brussels, Edulink Programme, Higher Education Project Proposal Evaluation (Feb-April 2007) Bacon’s College, London. Keynote of Gifted and Talented (Jan 2006) COBISEC Conference, London Keynote on Gifted and Talented (May 2007 forthcoming) Hampshire LA. Evaluation of Gifted and Talented Pilot Project (June 2007 forthcoming) Bacon's College, London, Keynote on Gifted and Talented (Jan 2007) Isle of Man. Scoping review on Gifted and Talented  (Nov 2006) Penryn College, Cornwall , Keynote and Workshops on Gifted and talented (Nov 2006) South Korea Keynote on Gifted and Talented Education (Oct 2006) Jeddah, Saudi Arabia Keynote on Gifted Education (Aug 2006) China Henan Province. Capacity building and school linking (June 2006) Hampshire Excellence Cluster. Workshops for 18 schools, Gifted and Talented (June 2006) Girls’ Schools Association. G&T Workshop for 22 schools (March 2006) Posted by Robin Brooke-Smith on 5/1/07; 8:49:19 PM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

Shropshire Independent Schools

CCG is working with a group of Indepndent Schools in Shropshire to help develop teams and best practice in teaching and learning. It is planned for the CCG business manager to carry this work forward with school teams in the autumn of 2006. Posted by Robin Brooke-Smith on 30/6/06; 11:07:46 AM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

Posted by Robin Brooke-Smith on 9/6/06; 9:06:52 PM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

Posted by Robin Brooke-Smith on 8/4/06; 7:29:56 PM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

CCG Works with Thomas Adams School

Between September and November 2005 Creative Consulting Group has led three workshops at Thomas Adams School, Shropshire to develop a whole school plan for Gifted and Talented Education. The end result is a plan to implement systemic change in G&T over the next two to three terms. GGC will be continuing to give light touch support and will contribute to the PD Day on Feb 20 2006. Posted by Robin Brooke-Smith on 3/12/05; 4:54:48 PM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

New Assignments

We have a busy summer ahead. The second phase of the Asia-Link assignment will take place in Brussels from 21 June to 3 August. We will also be working with the Thomas Adams School, Wem, Salop on developing a G & T programme. Posted by Robin Brooke-Smith on 18/6/05; 10:55:59 AM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

Creative Consulting Group 'takes 5' with Adams School, Wem - in Shropshire

Thomas Adams School, Wem, Salop LEA We will shortly be embarking on an interesting assignment to work with middle and senior level leadership at the Adams School Wem on a leadership devlopment programme. We will be working with the school over several months to help develop leadership skills and approaches to help the school to address new opportunities and challenges. The "Take 5" scheme is run by HTI (Headteachers in Industry) http://www.hti.org.uk and is aimed to share knowledge and experience between industry and business on one hand and schools on the other. HTI is a social enterprise dedicated to enhancing school leadership and is the UK's leading broker of professional development opportunities through education-business exchange. CCG is delighted to be working with HIT and the Adams School. Posted by Robin Brooke-Smith on 28/5/05; 11:38:59 AM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

Leading Learners, Leading Schools

The following link has a review of my book on school leadership and complex adaptive systems. http://www.lib.msu.edu/corby/reviews/posted/brooke.htm. The core message can perhaps be summed up in the following quote:  ‘Perhaps treating [schools] like machines keeps them from changing, or makes changing them much more difficult. We keep bringing in mechanics, when what we need are gardeners. We keep trying to drive change, when what we need to do is cultivate change’. Peter Senge, from the May 1999 issue of Fast Company. Posted by Robin Brooke-Smith on 7/5/05; 1:28:17 PM from the Education dept.   #  Discuss (1 response)  Comment [1]   Trackback [0]

Posted by Robin Brooke-Smith on 9/4/05; 5:35:02 PM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

Blogging and Knowledge Building 2

Continuing with Scardamalia and Bereiter:- the three time-honoured answers to effective knowledge building are laid out below.  It seems clear that use of blogs in classrooms can help further the aims they set out. What do you think? Let us know. by hitting the discuss or feedback buttons. The challenge, then, will be to get students on to that trajectory. But what is the nature of this trajectory and of movement along it? There are three time-honored answers that provide partial solutions at best. One approach emphasizes foundational knowledge: First master what is already known. In practice this means that knowledge creation does not enter the picture until graduate school or adult work, by which time the vast majority of people are unprepared for the challenge. A second approach focuses on subskills: Master component skills such as critical thinking, scientific method, and collaboration; later, assemble these into competent original research, design, and so forth. Again, the assembly—if it occurs at all—typically occurs only at advanced levels that are reached by only a few. Additionally, the core motivation—advancing the frontiers of knowledge—is missing, with the result that the component skills are pursued as ends in themselves, lacking in authentic purpose. Subskill approaches remain popular (now often under the banner of “twenty-first century skills”) because they lend themselves to parsing the curriculum into specific objectives. A third approach is associated with such labels as “learning communities,” “project-based learning,” and “guided discovery.” Knowledge is socially constructed, and best supported through collaborations designed so that participants share knowledge and tackle projects that incorporate features of adult teamwork, real-world content, and use of varied information sources. This is the most widely supported approach at present, especially with regard to the use of information technology. The main drawback is that it too easily declines toward what is discussed below as shallow constructivism. Posted by Robin Brooke-Smith on 24/2/05; 11:44:38 AM from the Education dept.   #  Discuss  Comment [0]   Trackback [0]

This Page was last update: Saturday, February 24, 2007 at 11:42:39 AM
This page was originally posted: 24/02/2007; 11:42:39.
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