In order to achieve such outstanding results at GCSE, Gary’s classes clearly have to develop subject knowledge too. But, crucially, it is the development of knowledge through interactive ICT that has improved motivation, self-esteem and empathy.
Theatre Arts students use a new programme called ‘Stagestruck’ developed in Australia by the Interactive Multimedia Learning Laboratory at the University of Woollongong. This CD ROM package is being prepared for publication in the UK by John O’Donahue of the Delta Institute of Wolverhampton University and is significant because of the way it allows students to construct knowledge.

Rather than presenting knowledge as simple information, the package allows learners to construct multiple meanings in a field that is often highly subjective and open to diverse interpretations. For instance, in the costume design area pupils can create thousands of different designs by adding various elements of costume together from a database. Similarly they can design sets from multiple resources and combine pre recorded video clips with lines of dialogue, thus in a sense ‘directing’ their own show.

It is this development of metacognition, the ability to think, reflect and solve problems, in such a stimulating environment – with instant feedback and with an expert guide, that is so powerful. Pupils are actively involved in the learning process and have control over its outcomes. As Robert says: ‘Using Stagestruck makes me feel like a producer, I like the way my ideas become real’(note how he describes how he ‘feels’).

How ICT has changed the way knowledge is organised is surely crucial to the development of metacognitive skills. By sharing different perspectives students can come to terms with intellectual authority. Who has the right perspective? Whose perspective has been or should be central? What are the grounds for making these decisions? (see Riel, “New Designs for Connect Teaching and Learning”). It is worth asking the question as teachers employ more ICT in their classrooms – do teachers and school leaders have enough understanding of the benefits of ICT to learning or is it being used to occupy rather than educate?

The combinations of relationships in physical theatre and the construction of knowledge through the use of ICT, guided by an expert teacher, supports David Hargreaves’ and Tom Bentley’s call for greater creativity and innovation in the curriculum (see creativenet.com). Such notions may require a shift in thinking from a linear, scientific, rational view of the world to an acceptance of a post-modern, chaordic paradigm where relationships and connections are as important as subject disciplines. Even Michael Barber, the architect of the highly structured literacy and numeracy hours, is calling for ‘education with character’ and the development of individualism (Barber 2000). This may require a fundamental shift in thinking by curriculum planners but is not without support from the schools for the future lobby, not least the TC Trust’s Vision 2020 group.

Ofsted recognised many examples of good practice at Ercall Wood, not least exceptional teamwork, a broad curriculum, high quality teaching and positive pupil attitudes. The issue is one of replication and how to share good practice. Could it be that a framework that highlights the quality of relationships and a supportive climate, together with teachers who are creating courses that implicitly attend to the development of emotional intelligence and metacognitive skills – in a framework that ‘invites success,’ is the key to consistency? If such principles are worth pursuing should we teach discrete units of thinking skills and emotional intelligence? Can the success claimed by subject based programmes such as Cognitive Approaches to Science Education be transferred to other subjects?

As the case study at Ercall Wood demonstrates, raising the level of teacher understanding of the process of learning can have dramatic effects. As the Unilever Fellow at the Leadership Centre of the Institute of Education I will be pursuing these ideas over the next term and would welcome contact from teachers who could provide case studies for further research.

Perhaps the last word should go to John, a third student who stated: ‘By putting myself in other people’s shoes I learn more about myself.’

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