Face to Faith – Learning to Listen to Others [SMSC in action]

Young people of different cultures

and faiths learning with, from and

about each other.

Welcome

• The noble art of conversation – with the World?

• In 2s who are you? Where are you from? What is your favourite SMSC activity in RE?

• Be ready to feed back …… briefly!• Issues arising – art of communication• Waiting list – special offer!

Our Conference

• Relevant – Prof Robinson Cultural identity Globalisation

• Engaging – classroom walls come down• Faith/belief focus – it’s RE’s but we can share!• Outstanding – raises standards? Evidence Higher

levels esp comparison• Flexible• Innovative – others link but this programme • Organic – responding to need/developments

Face to Faith – What’s that?

• Tony Blair Faith Foundation – Various strands• Watch clip – note what it seems to be about?

silverfish video - Shortcut.lnk

?Global

citizenship

Mutual understanding

New ways of learning

Champions of Global Peace

Mutual respect

EDUCATION

INDOCTRINATION

Learning about others’ points of view.Teaching others what they think.

Sharing their own experience.Positive ambassadors for their own

communities.

F2Fschools in:

AustraliaCanadaEgyptIndia

IndonesiaIsraelItaly

JordanMexico

Lebanon Pakistan

Palestinian TerritoriesPhilippinesSingapore

UAEUK

UkraineUS

Video Conferences

Teaching materials

On-line community

Teacher training

Issues Based Modules

Expert Videoconferences

Special Day VCs

Classroom A

Classroom B

Using the internet, Students are able to talk directly to other students in another country.

Facilitator.The discussion between the

students will always be managed by an

experienced facilitator

Student voices…..

• Having video conferences helped us to hear different points of view apart from our own. It enabled us to hear first hand peoples' beliefs and ideas. It was also interesting to hear opinions and not just the typical classroom debate. It also allows us to express our opinions to other people, reflect on our own views and to experience different cultures

• We enjoyed doing video conferencing with other countries because it allowed us to express our opinions with others. It also allowed us to reflect on our own views and see how our opinions differ to others.

Long Modules• Introduction•Wealth, Poverty and Charity•Art of Expression •Environment•A Common Word Your own

module+

Automatic moderation for – Offensive or inappropriate language.

Exchanging phone numbers, email addresses.

Automatic ban for student, Teacher informed.

On-going Teacher Training.

Workshops

Video Conference

E-Learning

Regional conferences

Detailed resources

On site support

Active Listening

Cooperative Learning

Building Dialogue

Using the on-line community

Sharing good practice.

How to do it –

Pedagogy

Support for schools

Modules created by Ian Jamison and colleagues – fully supported with flexible scheme of work and materialsIT support working with your technical teamCountry co- ordinator on callDistance pilot

BloggsBeing a Muslim in Tower Hamlets is absolutely normal. Lots of people in here are Muslim and you never feel as if you are the only one because our society is very mixed and diverse. People, whether they are Muslim or Christian or Hindu or any other religion know when Ramadan comes because everyone is respectful and quiet. In shops the sales and discounts go high indicating that Ramadan is reaching our doorstep, this shows respect because it shows that everyone’s religion is taken into account. We feel welcome because we know that shops like Asda, Tesco or Morrison’s have been opened for us as well as anyone else. Every one in my community understands when Ramadan has entered our lives because the Azaan in our mosques is more common to hear. Being a Muslim in Tower Hamlets isn’t difficult for me because every where you walk you’ll see so many of them that you won’t feel like an outsider.

To Outstanding?

• Please read your allocated section [Generic/Quality of Teaching/Curriculum] of the HMI subject criteria for ‘Outstanding RE’ – identify how this might be supported by the use of Face to Faith by your department

Outstanding RE - Generic

• Pupils show exceptional independence; they are able to think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations and in working constructively with others. They show significant levels of originality, imagination or creativity in their understanding and skills within the subject. They develop a sense of passion and commitment to the subject.

• Pupils show impressive achievement in linking their study of religion and belief to their exploration of more personal reflections on issues of meaning and purpose. Progress is outstanding across an appropriate breadth of religions, beliefs and investigations. Pupils apply a wide range of higher level skills to their studies including analysis, interpretation, investigation, evaluation and reflection as appropriate to their age and ability. All aspects of pupils’ spiritual, moral, social and cultural development in the context of RE are outstanding.

Outstanding RE – Quality of Teaching

• Teachers communicate high expectations, enthusiasm and passion about their subject to pupils. They have a high level of confidence and expertise both in terms of their specialist knowledge and their understanding of effective learning in the subject. As a result, they use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils’ active participation in their learning and secure outstanding progress across all aspects of the subject.

• Teachers consistently plan and deliver RE very effectively to enable pupils to forge strong links between their study of religion and belief and their exploration of more personal reflections on issues of meaning and purpose. Teachers ensure that pupils are very actively involved in a clear process of learning which secures a progressive, structured development of high level skills of enquiry and reflection.

Outstanding RE - Curriculum• The imaginative and stimulating subject curriculum is skilfully

designed to match to the full range of pupils’ needs and to ensure highly effective continuity and progression in their learning. Excellent links are forged with other agencies and the wider community to provide a wide range of enrichment activities to promote pupils’ learning and engagement with the subject.

• The pattern of delivery is creative and highly effective in securing a very strong pattern of sustained progressive learning and an outstanding contribution to pupils’ wider learning skills. The overall curriculum for RE secures a highly effective balance and breadth of study in relation to the agreed syllabus expectations. In secondary schools a diversity of provision is made to accredit pupils’ learning across all ability groups. There is outstanding enrichment of pupils’ learning including first hand experiences of a wide diversity of religious and belief communities.

Active Listening.

Students reflect upon Active Listening skills. Dialogue Skills Active Listening Cooperation Conflict mediation Reflection Please note that Active Listening is a specific methodology that enables practitioners to deepen dialogue, to improve communication and to address controversial and difficult issues. It is not “just paying attention”. Introduce to students with this powerpoint and/or sheet & get them to practice these exercises.

What does it mean to listen?

When introducing to students – this is a handy teaching aid.

The Chinese character meaning “to listen” is composed of

smaller characters, all of which tell us something about the nature of really good, active

listening.

It is not “just paying attention”. Introduce to students with this powerpoint.

I’m listening

carefully…

I’m waiting to get my point across – I have no idea what

he’s saying…

Look interested, get interested.

Involve yourself by responding

Stay on target

Test your understanding

Evaluate what you hear

Neutralize your feelings.

Introduction Module

Lesson 3

My word

Explanation

Influences

Worry

Global warming – ice melting

Media – TV Documentaries, Newspapers, Magazines

Response Question is Better because…

• You have to listen carefully.• Questions respond to what is

being said. • Dialogue flows – it is not “stop

and start”. • Dialogue can grow.

Whole School Issues

• Spiritual

• Moral

• Social

• Cultural

Take the SMSC audit sheet – with a

partner complete your allocated area

in relation to Face to Faith

Other F2F opportunities

• Faith Shorts - http://www.tonyblairfaithfoundation.org/page/faith-shorts-2011

• Peace One Day• Solidaritea• Competitions eg. Coexistence@Ballycastle

[see special events]

Support every young individual’s search for meaning and hope for a harmonious world