Paying tribute to my own primary school teacher by Dr. Roberto Filippi

roberto-filippiThe role of educators in primary school is crucial for the formation of each child. Their work, unfortunately not always carried out in easy conditions, is the basis of the cognitive and social development of future generations.

After many years, I still feel the impact of primary school on my personal growth. The memory of my Teacher, Mrs Rina Bottai, prompted me to sponsor a creative writing award in her honor.

roberto1School leavers picture. The signs says “Farewell elementary school”. Mrs Bottai retired that year after a long career in primary education. I am the one on her right.

As well as my family, Mrs Bottai was the architect of my individual development, giving me the tools and fundamental values to face life: education, self-confidence and respect for others.

With this Creative Writing award I therefore want to celebrate all primary educators, their dedication to serving children, their families and the future of our societies.

roberto3The winners were awarded on the 5th June 2019 at my old primary school, the Carlo Bini Elementary School in Livorno, Italy.

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It was a great thrill for me to get back there after 47 years!

 

The children have done some fantastic work that I am still reading with pleasure. I have to admit, their Italian is much better than mine!

roberto4In total, there were 6 individual winners whose work was judged by a panel of teachers and parents. However, the largest part of the donation was used to buy books for the school library so that all children could benefit.

A sample of the children’s work: an essay titled “Cara Maestra… (Dear Teacher) in which they pretended to be grown-ups and told their teachers how they fulfilled their dreams after primary school. Each essay was accompanied with a drawing.

I’m already thinking about the 2019-2020 edition, where I would also like to involve an English primary school. In these sad times where the divisions between peoples always find a main title on the media, our role as educators is to encourage exchanges and cultural knowledge among the new generations.

Acknowledgements:

I would like to thank the Director of the Livorno’s educational headquarter, Gianna Valente and the head of my former primary school, Katia Burlacchini who, together with their collaborators, have made this event possible. A special thanks goes to the children who participated in the competition!

roberto5Gianna Valente (on my right) and Katia Burlacchini (left) and all the teachers who made this initiative possible.

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Parents and children of the Carlo Bini primary school attending the ceremony

Links:

Article about the award in UCL news

Dr Roberto Filippi’s UCL profile page and his lab page

You can also follow Dr Filippi on twitter @psyrob

The CEN is delighted to welcome two new members to its Management Committee

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Dr. Jo van Herwegen (UCL Institute of Education)

Jo is an Associate Professor in Psychology at UCL Institute of Education, and Director of the Child Development and Learning Difficulties lab. The lab carries out internationally excellent collaborative research in child development with a special focus on learning difficulties and developmental disorders, with the aim to translate the latest findings into effective and practical assessments as well as classroom practice and interventions. Jo’s research focuses on language and number development in both typical development and atypical developmental disorders, such as Williams syndrome, Autism Spectrum Disorders, Down syndrome, and Developmental Language Disorder. She is interested in individual differences, as well as exploring what cognitive abilities and strategies relate to successful performance in typical populations and how these differ in atypical populations, in order to aid the development of economically valid training programmes. She says: “I believe that it is important to study abilities from infancy onwards in order to obtain a better understanding of how cognitive abilities develop over time and how performance across different cognitive areas relate to each other.”

Jo’s interest in joining the CEN is to focus on the educational neuroscience of Special Educational Needs, and she is currently working on ‘neuromyths’ about SEN teaching. Welcome to the CEN, Jo!

Dr. Roberto Filippi (UCL Institute of Education)

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Roberto is an Associate Professor in Psychology at UCL Institute of Education, and Director of the Multilanguage and Cognition Lab. The MULTAC lab is formed by a team of researchers interested in studying multilanguage acquisition and its effects on cognitive development across the lifespan. After a successful career in business, Roberto completed his PhD at Birkbeck, University of London, under the supervision and mentorship of Prof. Michael Thomas, Prof. Frederic Dick and Prof. Annette Karmiloff-Smith. His main research interest is on multi-language acquisition and its effects on cognitive development from early infancy to old age. Roberto is the author and co-author of several scientific publications, books and book chapters. He is also actively involved in public engagement. Roberto frequently delivers presentations in schools and workshops with the aim of creating a hotline between scientific research and professional practice in education. He sponsors a “Creative Writing Award” in an Italian primary school that has the intent to promote multicultural exchange between Italy and the UK. Roberto believes that learning a second language (or more!) is “one of the best things that humans can do”, an investment for our future and the future of our children.

His research at CEN will focus on using cognitive neuroscience methods to investigate the educational advantages and disadvantages of learning multiple languages. Welcome to the CEN, Roberto!

 

Social, Emotional, and Academic Development report

Georgie Donati presented a recent report from the Aspen Institute, an international think tank. The report was the result of findings from a commission set up to look at Social, Emotional, and Academic Development in young people – with the aim of re-envisioning what constitutes success in schools.

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There is a wealth of information available from Aspen here and Georgie’s slides of the presentation are available on the link below:

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Spatial cognition and children’s science learning

Dr Alex Hodgkiss from Oxford University’s Department of Education, talked about his recent research looking at whether spatial cognition is a crucial ingredient in the recipe for success in science – at primary school and beyond. See his short video summary as well as links to his papers and other resources below.

You can read more about the research in these papers:

Spatial cognition and science achievement

Development of spatial skills and maths

Development of children’s spatial scaling skills

Alex’s University webpage, which is regularly updated with new research, is here

You can also keep up to date with his research by following him on twitter @hodgkiss_alex

Learning geometry in high school: an international analysis

christian-bokhoveIn this week’s seminar, Christian Bokhove, Associate Professor in Mathematics Education at Southampton University talked about his recent research on geometry learning. He took as his starting point the question of why Asian countries typically score higher in PISA-type maths comparisons than European countries. Luckily for anyone who missed it, the slides of his talk are all available on slideshare here.

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As part of the project, he and his partner team in Japan created a set of geometry learning materials which you can have a look at here.

And do check out Christian’s own website to find out more about his diverse research interests, including his presentation on the Top five tips: what teachers should know about research.

You can also follow him on twitter @bokhove

How to enhance word learning in children with developmental language disorder

Image result for children readingProf. Chloë Marshall led a discussion of two papers recently published by Laurence Leonard and his colleagues in the Journal of Speech Language and Hearing Research. They investigated some of the factors that can enhance word learning in children with developmental language disorder (DLD). Paper 1 investigated whether children with DLD, and also typically developing children, learnt words better when they were required to actively retrieve them, rather than just studying them. The authors found that active retrieval on repeated occasions was indeed more effective than repeated study, both when children were tested immediately on those words and when they were tested a week later.

Paper 2 developed this line of research further by comparing two different retrieval schedules – an immediate retrieval schedule, and an interleaved retrieval schedule. The interleaved retrieval schedule was more effective at supporting children with DLD and typically developing children to learn words. Interestingly, the study in paper 2 also incorporated event-related potentials (ERPs) whose data revealed that words were learnt better in the interleaved retrieval condition, supporting the behavioural data.

The papers generated lots of interesting discussion about (1) how neuroimaging methods could be used to support behavioural methods in intervention studies, (2) what the neurological mechanisms underlying the advantage for interleaved retrieval might be, and (3) how far interleaved retrieval might be incorporated into the teaching of vocabulary across all curriculum areas and for all children. We also discussed how interleaved retrieval might be used beyond teaching vocabulary, for example, as here, in maths.

 

Find out more about interleaving from the excellent Learning Scientists here and you can follow Prof Marshall on Twitter.