EDUCATION PRESENTATION: Digital and Social Media: Supporting Attainment, Aspiration, Employability and Social Mobility for Young People in Education and Those Entering the Workforce

9th November 2015 - Delivered by Dowshan Humzah
CONFIDENTIAL - Slides for attendees only. Not for onward distribution. Many thanks.
© Dowshan Humzah
Digital and Social Media in Education
Supporting attainment, aspiration, ‘employability’
and social mobility for young people

© Dowshan Humzah
i) Introduction

© Dowshan Humzah
Outcomes from this presentation
1. Recognise the impact of digital and social media in education
2. Learn from case studies integrating digital, work-related learning
and the core curriculum to support attainment and results
3. Appreciate how digital and social media can be used in the
classroom and workplace to build career progressing skills
 Support student attainment and aspiration
 Deliver engaging content/lessons and outstanding teaching
 Help make young people more ‘employable’
 Strengthen social mobility

© Dowshan Humzah
Market insight
“Digital and social media are not ‘add-ons’,
but critical to successful outcomes in the
21st century classroom and workplace.”
Source: The Worst Kept Secret

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Quotes and insights from teachers and employers
“I guess digital can give
them access to another
world.”
“I just don’t get how you can
use Twitter and that social stuff
here.”
“It’s their language, so we
must use it.”
“I’m trying to engage all my
students and beat their look
of boredom.”
“We can’t use Facebook and
other sites here.”
“But they already know about
it – so what’s the point?”

© Dowshan Humzah
Digital and social media are modes of communication
English
Language /
Traditional
Written
Communication
Spoken English
/ Oral
Communication
Sign Language
/ Manual
Communication
Social Media /
Digital
Communication
 Cut across subjects in schools and functions in an organisation
• Facilitating or helping to achieve defined objectives

© Dowshan Humzah
Social media cuts across the curriculum
English
Maths
Foreign Languages
Sciences
Economics
Humanities
Design & Technology
Information Technology
Business Studies
Media Studies
Digital and
Social
Media

© Dowshan Humzah
 Impacts the delivery of most organisations’ objectives
Digital and social media cuts across an organisation
Marketing , PR
& Brand
Compliance/
Regulatory
Affairs
Operations /
Sales/
Human
Resources
Finance
Consumers/
Media/
Community
Media/
Regulators/
Government
Customers/
Suppliers/
Third Parties
Job Seekers/
Recruits/
Employees
Funders/
Banks/
Suppliers
Digital and social media cuts across an organisation

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Digital’s impact in education
Technology Online learning
Idea generation and creative thinking

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The use of social media in academic institutions
 US and UK studies show broad usage in schools and universities
• Fund-raising, positioning, marketing, development
• Helping to deliver the syllabus and enhance learning

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Our core deliverables for the education sector
 Provide workshops for students
• Support the 3As: ‘Attendance, Attainment, Aspiration’
• Drive ‘work related learning’
 Offer bespoke courses for teachers
• Support engaging and outstanding teaching
• Apply a digital and social media lens
 Provide lectures for trainee teachers
• Support engaging and outstanding teaching
• Provide innovative tools to sit alongside PGCE
 Aid employability for young people
• Provide insights and profiles of role models
• Support aspiration and social mobility

© Dowshan Humzah
ii) Classroom case studies – from Bishop Challoner

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Background to the transformation of Bishop Challoner
 Bishop Challoner was the UK’s first federated school
• Comprising of boys’ school, girls’ school and sixth form (c.1,200 pupils)
 Majority of students from deprived inner-city/challenged backgrounds
o Financially poorer with higher levels of social deprivation
– Double the national average for students eligible for the pupil premium
o Lack of inherent English language and communication skills
– English not primary language for c.50%
o Families not established in UK and lacking a professional network
– 75% non-white/ethnic minorities – largest Black British African
o Lack of direct role models for progressing higher education
– Approx. 80% of students have parents who did not attend university
 It was characterised by low attainment and low aspiration
• Associated with schools in areas challenged by poverty/social deprivation
• 2010 50% of pupils achieved 5 GCSEs A-C (including English and Maths)

© Dowshan Humzah
The transformation of Bishop Challoner
 However, the school has been transformed in 5 years
• Impact seen from 2012: GCSE 67% A*-C (including English and Maths)
o A Level 50% A*-B
 In 2014-2015 , the school moved from Good to Outstanding in its
Ofsted rating
• 79% of pupils achieved 5 GCSEs A-C (including English and Maths)
o Boys’ school continued 5 years of improvement
– 62% GCSE A*-C (including English and Maths); a 8% increase vya
o Girls’ School
– 25% GCSE received at least 4 A*-A
o Sixth Form
– 25% A Level received A*-A
– With A*-C at 80%
o 4 students going to Oxbridge and others to Russell Group – a first

© Dowshan Humzah
How Bishop Challoner achieved this transformation
• Strong executive head and senior leadership team
• Sharing of best teaching practice, standards, ideas
• Focused management structure with standard
operating procedures
Leadership of three
schools working in
harmony
• Prioritised traditional academic education
• Less emphasis on vocational qualifications
• Developing ‘work related learning’ and partnerships
Setting high ambitions
and aspirations
• 80% of 125 teachers are new over the last 5 years
• Increased number of young, powerful role models
• Proactive talent management and development
New energised
teaching body
• Private sector support e.g. remedial reading/maths
• Use of innovative, engaging teaching methods
such as the outlined ‘digital’ case studies here
• Developed an Emerging Talent Programme with
Ogilvy and TWKS to address opportunity gaps
Sought non-traditional
partnerships

© Dowshan Humzah
Case study 1: social media fundamentals for GCSE
 Objective was to support GCSE
English
• Target a poorly performing cohort
of students in Bishop Challoner
o Inner-city academy where most
students come from a less-
privileged background
• Help students complete objectives
at key stage 4
• Improve quality of coursework
• Improve potential and final grades
o In particular of students predicted
‘D’ – moving to ‘C’ and above

© Dowshan Humzah
The course and workshops
 We created and delivered 4
double lessons
• Creative writing, persuasive
writing, listening, interpreting
 Industry professionals
provided work related insight
• Media and entertainment
• Show pupils how classroom
learning can be applied in a
working environment
 Final presentations
• Delivered in a ‘professional’
context to a panel

© Dowshan Humzah
The results exceeded expectation
 100% attendance
 All students received a grade C or
above
 A significant number of students (2/3)
whose predicted grades were
borderline moved up in their final
exam
 Featured in major national media
• The Telegraph, TES, Teachers TV
and popular websites
 Used in School Improvement Plan

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Video of feedback from students and the Principal

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Case study 2: digital literacy to aid aspiration
 This delivery was again an
‘intervention strategy’ to support
GCSE English amongst a
challenging cohort of students
• Address literacy
• Encourage independent study
• Provide career skills
 However, the Executive
Principal and Head Teacher
were keen for us to focus on
raising aspiration
• Lesson plans were drawn up and
this was delivered over 4 weeks

© Dowshan Humzah
Delivery and workshop overview
Support
Curriculum
Objectives
Course Unit
Concept
Help Raise
Aspiration
• Relate to GCSE English specification
• Creative and persuasive writing relevant to a target audience
• Ensure correct grammar, sentence structure and word choice
• Picture success via a work related challenge
• Show what is possible through collaborative learning
• Gain GCSE ‘speaking and listening’ grade from teacher
• Separate ‘grade’ awarded for work tasks and presentation
• Develop an online marketing strategy for the school
• Class and homework tasks – focussed on a target audience
• Work related learning and present back to a panel

© Dowshan Humzah
Lesson plans and workshop delivery
Lesson 1
Set project
Decide companies
Class task:
website outline
Homework: decide
role and job
application
Lesson 2
Content focus
Creative and
persuasive writing
Class task:
Twitter, Facebook
Homework: slogan
tweet and website
welcome
paragraph
Lesson 3
Outline successful
presentations
Strategy meeting
and define roles
Class task: build
presentation
Lesson 4
Presentation
Feedback
Successful
outcomes as
per case
study 1

© Dowshan Humzah
Impact: aspiration achieved
“Sir, how do I do my tie like Obama?”
Source: Student quote during week 4, just before presentation.

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iii) ‘Access to opportunity’ and talent nurturing
Source: ‘Access to opportunity’ - Dowshan Humzah

© Dowshan Humzah
Building partnerships
 Ogilvy & Mather was keen to develop the next generation of talent
• Encourage stronger diversity in their industry where differing experiences
and diversity of thought are essential for great client outcomes
 All too often ‘access to opportunity’ is limited to the privileged, well-
resourced or well-networked few – especially in media/advertising
• From the widest possible talent pools, the best of the best should be
identified and selected on merit – further encouraging social mobility
 We were able to recommend Bishop Challoner to Ogilvy as a school in
their borough drawing on local pupils

© Dowshan Humzah
The Emerging Talent Programme: Ogilvy and Bishop
Challoner
 A unique, integrated and long-term partnership was developed
• Ogilvy wanted to build ‘something special’ in its local community, commit to
the long-term and unearth talent that would otherwise go unnoticed
 The Emerging Talent Programme covers four key areas
• Key for many pupils from challenged/less-privileged backgrounds
In-school
careers
clinics
Agency
experience
days
Work
experience
placements
Ongoing
mentoring
through
sixth form
Access to
opportunity
Extra-
curricular
experience
Support social
mobility and
aspiring
students to
launch their
professional
careers

© Dowshan Humzah
Access to opportunity and aspiration
 Privilege is invisible to those that have it
• One of the few things separating those that make it from those that do not
is ‘access to opportunity’
o Careers guidance and work related skills are essential for success
 The innovative teaching methods we developed with Bishop Challoner
and the partnership with Ogilvy will help in a number of ways
• Support higher aspiration and greater attainment
o Ensure the basics: students must have a good grasp of literacy and numeracy
o We emphasise that digital and social media tools do not replace traditional
methods but sit alongside them
o Using digital and social media techniques effectively in both the classroom and
the workplace
Support higher
levels of
aspiration
Bring the
curriculum to life,
producing
engaging
lessons
Help students to
understand the
potential of
digital and social
media
Bridge the gap
between what is
learnt at school
and skills for the
workplace

© Dowshan Humzah
Modern tools and methods
 Modern tools and methods sit alongside established pedagogies
• Traditional principles still need to be taught and applied FIRST
• Help students and young job seekers achieve their aims

© Dowshan Humzah
Using Twitter in schools
 It is an ‘extreme précis’
• Summarise text in 140 characters or less
o Focus on correct grammar
o Can be tailored according to student ability
given characters, links and monetisation
 Supports research
• Use Twitter search for ‘real time’ research
and insights
 Building a character or conversation
• Building a character from a book
o Tweet with the emotions a character
experiences or from a different viewpoint
Twitter can help focus communication
for organisations and support real-time
research needs

© Dowshan Humzah
Using Facebook in schools
 English/Foreign Languages
• Create profiles/rich content of characters
 Maths/Economics/Business Studies
• Deliver target audience analysis
o Understand venn diagrams/statistics from
intersecting attributes for audiences
 Media Studies
• Analyse what is said on Facebook
o Increase likes/visits/frequency/engagement
 Closed Groups
• Interact, discuss and share links privately
Facebook can help organisations
understand and reach out to target
audiences

© Dowshan Humzah
Using YouTube in schools
 Supports cross curricular learning
• Drive independent learning
 Acting out a character
• Building on a story (Brief, storyboard, etc.)
 Optimising video content
• ‘Search, share and discover’ for online
o Can apply a commercial objective
 Facilitates online learning
• YouTube for Schools
YouTube can support an organisation’s
content strategy - and for students can
help bring a CV to life

© Dowshan Humzah
Using other social media sites in education
 LinkedIn
• Research and aid job applications
 Wikis
• Enhance collaborative learning
 Blogging
• Develop rich ‘long-form’ content
 The future
• Mobile and social search
These sites and elements can support
organisations, students and those
looking for jobs or to be self-employed

© Dowshan Humzah
v) Way Forward
 Young people have access to a greater range of relevant online tools
• Integrate appropriate digital and social media tools/techniques
o Bring the curriculum to life with work-related learning
o Be up-to-date, reflecting the lives of students/young people
• Help students progress personally, academically and professionally in
employment or enterprise
 Increase student engagement and attainment at all levels
• Provide students with an understanding of using digital and social media
tools to help themselves and organisations in the future
 Support social mobility and aspiration especially among students who
are not as privileged
• Drive ‘access to opportunity’ and ‘merit based diversity’
• Ensure the best are identified from the widest possible pools

© Dowshan Humzah
Feedback from Andreas Schleicher, OECD
“Thank you so much, such examples are
exactly what we are looking for in the next
step.”
Source: Andreas Schleicher, OECD – post findings of The effect of computers in schools – Sept 2015

© Dowshan Humzah
Feedback from Professor Jane Waldfogel, Columbia
University & The LSE
“This sounds like very interesting work.”
Source: Professor Jane Waldfogel, Columbia University and The LSE, post presentation on ‘Too many children left behind’ – Oct 2015

© Dowshan Humzah
Many Thanks
 Please contact me if you
have any questions
• Dowshan Humzah
o Digital Strategy & Business
Transformation Director,
Inspiration for Success
o dowshan@usa.net
o www.linkedin.com/in/dowshan

EDUCATION PRESENTATION: Digital and Social Media: Supporting Attainment, Aspiration, Employability and Social Mobility for Young People in Education and Those Entering the Workforce

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