Building Glow Communities – Social Studies

A very quick post about what I have been up to for the last 2 days!

I was lucky enough to be sent by my school on a 2 day Glow training course to build communities, and decided that the Social Studies group was the one to go for. It was held at the Stirling Management Centre, first time I have visited there and was very impressed. All the staff were very friendly and helpful, and the venue itself is second to none. The catering is more than impressive also!

Martin Brown, Katie Barrowman and Sat (whose surname I don’t know – how bad is that?) from LTS had a fantastic programme of events lined up for us to give us the necessary skills and information to set about creating our own custom built Glow groups. And by the end of Day 2, when the groups were all showing what they had come up with, I was so impressed with the ‘products’.

Two massive benefits I noticed of doing this course were these:

1 – Looking at what other people were already doing with Glow, and how they were using it. Also, seeing what they chose to do with their new-build group.

2 – Having all that Glow expertise ‘on tap’. Sat, Katie and Martin were all on hand to help us all with queries rather than having to struggle on and try and work it out for yourselves. What a difference it made.

Twitter was, as always, being used at the event, search for the hashtag #bgcss to see the tweets.

The Glow group I was working on with Frances is here
and I know that Alan Hamilton’s Fair Trade Glow Group is proving very popular too – check here

All feedback gratefully received!


  1. Sounds like a productive course!

    Can you only access your Glow groups if you have access to Glow itself? I was wondering if there was a way to look at them without having a Glow account.

  2. Time Spent Teaching Social Studies

    In order to cover that many benchmarks, teachers would need 15,464 hours of solid instructional time. In a typical 180-day school year, teachers have approximately 9,042 hours of actual time spent teaching (Maranon, 2003). Of those hours, primary grades emphasize reading instruction over all other content areas because administrators and teachers feel pressured to devote their time and energy to those areas that are tested. In a study conducted by the Council for Basic Education (2004), elementary principals reported a decrease in instructional time for social studies in grades K-5 since the year 2000 (Hind, 2005). It seems that the current trend is for students to have little exposure to social studies in the primary grades.
    social studies

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