A Changing Educational Landscape | Box of Tricks. Posted by José Picardo on February 9, 2013 Earlier today I spoke at the 2nd national training day for teachers and directors organised by FECEI, the Spanish Federation of Language Schools. Unfortunately, a few technological gremlins (I blame Windows!) Prevented me from showing all the content I had planned to show: actual examples of pupils’ work, video testimonials and other videos which illustrate why I think school teachers must re-consider their often hysterical relationship with the internet. The missing content has been included in this post. I hope you find it useful. Many schools are trying their hardest to keep their heads buried firmly in the sand while the educational landscape changes rapidly around them. The internet has a bad reputation in schools. As a people, we have a tradition of failing to grasp the transformational impact of innovation and we have often assumed that particular innovations are useless, pernicious or here-today-gone-tomorrow fads.
And a final thought. GCSE Resources. What Did You Do At School Today?: Breaking News. I'll never forget the day I came home with my report card. Mum was always waiting for me and no amount of excuses could overcome the black and white on that page. One year I borrowed a black biro and changed the 'C's' to 'A's' on the school bus home. I still feel like there's a part of me looking over my shoulder waiting to be nabbed for that one, but there you go, I've confessed, I can relax!
So when the time comes to write report cards in school, I'm always aware of that feeling of dread that can rise in the stomachs of children, usually the ones who have nothing to fear, the ones that do don't seem to mind so much! But really, if a report card tells pupils or parents things that they don't already know ("What? Also, if the report card is just a mushy set of generally positive fuzzy remarks, then is it really a valuable document? So what should the report card be, if anything? Well, in an ideal world, reporting to students and parents is an ongoing dialogue. So, a report card? Using the App Store for Persuasive Writing. SECRET | Learning By Ladders. Just imagine that schools could only guarantee to improve three things for all learners.
What should they be? I have asked this question hundreds of times to parents, students, ministers, teachers and school leaders in over twenty countries. What is remarkable is that that the top twenty answers to the question always come out the same. Self Management: The ability to be resilient and confident but at the same time considerate and reliable. Some describe this in terms of being organised or self reliant. More >>Effective Participation:Second on the list is normally… learners should contribute positively to their society. The first letters of these skill categories is SECRET. The critical thing to remember at this point is that outstanding teachers select different strategies at different times so that they can teach their subject AND these competencies at the same time.
Defining the SECRET skills Sites that define skills that are essential for all learners Like this: Like Loading... S Home Page. MadameAbrahams - MFL Olympic Projects. Almanac of miscellany. ::: Found ::: Mile End, London [February 27, 2014] New York [January 25, 2014] The Iron Giant — New York [February 5, 2014] South Kensington, London [February 28, 2014] March 21, 2014 at 11:41pm1 note dirty epic Big brick, small brick, red brick — New York [January 18, 2014] Downtown, New York [February 2, 2014] Antoine Msika's posterous - Home. Blog. Home. TEDxBerkeley 2012. About « Rethinking ICT.
/GAT Project/ Google 20% Rule In School. /GAT Project/ Concluding Post 2011: "Boiling Pot" Edition First-time readers: ‘GAT Project’ is our attempt at applying the Google 20% rule to school – no program, assessments, no teacher talk, no predefined curriculum, every student a different direction. For 6 months I’ve been working with Talar Khatchoyan to run a pilot project and see if we can grow it. See previous posts here to get up to speed. The Granny Cloud Worked a Treat (although it was sans grannies) As we hoped, industry experts emerged from our wider school community and gave of themselves, not only visiting the school to tutor the students, but also staying in email and phone contact with the students: Lee Romer from Lee Media Design helping Sarita choose a color scheme for her anti-slavery campaign website.
Ex-cricketer and published author Neil Marks talks Peter through the writing and publishing process. The Students Created Wonderful New Things and Learned a Stack Hugh's Photographs Daniel's Photographs “Life is desire.” Oliver Quinlan: Live Blogs | Archive for TeachMeet takeover. Learning in Touch. The iBook Store has just announced a new series of books for young readers all for free. Follow this link to see the extensive selection. August 10th, 2013 in iPad | No Comments August 10th, 2013 in iPad | No Comments August 10th, 2013 in iPad | No Comments I saw a question on a forum this morning before breakfast and thought it would be interesting to look into this. The first thing I looked at was Bento 4 for iPad as I already had it installed on my iPad but could not work out how to print a record. On the App store I found two possible options: Visitor Registration by Outrageous and Sign in Sign in has a Lite version that allows 5 sign in a day and the unlimited Pro version costs £39.
Using AirPrint via Printopia and FingerPrint it was possible to print the labels to a Brother Label Printer. In addition to the App and a printer the iPad would need a secure mounting such a as this one July 5th, 2013 in Administration, iPad, iPad Printing | Comments Off iPad in Education Result. Digital Roadtrip.
Shoeless Learning. Stephen Heppell @stephenheppell threw out a comment yesterday during his keynote advocating ‘Shoeless Learning.’ On his website Stephen highlights that many Scandinavia children learn with their shoes off. In many schools worldwide shoeless learning has taken off, despite a lot of scepticism. I do not think the why has been formerly explored and invested, but why wait. Findings Not all students wore socks, in this class it was only girls, so those girls that were not wearing socks were less inclined to participate.
If you are going to take part, and you should, your sock choice will be interrogated. Period 2 – Yr11a3 My Year 11 low ability class were intrigued by the request and as a result it took a little more time to settle, joking about the request and my socks. What are those toffees for Sir? All will become clear at the end. Period 4 – Yr7a3 Again, the initial suggestion was met with questions although the students were happy to accept the request. Questions. The Learning Spy - Why group work works for me. Gemma Dobson. Laura Doggett. Fraser Speirs. Chris Ratcliffe. A very satisfying day! What a difference a rotovator has made to the allotment. The rotovator was a Kilworth Ferrari 320 from JB Plant Hire in Hinckley. The rotovator was ace. Although it seemed slow to start, it was actually really speedy, covering the ground in about an hour.
The left-hand bed, and the part of the right hand bed that were flooded are still very wet, but I think that is because the water compressed the soil. So, I’ve now planted some shallots, and the rhubarb. A quick return to the allotment for Elizabeth to sow seeds in her raised bed.She’s put in two varieties of carrot, cress, lettuce, a salad mix and she has left some space for some strawberry plants. She helped me put a few asparagus crowns in that we got from the garden centre, but we’ve got quite a few more coming this week so we left quite a bit of space!
One mistake I did make was to get the wrong net for the top of the raised bed. The bed is huge, about 8ft x 4ft x 3ft. And the blueberry bushes are flowering! Tait Coles. This is a follow-up to the post I wrote a few weeks back – you can read it here if you wish. I have now used SOLO Taxonomy in many lessons this half term – I have used it for self assessment, peer assessment, co-constructing and student generated success criteria and linked it with learning intentions.
However, I wanted to use this post to show the quality of peer assessment and more importantly the high calibre of feedback (or feed-forward) my students gave each other when using SOLO Taxonomy. Year 9 – assessment piece on Variation. Using a student generated success criteria and in an agreed time allocation my students “set to learning” (my students don’t work!) I then asked my students to use our SOLO taxonomy success criteria to peer assess each others learning. I have chosen a selection of what was written, and typed it exactly as my student’s wrote them; Example 1 MULTISTRUCTURAL – “You are here because you gave several ideas about the cells but didn’t manage to link them together” Philip Campbell.