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Involving Learners in Planning Learning
September 15, 2015

I’m a big believer in the power of engaging young people in their learning through involving them in the learning process. As Lois Harris argues, if students are going to feel that they own their learning they need to have opportunities to collaborate in the learning process:

Continuum of Learner Engagement (What) and how teachers can achieve these levels of engagement (How). Adapted from Harris (2010).

Continuum of Learner Engagement (What) and how teachers can achieve these levels of engagement (How).
Adapted from Harris (2010).

But how on earth can we as teachers involve our students in planning their learning? I’ve been working on adapting my practice to make this possible for a number of years now, so perhaps I could tell you how to go about doing this yourself?

Well, I’m not going to. My students are. I’d been working with my S1 Science class on developing approaches to involving them in planning learning last session when we were approached by Children in Scotland to participate in their Leaders of Learning project. Children in Scotland, the students and myself worked together over a number of weeks to explore and develop approaches to involve the students in planning their learning to a much greater extent. The project culminated in the students evaluating what we’d done, and producing the following video to communicate what we’d learned together.

Hope you enjoy learning from them, I know I have!

Cross-posted from fkelly.co.uk

Instagram and #teach180
September 10, 2015
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I’ve not found much time for blogging over the summer since I’ve been moving house and deliberately trying to ‘wind’ down after a crazy busy year last year at work.

I’m back at work now and it feels like I’ve never been away! I’m enjoying my new timetable although it is jam-packed and I am sharing three classes which is a new thing for me – I’ve never had to share one class let alone three! I’m hoping to blog as I go this year as with previous years but there’s always a wee (big?!) stumbling block and that is time. There’s just not enough hours in the day, not enough days in the week, etc…

In fact I hardly ever manage to blog on a regular basis during term time so I know trying to commit to blogging is setting myself up to be disappointed and annoyed at myself… However, I take pics around my classroom almost every day. Pictures of good pupil work on sheets or in jotters, of unusual events such as yesterday’s school hike, of new displays, Puzzle club activities, etc. I usually save these pics and then take a couple of hours every few months to upload them to the department website so kids and parents can watch out for them. During the summer, however, I spent a bit of time with my sis who loves Instagram which got me thinking that I could create an account for my classroom.  So I did.

Here is my new Instagram account for sharing pictures from my classroom to the rest of the world.

I think this will make me feel better about not being a regular blogger although my heart wants to be! But more than that I have found the kids are eager to get their work photographed which has been a nice surprise and bonus :-)

Ed (@solvemymaths) has shared his idea of work selfies on his blog which is really good; so I’m going to get the kids to choose one piece/part/question/solution/etc. from the day/week’s work that is their best and they draw a wee camera beside it as a plenary exercise which will help me identify where the kids think they’ve done particularly well (self assessment) or on occasion get the kids to swap jotters and peers can choose where the wee camera logo goes as a peer assessment tool.

Earlier today I was over at Sarah Hagan’s blog stealing(!!!) more of her awesome wall display posters and came across her #teach180 idea for Twitter which also stems from a lack of time to blog regularly. It’s a great idea and I will be checking it regularly as the ideas so far have been brilliant and very interesting. It is especially cool that she is collating some of her highlights on her blog every week. My twitter account is for myself as a practitioner so I’m gonna ‘lurk’ around this idea without taking part and I definitely couldn’t commit to everyday. I sometimes don’t even get round to tweeting my week highlight for the awesome #PedagooFriday some weeks!!!

So my new Instagram account is for my kids and their parents. It’s for me as a teacher to display their awesomeness outside of the classroom on a display that the world can see… That’s gotta be worth the pupils putting the extra effort in for :-)

Bloom’s Taxonomy
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It’s safe to say, I love Blooms!

I think Blooms is a brilliant way for teachers to ensure they are helping pupils progress as well as students can identify their skills easily. I love blooms so much, one of the first things I did when I got my new classroom was paint a massive triangle on the wall, and get pupils to add “I can” statements on it when they can do something new.
I think the issue I have with blooms is and don’t think I am alone is, we are good at creating wonderful Schemes of Work and Units, but actually sign-posting our skills and how that links into Higher Order Thinking is our downfall. Also I know i have been guilty of focusing on the task and not the skills being used.

I have given myself 2 new term resolutions this year.

  1. Use less PowerPoint and look at other teaching and presentation methods.
  2. Highlight skills progression to the pupils.

My first task has been to create these posters.IMAG0592

These break down the skills, the types of activities and question stems that can be used – an amalgamation of several posters I could find on Pintrest. Here’s the file to download the posters yourself: blooms posters.

So now my aim is to get pupils to be able to self evaluate their own learning and skills at the end of a task/ unit/ lesson. I also made up cover sheets for my junior classes that will be stuck into their jotters with the intended skill progression of the current unit we are on- encouraging them to color in the triangle as they move up the thinking skills.

I think Blooms can be used in many different ways and it is important that we share resources and ideas in order to encourage pupils to be using their thinking skills in a variety of ways.

Originally posted on my own blog bxarmps.wordpress.com

Preparing learners to face the future with a SMILE
Smart kids

“Our task is to educate their (our students) whole being so they can face the future. We may not see the future, but they will and our job is to help them make something of it.” ~ Sir Ken Robinson

Smart kidsIf you agree with Sir Ken Robinson, then you’ll also agree that education serves a purpose bigger than a suite of academic outcomes that only capture part of a person’s ability at the end of the schooling process.  If you agree with that statement, you might also be inclined to agree that our learners need to know how to find their purpose in life, how to be successful but in a manner which ensures their happiness and gratitude.  But how do you squeeze these positive psychology messages into a curriculum that is already overburdened and where teachers lack the time to develop resources that focus on the learners’ well-being?

Gratitude trees are a visual representation of recognising acts of kindness.  They are easily implemented into a classroom environment and can be the first step in a process where our learners embark on a journey of well-being and self-discovery.

On episode 25 of the Inspiration 4 Teachers Podcast Show, Ashley Manuel, Head of PE & Sport at Immanuel Primary School, Adelaide, Australia and founder of Growing with Gratitude has developed a new revolutionary approach to help teachers and learners build positive habits.

Together Ashley and I discuss simple and effective strategies to implement positive habits of well-being into your classroom.

Episode take-aways:

  • Benefits of introducing habits of well-being, happiness and gratitude into your classroom
  • Classroom activities for promoting happiness, gratitude, mindfulness and service
  • How to develop positive and engaging habits
  • Modelling behaviours of service at school and in the community

If you enjoyed this article please tweet the knowledge forward and share with your community!



Reluctance vs. Positive Wizards

Every remarkable leader throughout our history had a powerful message behind their choice of words, “We must fight them on the beaches…” ~ Winston Churchill, “I have a dream” ~ Martin Luther King and “Your time is limited, so don’t waste it living someone else’s life. Don’t let the noise of others’ opinions drown out your own inner voice.” ~ Steve Jobs

It was those motivational speeches that rallied the troops, empowered the marginalised and inspired a generation…

We use powerful phrases all the time in education to teach our subjects, convey models of behaviour and to ignite the passion for learning. But have you ever heard of rallying your positive wizards to overcome reluctance?

As educators we regularly encounter reluctance in our classrooms or when attempting to launch new initiatives. Often the wave of sighs and rolling eyes dents our own enthusiasm, makes us question the validity of our ideas or shakes our ability to inspire our learners. Reluctance in its most basic stubborn form, “I don’t want to”, requires a framework of skills and a suite of motivational phrases to overcome the negative force which refuses to engage. This is the precise moment that you need to channel all of your energies into identifying the positive wizards among your pupils, teaching staff and leaders. Positive wizards are those people willing to embrace new ideas, have a thirst for learning and who are willing to champion your cause.

Julia Skinner, former Headteacher and now founder of the 100 Word Challenge has used positive wizards to champion the most reluctant of learners and most stubborn of staff. And when the conversation is beyond the magical sway of her positive wizards her cunning plans have enticed and achieved resolution.

On episode 24 of the Inspiration 4 Teachers Podcast Show Julia and I discuss how to overcome reluctance and engage not only learners, but teachers, leaders and governors.

Episode take-aways:

  • Deciphering reluctance to engage
  • Identifying positive wizards and using them to your advantage
  • Building relationships and effective communication

If you enjoyed this article please tweet the knowledge forward and share with your community!




The Best Lesson I Never Taught

As part of lesson study in my school (Soham Village College) I decided to try and develop a one off lesson which involved no teacher participation at all! Obviously careful preparation was paramount to success and the lesson did take several hours to put together. The activities were not as rigorous as I would usually plan for in a GCSE history lesson (some were pretty much there for fun) but it was a fascinating experiment and experience and demonstrated just how well students can work in collaboration (and independently) if we give them the opportunity.

Students came in – creepy music playing – tables set out with mixed ability group names on and an A4 envelope which stated – ‘Do not open until told to do so’. Groups were carefully selected in advance.

I handed a scroll to a quiet but able student which said – ‘You are the only person allowed to touch the computer this lesson – get up and open the folder called ‘start here’ – after the video has played ensure the screen with all of the folders on is visible’. Handing this student the note was the one and only teacher interaction for the whole lesson.


The student opened the intro video and I appeared on screen dressed as a creepy clown – this set the ‘mystery/horror’ mood of the lesson – the clown tells the class that if they are ever to leave they need to solve the mysteries and riddles during the lesson.


The clown tells the students to open the envelopes on the table. Inside they find a selection of sources, an A3 grid and an instruction sheet. Very quickly and efficiently the students worked out what to do. An interesting observation at this point was how natural leaders developed in groups and how groups took different approaches. Some choose to split the work amongst the group to speed up time. Others choose to work as one group with one member reading the sources to the rest. From my observations all students were involved in this first task.

3This task took them about 13 minutes and involved them trying to decide if the sources (9 in total) were for or against the statement on 19th century policing – at this point I was interested (and slightly nervous) as to what would happen next. They had no further instructions – all the clown had said was that the code would be revealed if they got it right. It was fascinating to watch as one student got up and started checking what other groups had got – the class worked together sharing thoughts until eventually they released that there were 5 sources for the statement and 4 against – this matched one of the folders on the screen ‘5F4A’ – the student chosen at the start moved to the PC opened the folder and this revealed the second clown video.

This video congratulated them and then told them to look under their chairs – which caused great excitement! Under selected chairs I had stuck words. There was no further instruction. The students who had words removed them – some students then took a lead and it was fascinating to see them organise themselves. They decided to use sellotape to pin the words onto the board – then they started rearranging them to make sense – it took no time at all for them to work out the message – ‘Look between the black and blue book on the shelf’. This then gave them the next batch of A4 envelopes.


5These A4 envelopes contained an article on the police and a sheet with another statement – this time on the failure of the police to catch Jack the Ripper. They had to read the article and identify reasons as to why the murderer was never caught and how far this was the fault of the police force. They worked out fairly quickly that this would reveal another code. Again they worked well and shared their findings across groups. One problem was that they only completed one side of the table as they quickly realised there was only one folder with 4 agree (4A 5D). Although this showed good initiative it meant they did not fully consider the arguments against the statement. Once solved the allocated student opened the folder and the clown appeared again. He is getting more erratic and evil by this point! The clown tells them to look under the recycling bin where they find the envelopes for the next task.

6The penultimate task involved the class trying to break 4 different codes – some involved replacing numbers with letters others involved changing letters – they were given no instruction as to what the code might be. It was interesting to observe how groups worked again. Some groups worked as a four – one code at a time. Other groups split and took a code each. The natural leaders worked out that working as a class was the most efficient method some students starting asking the whole class if any were solved yet. They were looking for factors as to why the crime rate fell in the late 1800s. Once they solved all 4 riddles they worked out they needed to open the folder called – Police, living, prisons, tax.

On opening the final video the clown presented the class with a riddle to solve. They were told that once they had solved it they should open the cupboard at the back of the class. They played the video a couple of times and then one student solved it. This was a special moment as the person who solved the riddle is an FFT E grade prediction – for a moment there she became the class hero!

When they opening the cupboard they were presented with 5 envelopes – ‘The Maid’ – ‘The Gardener’ – ‘The Butler’ – ‘The Wife’ – ‘The Cook’. The answer to the riddle was the maid. On opening this envelope they got the final code.

The final video gave them the end silly message from the clown and concluded the lesson. The whole thing had lasted 55 minutes – timings could not have been more perfect! I had not spoken to the class for the whole lesson (just sat at the back largely ignored by the students) and the only action taken during the whole lesson was handing the note to the student at the very beginning!


A Marriage? Challenge Based Learning and Collaborative Group Learning

When designing a Curriculum which,

fully activates the processes across the Socialised-Learning Continuum, supports the application of the principles within each process stage of the Socialised-Learning Continuum and facilitates the application of a Collaborative Group Learning Pedagogy,

it is my belief that, in both its structural and applied (pedagogy) forms, it must be Collaborative, Connected, Challenging, Authentic in nature and driven by Concepts and Problems. Above all the Curriculum must be learner-centric and a educational route towards a Liberated Learning capacity.

A number of Curriculum approaches exist globally. Many would fundamentally fail to achieve the goals outlined above either due to their structural constraints but more likely due to their underpinning philosophies being at odds with the philosophies of liberation inherent in the vision of education these articles collectively champion.  Many, with reorientation, offer tried and proven approaches which align well with the ultimate aims of Collaborative Group Learning. Such Curriculum are epitomised by the International Middle Years Curriculum, the International Baccalaureate, High Tech Highs Project Based Learning (being applied here in London at School21) and Expeditionary Learning (which I recently observed in action at XP School in Doncaster).

In this article I want to present and discuss Apple’s (yes as in the IT Giant) Challenge Based Learning (CBL) as a model for Curriculum which I feel could help engineer and facilitate the processes, goals and aims discussed in this collection of articles.

I have drawn extensively from the Challenge Based Learning community to construct this article. 

What is Challenge Based Learning?

Challenge Based Learning is a collaborative learning experience in which teachers and students work together to learn about compelling issues, propose solutions to real problems, and take action. The approach asks students to reflect on their learning and the impact of their actions and publish their solutions to a worldwide audience.

As is highlighted in this opening statement, CBL promotes a process and structure of learning in tune with those of CGL.

It is clear that CBL seeks to mirror the 21st century workplace and it does this by promoting a Curriculum which make sure participants:

  1. Work in collaborative groups
  2. Authentically use technology commonly found in the workplace
  3. Tackle real-world problems using a multidisciplinary approach
  4. Develop practical solutions to these problems
  5. Implement and evaluate the solutions in conjunction with authentic audiences

The promotion of collaborative groups naturally reflects something I hold dear. However the CBL community have no stedfast rules to how these collaborative groups are constructed and seem to allow groups to reform from Challenge to Challenge. I believe this approach limits the effectiveness of CBL and CBL would be enhanced by applying the principles of CGL outlined within these articles (6, sustained, heterogeneous).

A real-world problem can stimulate increased interest, heightens engagement and gives value to the learning. Above all it makes learning authentic taking it out of the silo of a classroom and giving the development of KUS practical application, which is of course the reality of the ‘adult world’. An authenticity which prepares todays learners for tomorrows demands on so many levels.

Multidisciplinary approaches, facilitated by the a real-world problem, again promotes authenticity. The ‘real world’ is not a closed system where we apply KUS from just one discipline to solve problems of life, it is an open system where the messy ‘real world’ requires a messy application of KUS from so many disciplines to traverse the obstacles of life in its broadest sense. As such a Curriculum should model this very real way of learning and application and only through such a multidisciplinary approach can this be truly achieved.

I really like how CBL furthers this by ensuring every student produces, applies and evaluates a solution to the posed problem. A number of Curriculum will feature 1,2,3 but not go as far as 4 and 5. The creation of a solution, again mirroring the ‘real world’, makes education more than just knowledge consumption and regurgitation. Knowledge generation, solutions of practical worth, gives increased value to this Curriculum. Blending CGL and CBL has the potential of creating diverse solutions from diverse thinking, thinking made stronger through the application of CGL principles of group construction.

The community draw attention to the need to

  1. Connect standards-based subject matter to 21st century content and skills; thus requiring considerate mapping of subject Knowledge, Understanding and Skills across the Curriculum.
  2. Recognise that the teacher’s role is that of project manager, mentor; and, as I see it ultimately a resource.
  3. Let students determine the direction of their research and solution; thus fostering a capacity for Liberated Learning. 
  4. Enable students to have the opportunity to act on their solutions; giving the overall endeavour authenticity and moving education from knowledge consumption to knowledge generation. 

As I have written in a previous article new Curriculum approaches and pedagogies which seek to facilitate Collaborative learning processes require teachers to think and work differently. The CBL community recognise this highlighting that the task of the teacher in this new capacity is to work with students to take multidisciplinary standards-based content, connect it to what is happening in the world today, and translate it into an experience in which students make a difference in their community; a community which I feel scales up from local through regional, national to the  global. Accomplishing this goal necessitates teachers to give students structure, support, checkpoints, and the right tools to get their work done successfully, while allowing them enough freedom to be self-directed, creative, and inspired. Naturally the extent of ‘freedom’ should increase over time and as learners develop in competence with power moving from teacher to the learner; liberation.

The CBL community reflect on the evolution of the teacher role: Early on—when you introduce Challenge Based Learning to your students and set up the challenge—you are actively guiding the process by making decisions, communicating information, teaching skills, and answering questions about how the process works and what is expected of your students. In the middle stages, students take charge of planning and researching their own work and you serve primarily as a mentor working alongside the students, helping them through the rough spots and keeping them on track. In the later stages, students are deeply engaged in their own work while you monitor the mastery of required knowledge and skills through appropriate assessments. Finally, you will transition into the role of product manager supporting the students as they implement, evaluate, and publish their solutions and results.

I have reflected on this evolution within my Socialised-Learning Continuum approach where the shifting role of teacher, power, control and self-regulation is facilitated at each process stage from the Group towards the Liberated.

What are the Procedural Processes of Challenge Based Learning?

Challenge Based Learning begins with a Big Idea and cascades to the following:

  • the essential question;
  • the challenge;
  • guiding questions, activities, and resources;
  • determining and articulating the solution;
  • implementing the solution;
  • evaluating the results;
  • publishing the solution and sharing it with the world.

The Big Idea exists at a Conceptual level, for example Resolution, Conflict, Justice, and is then explored via the negotiation of a relevant Challenge, which is presented initially as a Driving Question and a community focused problem to be investigated. Such a question needs to be complex, requiring Foundational and Non-foundational knowledge to be drawn upon alongside a synthesis of skills from a  diverse range of subject disciplines.

Reflection, documentation and informative-formative assessment are an important part of the process at every stage as they reinforce learning, an importantly inform next steps and provide evidence of learning (collected and recorded in some form of portfolio). Self, Peer and teacher assessment should be applied throughout to facilitate the above.

Due to the CBL emphasis on exploring topics from many angles and through the lens of multiple disciplines teachers from different disciplines should work together. This not only enhances multidisciplinary approaches, provides the right level of discipline expertise/support while respecting and modelling the CGL approach of working in groups. To facilitate this form of teacher collaboration it is not just the Challenge and problem which need to be multidisciplinary but also we need to recognise the need for physical multidisciplinarity. Timetabling of staff, the design of teaching spaces, the application of technology, providing time for collaborative planning, evaluation and assessment, all need to be planned to enable this important aspect of CBL. Any school wishing to implement something akin to CBL must recognise and tackle these challenges.

Throughout the challenge the students, collaboratively and individually, must be provided with the opportunity to create a variety of products or, as I prefer, artefacts, which include:

  • a challenge proposal video,
  • a set of guiding questions,
  • research plans and results,
  • solutions with beta testing plans and evaluation parameters,
  • a solution video,
  • student journals, and
  • individual reflection videos.

Such artefacts provide evidence of thinking and the means to formatively and summatively assess learning as a process and its outcome. Also through portfolios it provides the evidence of progress for all stakeholders. The quantity and depth of products will depend on where the students enter the process and the length of the challenge. I believe that it is important that at the beginning of the challenge, teachers and students should work together to define the products and determine how they will be assessed, co-creating criteria guided by existing standards. This potentially increases understanding of requirements, buy-in and authenticity, when defined as personalisation.

Assessment, which I believe should be as feedback and feedforward, should be scheduled and should be regular. While CBL puts much of the responsibility in the hands of students, this is one area where the role of teacher is vital; mentoring, monitoring and managing. Examples of some prompts the CBL community use during these checkpoints are:

  • What part of the process are you working on this week?
  • What new knowledge or skills have you acquired this week?
  • What has been your biggest success this week?
  • What has been your biggest challenge this week?
  • How is your group doing as a team?
  • What are your top priorities for next week?

Summative assessment should take a variety of forms to meet the needs of the particular situation. With CBL a summative ‘event’ is built in with the completion and implementation of the solution. The solution will be tested in the real world and students will receive immediate and direct feedback, not just from peers and teacher but also from the authentic audience of that solution.

The Solution, Implementation, Evaluation Stage of Challenge Based Learning.

Using the research findings, gathered throughout the activities of the Challenge, students identify and consider a range of supported solutions before selecting the one that will be implemented. This key element of CBL is what makes it unique to other zeitgeist Curriculum. The solution they choose may involve

informing and/or convincing family, peers, or community members about the need for change;

specific actions that can be taken to address their challenge on an ongoing basis;

school or community improvement projects;

and other activities.

I think it is important to encourage the students to be creative in designing and carrying out their solutions and to document their activities. Naturally the desired levels of complexity present within the solution would be increased with the development of a learners KUS competency.

After identifying their solutions, the students will implement them, measure outcomes, reflect on what worked and what didn’t, and determine whether they made progress in addressing the challenge. When implementation is complete, students share their work with the rest of the world. I think this stage is a real strength of CBL. Quantitively and qualitatively evaluating the solution, ‘doing science’, with others gives the final outcome real value to the community while taking ‘real world’ learning to an increased level of complexity; a level most don’t experience until Postgraduate research.

Throughout the project students document their experience using audio, video, and photography. Near the culmination of the challenge, students build their solution video and record their reflections. The three-to-five minute solution video should include a description of the challenge, a brief description of the learning process, the solution, and the results of the implementation.

Students are encouraged to keep individual written, audio, or video journals throughout the process. As a culminating event, students can be provided a series of prompts for final reflections about what they learned about the subject matter and the process.

These solution videos, reflection videos, and any supporting documents should be shared with the world through web-based communities. It is also ideal to have a public event with all of the participants at the school or in the community to celebrate their efforts and thank those who have assisted. This could evolve into a Celebration of Learning, a wonderful learner-centric alternative to the stale Parents Evening.

The model of Curriculum presented here in the form of CBL aligns well with CGL and with minor tweaks, in particular the application of Collaborative Group construction, could be the basis of an exceptional Curriculum applied at a range of ‘academic levels’ here in the United Kingdom.

As ever keen to here peoples thoughts on this reflection.

Further information about Challenge Based Learning can be found here:






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The recent figures announced by the Lord Advocate Frank Mulholland show a year on year rise in reported disability hate crime – the only area of hate crime to have risen. However, this is just the tip of the iceberg. We would agree with The Lord Advocate that disability-related crimes are still being under-reported and welcome further work to change this.

The horrific murder of Lee Irving in Newcastle only highlights the discrimination and physical and verbal intimidation that people who have learning disabilities experience day in day out.

It can be so common that it is often not reported.

It is heartening to see police and prosecutors dealing with the problem robustly, but disabled people need to have more confidence in the reporting system. They also need to see a change in public attitude that supports this.

Our members have told us about their experiences and that is why we launched our campaign #bethechange last year, to highlight disability hate crime and the last taboo of the verbal abuse people who have disabilities suffer. The words they said particularly hurt were mong, spaz and retard.

As part of that campaign, we have produced resources for teachers to use in the classroom to help future generations stamp out this problem.

We know that many of the current generation of school pupils do not tolerate this sort of abuse, but we need to let EVERY pupil know the damage and suffering hate crime can cause. Research shows that young people who have an understanding about learning disability are less likely to bully people who have a learning disability.

Our school resources are intended to help create a safe environment in which young people can learn more about learning disability to foster better understanding, meaning they are less likely to bully their peers who have learning disabilities or commit hate crime later in life.

Teachers can lead that process of learning and make a stand to #bethechange.

We would urge every teacher in Scotland to talk to their pupils about hate crime, and change attitudes so that pupils report these crimes, whether they are a victim themselves or a witness. And encourage them to sign up to our #bethechange challenge.

Jan Savage
Assistant Director Campaigns and Membership
ENABLE Scotland

A Project Based Learning Opportunity for UK Teachers

Pedagoo has teamed up with Dreamdo to offer an exciting opportunity to UK teachers. We’re recruiting teachers and their classes to talk part in a project-based learning pilot using Dreamdo’s fantastic resources.

What is Dreamdo all about? I’ll let them explain:

Dreamdo Schools is a biannual program that helps school classes all over the world do great projects in one semester. Participating in the program is free and any students from 7-19 years-old can take part. Any teacher and their students, anywhere in the world can join the program and become a part of a global network of teachers and students who dream and do.

Dreamdo Schools is aimed at inspired teachers who want to connect with other teachers and classes around the world to share their projects and learn from each other. Student projects can be used as part of a normal curriculum or as a complementary extracurriculum activity. There is no restriction on the theme of the project, as long as it is something students themselves decide to do.

Imagine how much your students would benefit from taking part in this online, international, project-based learning experience with growth mindsets underpinning the entire approach…for free!

What’s the catch? There isn’t one. Dreamdo is run by a not-for-profit in Finland and they already have schools taking part across Europe. They just want to increase participation internationally. All that they ask in return is that you give them feedback and, if you like it, to help spread the word amongst UK teachers.

How does it actually work? Check out this fantastic video guide to the site:

If this sounds as if this would be beneficial for you and your learners, please get in touch to by completing the form below.

Geography Revision Goodie Bags

I wanted to give my students a little something to remind them of their exam dates and to also equip them with various bits of stationary and revision aid resources.

I noticed on Twitter that a variety of different teachers across the country had received packs as part of their teacher wellbeing. I then started to notice others appearing for students in particular subjects. I first saw the idea from @Laura_Oleary who gave her students a brown bag with a number of different revision guides in.

I knew I didn’t have time to organise larger bags so decided to get coloured sweet bags for my students. In each pack there was; a black/coloured pen, a pencil, a highlighter, cue cards, chocolate bar, lollipop and a laminated mat to identify the important diagrams for the physical paper.

All ready to go!

In Geography students are required to answer three sections in the Physical paper and three in the Human paper. To remind the students about this I identified the date of their exam as well as the sections they needed to answer. The students were delighted to receive their packs, especially the boys with many of them asking if I had more cue cards to help with their revision. Another positive has been comments from parents who have said how happy their child was to receive something that had come from the teacher and would help them with their learning.

Thank you to all those fantastic teachers who are already doing this in their subject and sharing this with their students and others.

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