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My Reflections on a Wonderful #PedagooHampshire16
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What happens when Teachers and School Leaders learn to put themselves first?

On Saturday 17th September, I was delighted to attend Pedagoo Hampshire 16 in Alton. This event, which featured a day of interactive seminars hosted by individuals across the educational landscape, aimed to discuss and tackle key issues in education and create a forum for speakers to share their rich experience and expertise.

My belief is that teaching is a vocation. In the words of Parker J Palmer, it is a calling that invites our “deepest gladness to meet the world’s deepest need”. Yet for so many in the profession their ‘deepest gladness’ has been lost.

I decided therefore to base my seminar around “Taking Care of the Soul in the Role” and on how teachers and school leaders must learn to nurture the ‘being’ in Human-being’ through affording themselves the kindness and attention to meet their deepest needs. I sought to encourage those who attended to reflect on what was the most precious thing they brought to their role and challenged them to reflect on these crucial questions:

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Click here to download the rest of the slides from my talk “Taking Care of the Soul in the Role”

In my talk, I also emphasised the dangers of living in the Sacrifice Syndrome. A place where teachers and school leaders “sacrifice too much for too long – and reap too little.”  Personal Sacrifice and the diminishment of one’s own needs becomes the norm. Leaving individuals feeling mentally and emotionally exhausted, and deriving less satisfaction from their lives.


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Click here to download the rest of the slides from my talk “Taking Care of the Soul in the Role”

I put it to those who attended that the only way to break the cycle of the Sacrifice Syndrome, is through regular relationships that invite a deep engagement with one’s own soul.  Relationships that invite engagement in affirming & life-giving conversations, that regularly allow time and the opportunity for genuine renewal. When this becomes a deliberate practice we are able to sustain ourselves for the long-haul and remain connected with what really matters as an educator. Above all, I stressed the need for teachers and school leaders to feel:

–          Celebrated

–          Affirmed

–          Encouraged

–          Supported

What struck me was that at this event, everyone appeared to feel this way. This event really was about all that is good and noble in the profession. It provided the opportunity for these affirming conversations and time for reflection so necessary for genuine renewal. On top of this, it was a great chance to make connections, build new relationships, offer hope to one another and most importantly for all present, to realise that there is nothing to be lost, but everything to be gained in putting oneself first.

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Click here to download the rest of the slides from my talk “Taking Care of the Soul in the Role”

As individuals shared stories, examples of best practice, personal and professional techniques for improvement both on a personal and a professional level, I saw colleagues around me realise that by putting their needs first, they could let go of feeling

–          Guilty

–          Overwhelmed

–          Isolated

–          Confused

–          Disillusioned

And instead discover that by asking themselves “What do I need from myself and others to be by best?” and by taking proactive steps they could instead feel:

–          Re-energised

–          Inspired

–          Hopeful

–          Connected [to themselves and others – so important!]

–          Valued

In short, they had rediscovered their ‘deepest gladness’ and hence were better prepared to meet the ‘deepest needs’ of their students/colleagues at the start of the new school week.

Finally, #PedagooHampshire16 for me was made even more exciting and wonderful because it marked the beginning of a journey for me and Integrity Coaching. Namely, my session marked the start of a month of exploration into the “Bigger Picture” of what it means to be an educator, seeking to understand what our deepest needs are as human beings and ultimately, how  we can bring who we truly are into our roles as educators and leaders.

The journey will consist of several blogs around the experiences of educators, the issues facing school leaders and teachers, and eventually this adventure of thought will culminate on Tuesday 4th October from 8:00-8:30 PM when we will be hosting our first ever webinar on “Meeting the Deeper Needs of Teachers and School Leaders”.

In this webinar, we will look to discuss the ways in which schools can support human growth and development, whilst also support educators in maintaining their ‘vocational vitality’ amidst feelings of overwhelm, anxiety and stress.

We hope you can join us for this.

If you would like to find out more about the webinar, please click here

bigger-picture-series

Reciprocal Teaching
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Recently two colleagues taught me all about Reciprocal Teaching as a way of encouraging literacy in the classroom.

Each member of a group is given a different role, Predictor, Clarifier, Summariser or Questioner. All group members are given a piece of text to read, with each of them looking at a different role within this, it means that when they go to discuss the piece of text, they all have different ideas and perspectives to bring to it and it structures the activity much better.

Not only does this encourage literacy, it also encourages group work and makes each member accountable.

I have created some worksheets that will aid each member with their role and tasks to structure their reading.

You can download them here. Free Printables- Reciprocal Reading

Reciprocal Teaching

Read More Here: http://www.readingrockets.org/strategies/reciprocal_teaching

[Posted originally on Learning RMPS.]

The Zone of Relevance…explained.
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On a Friday afternoon I often share teaching resources on Twitter, like many other teachers do, using the hashtag #PedagooFriday. The Zone of Relevance resource generated a lot of interest. I was contacted by teachers asking for further explanation and asking questions, which is understandable as 140 characters can be very limited!

The Zone of Relevance works best with GCSE and A-Level students because it is very useful to complete when preparing and planning an exam answer. However, it can be used with other year groups and across the curriculum. The idea behind this is that students recognise what information is relevant for a specific exam answer and essential to achieve exam marks. It also helps students prioritise information. This task supports students to understand what they should and should not include in their answer. This will highlight what information is irrelevant to that specific question to prevent common mistakes being made.

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The example I have included is from a Year 10 GCSE History class. The question asks how abolishing the death penalty was a turning point in punishment in the 20th Century. We discussed this question as a class and then looked at the mark scheme success criteria. Students then filled in the outer circle, it also works with concentric squares too. The largest zone must be for the relevant information, as that is most important because it is the content of the answer. Students include the relevant information with supporting detail and justification. Then in the middle zone or section students included extra information they could add to their answer such as examples and stats etc. The final and smallest zone was basically what not to do! I was able to help students with this, based on many common mistakes I had come across over recent years marking exam answers! Students can also refer back to previous exam answers and learn from mistakes they had made. For example, students would often express their views on the death penalty despite the fact the question didn’t ask that or offer any marks for that either. The question also specifically asked about England and Wales, yet students would write about the USA where again there were no marks available. The question was asking about the 20th Century so discussion of any other periods were not required or rewarded.

This activity can be done individually or in groups. In groups with a larger template works well as it promotes discussion, decision making and working with others. It can be a great plan for students to refer to when completing exam questions, either in the classroom or at home. It helps students understand and identify what the exam question is asking and what information is required. Many teachers may have used this idea before or in a different style but I recommend it as a revision activity! This activity also works well accompanied with highlighted notes, to include in the relevant sections. You can download the template for free on my TES page here. It might be too late for some of your exam classes or perhaps just in time!

Engaging pupils with iMovie trailers
June 7, 2016
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Following a challenging morning, we were bracing ourselves for the afternoon session in our nurture base. We support the most vulnerable children in the authority. We base our practice on the nurture principles and the Boxall profile and the children’s mental, social and emotional well-being is a priority for us. Or, as I’ve seen on social media, ‘the Maslow stuff needs to be done before the Bloom’s’. As a number of our pupils were at bump up days or transition to secondary visits, we were expecting only two pupils.

The first to arrive insisted on some outdoor learning (or absconded if you prefer) following various expletives and suggestions to the taxi escort regarding how she might like to spend her time. Two members of staff headed out to ensure his safety and encourage his return. This left me with one senior primary pupil (there were other staff with younger pupils next door). Let’s call him Jamie, for any Outlander fans.

A calm entry and exit is an important part of a session, so there were three activities available for Jamie to choose his soft start. He chose the Geomag magnetic toys and we chatted about his day as he built his characters. He was a little unsettled so I extended the activity to allow him to quietly focus on his construction. Jamie suddenly asked me about an iMovie trailer he’d seen me make with another pupil. This had been inspired by a session at Pedagoo Perth and had been very successful. With an animated face, he asked if we could make one with his Superheroes.

This led the afternoon away from the plan but was responsive to his needs. We began to plan the trailer. Never one to use twenty words when eighty will do, this took some time but we got there. As we filmed and took photos, Jamie kept saying, ‘awesome’ and ‘cool’. He was fully engaged and, in fact, was leading the project. He chose the text and insisted that his middle name was included in his name for the credits.

When he viewed the finished trailer, his face lit up and he beamed at his name on the credits. After watching it again, he turned to me and said, “This is the best experience of my life”. It was no exaggeration for him. He had been engaged, he experienced success and his day had been turned around. He shouted the other adults over, to share his success.

Jamie then naturally reviewed his project and decided that, next time, it would be better with a green screen so that his hands can’t be seen. I’m not sure if this is possible but requires some PL for me. I am very glad that I travelled to Perth that day – huge thanks to @ciaracreative for her session that day.
You can read about the conversation here. iMovie Trailers

 

A memorable week in an everyday class
May 28, 2016
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I have had many weeks in my years of teaching where I have felt the magic and satisfaction of watching learning make it’s mark on little people and where that feeling has changed me just a little. But this week was one of the best.

I currently work with young learners with some pretty complex medical and developmental histories. We are happy together and,  though each year the classroom family changes a little, the friendships that develop as the children play, observe, listen and interact together have a significant impact on their learning and being. This week I felt at times that I was on the edge of what was really happening. It was exciting to watch …….different elements of exploring stories, and reading, and word making, and visualising (and more) came together as we collaboratively retold a story. I was the scribe as none of them are quite at that stage yet. But everyone contributed, building on the sharing of others, and together we completed the project.

I was going to say task…….but I don’t really like the word as it seems to have some toil about it!!!

Sometimes together, and sometimes with one to one support, the children have been writing the story for themselves. It seems to flow and, with no sense of isolation, they have been doing so well and feeling good. And there was a definite sense of ‘REALLY?’ when I shared it with each of their parents at our OPEN TIME afternoon. Some of the personal writing is not finished but we will complete it soon and find the best way to display it for them to keep as a piece of learning treasure.

I read a quote on Twitter this morning: “Observe, and in that observation there is neither the observer nor the observed — there is only observation taking place.” I liked that because it seemed to express something of what has been happening, and it has been so positive.

And it happened again at the end of the week. A group of  friends from P1 mainstream class came to join one of us for Active Maths. I had a plan……and I had some resources ready……but I had a bit of an accident with a walking frame and a painful, bleeding finger as a result! So as they tumbled into the classroom, full of Friday afternoon energy, I made a decision to let them explore any way they would!

Well…..I could not have imagined what would take place. Creating long chains with links…..led to spontaneously measuring the classroom by two of them. Pizza creating with 10 pieces in each – actually a resource called Place Value Petals , no longer available – led to working out how many could be at the party counting in 10s, and that was 160 just as our Head Teacher appeared in the room! And the number grew afterwards and when we tidied them up into 3 towers they could see that two were missing……and they turned up under the wheel chair. The suitcase of colourful shirts, shoes, socks and shorts led to the five anticipated outfits but then a very shy little girl, who has rarely said anything to me directly, put together an outfit with the left over pieces and said ‘ Now all we need is a head!’ And when I pointed to the paper tray she came back and completed the head with a smile! I took a photo with the iPad and I know I’ll remember much more than what I see when I look at that one in the future. Her smile and connecting with me said it all!

Today I’m still feeling the finger a little but it will heal before long and I will certainly be aware of the observations for much longer!!

Have a good weekend!

 

Positive Engagement through restorative approaches
May 21, 2016
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I joined a group of colleagues in getting advanced training in restorative practice about 5 years ago. It was the best training I have ever received – and any of my colleagues will confirm I am a bonafide grumpy pants so I don’t offer praise on CPD stuff openly!

As a standard issue bloke, five foot ten, size ten shoes (but with safety packaging added around the waist) I was always able to pack an intimidating figure if I needed to. If a child yells at me, I can shout over them, arch slightly over them and make them defensive. Why? It was what I was trained to do.

My first acknowledgement of how this didn’t quite fit in education was when I met an American colleague who never shouted and operated what she called a ‘safe classroom’ which sounded impressive but, when she got threatened by a group of angry teenagers who clearly didn’t operate such a classroom policy, she yelled for me to ‘save her’ from the unsafe experience. It was my ‘classical’ training that indeed saved her.

Over a decade later, things have changed. I have since worked in three regions, three schools and for six head teachers (plus a few acting HTs) and have had a flavour of current and evolving behaviour strategies. I have read and listened to a lot of dialogue regarding behaviour management over the years and before Restorative practice, I had one other gem from Andy Vass. That was to instruct, when a child is being a pain and maybe throwing insults (or bricks), you should rise above it. ‘Two reasons. One – He/She is a child. Two – you are not.’ That always stuck with me. So beautifully put.

When I explain my day to day interaction with restorative practice as ‘behaviour management’ I fear that I undersell it. It is about building relationships and trust and success and, the word we fear using in high schools, love. We need to build up our pupils. Some arrive in school with a significant need to be built up.

It is those pupils who misbehave and get into trouble can be categorised into different groups. I will let the reader divide them into groups as suits themselves, but I want to declare one group. This is the, ‘just yell at me and be done with it’ group who have grown up with anger. It is a skill they learn, switch off and let the adult scream. When they are finished, nothing actually changes. The adult is more stressed, the pupil is more stressed, but it is a way of life. Lessons learned by pupil through yelling? Be bad. People will yell. Life goes on. Nothing actually learned there.

Yelling at a pupil also introduces the Amygdala Hijack. This is not something I am an expert at, but I understand the theory through my own experience. If you have ever been yelled at by an irate or grumpy boss, colleague, parent, wife etc, that feeling of “woah…shut up…I can’t think here…” kicks in and processing ability reduces. So yelling at any pupil creates only negative lessons. Adults hate me…teacher is awful…I hate school…I hate learning…life’s unfair. They may not do the ‘crime’ again, but we aren’t there to police them, we are there to engage with and nurture them, even in later years of high school (and even with the ‘bad boys.’)

I found the principle outline of restorative practice allowed me to develop my pupil relationships the day I started introducing it. Those pupils who just want a yelling at to get back into class and get on with it hated the question, ‘What were you feeling when you said/did…’ Not asking what they did, not asking why. Asking what they were feeling and have the focus on feelings on them, their ‘victims’ the whole class. Wow, what a difference. On my class registers this year, I have perhaps two pupils who don’t engage well with this method. And two more who struggle a little – and I focus on the disengaged pupils as part of my remit.

What was even more surprising for me was this: with the improved relationships and higher expectation of engagement, and my deeper understanding of how anger comes from fear (The Anger Onion….), I have been able to get the poorest achievers in my school to attain more. Every single S4 pupil (including the ones who are ‘Special cases’ or ‘not our fault that…..’) have achieved something this year and many exceeded their own expectations.

I know that many readers will think that last paragraph is nonsense. Me too, I removed it three times and wrote it back in three times. There is more to that success and perhaps another posting as it involved intrepreneurship (google that word if you need to – I believe every teacher is, or should be, one), working with social work, empowerment by Head Teacher, PT, families etc etc. But if the ethos of the restorative classroom/school isn’t there, what do we have to build on for those kids who don’t traditionally love school because the rules say we should?

If we want to make outstanding, non-faddy, differences in our classrooms, it really has to start with the relationships with the children.

Bringing Children’s Rights into the Classroom [Scotland only]
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Are you looking for a way to incorporate Getting it Right for Every Child into your classroom?

Child Rights Launchpad by Unicef UK aims to help you do this. Launchpad is a ready-to-use, Scotland specific resource that promotes learning about rights and supports the Curriculum for Excellence. It covers all 42 articles of the UNCRC directly relating to children and, best of all, this award-winning resource is completely FREE to use!

Don’t just take our word for how good it is, the resource is currently being used by teachers all over Scotland and they’ve been quick to praise Launchpad:

“We have introduced all our S1 pupils to Launchpad and it has definitely increased the pupils’ knowledge of Child Rights.  One great aspect of the resource is its focus on personalisation and choice.  I have also found it a helpful reference as a teacher and have used it to look up information on specific rights which I have then used in my lessons.”

Mrs. Hoyle, Teacher at Douglas Academy, East Dumbarton

See what other teachers (and children) had to say about Launchpad in this short video:

 

What to expect?

Launchpad is designed at three different levels, broadly aimed at the following age bands:

  • Level 1: three to seven-year-olds;
  • Level 2: eight to 12-year-olds; and
  • Level 3: 13 to 18-year-olds.

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Example of the site’s content.

At each level the ‘missions’ follow the same format. The exploration begins with an introduction to the right, before considering it in a Scottish context. The focus then switches to an international setting, exploring how the right is enjoyed in one or more countries around the world, followed by a related activity. Finally, the ‘mission’ is finished with an interactive quiz and a star for the ‘Super You’ character. After six missions each child or young person receives a certificate.

Detailed Guidance for Adults is available on the website- this will provide you with all the information you need about the resource. It’ll also help you to plan how you use Launchpad in your lessons.

Creating your free account is incredibly easy, simply follow this link, We’re confident that you’ll be glad you did – just remember to encourage your colleagues to create their accounts too!

 

Get into the pit – it’s great!!
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I recently had the privilege of hearing James Nottingham from Challenge Learning speak about how to use the Learning Pit to develop resilience and a growth mindset in pupils. This was part of Midlothian Educational Psychologist’s drive to develop visible learning in Midlothian, which is having a tremendous impact in schools (many thanks to Sarah Philp and her fantastic team).

The Learning Pit approach is all about teaching children how to think, not what to think. It challenges children to question ideas, their own and others and be able to consider both sides of the argument. It as well as developing these essential life skills, using the learning pit approach also leads to more memorable, deeper and more purposeful learning. (At least that is the idea, I haven’t tried it myself yet, but it is hard to listen to James and not be utterly convinced!)

We were then given a run through of what a learning pit lesson would look like. Let me do my best to share it with you…

1. Concept
You need to start by finding a concept for the group to discuss. Make sure you don’t choose a fact, it must be able to be questioned. E.g. risk, friendship, fairness…Pupils need a surface level understanding of the concept. Using a story or picture is a good way to find a concept; it can even just be a front cover or recall of a well-known tale. Then you are going to set up cognitive conflict – two or more ideas in their mind that they agree with which are in conflict. Causing dilemma to teach them how to make judgments (critical thinking).

2. Conflict.
Once you have found a concept to focus on, you need to introduce some conflict. You want them to move from one idea to many ideas about the concept. Raise questions, it should be fun and it should make them think, and make them wobble. It is not about proving them wrong, but about blocking their normal way of thinking, the way a blocked road would make you think about your route to work, which is normally easy – easy is boring. Model wobbling and challenge for them to imitate. Don’t link challenge with making things harder, but with making thinks more interesting and fun. This is where you are putting the children in the pit. Their brains should be in a state of flux! Put them in the pit before they go off to work/discuss a topic.

Work with our group to find questions and develop dilemmas: give question starters on wall and refer to, using these as part of your habit will gradually become easier and become part of the pupils’ vocabulary too.

What is?
How do we know what …is
Who says what…is
What if
What’s the difference between?
When would it be good/bad/not to?
Is it possible to…
Add always /never
Should we…(difficult one to use)

Challenge commonly held ideas by reversing what the pupils come up with when they answer “what if?” If a=b does b=a?

3. Construct
You don’t want to leave the children I the pit, after any work or discussion you need to help them back out! You want them to come to a better understanding, the eureka moment (I found it). You have to struggle to reach and enjoy the eureka moment.

There are several tools you can use to help children out the pit such as:

– venn diagrams
– grouping
– ranking
– thinking hats
– PMI (Plus, minus, interesting)

4. Consider
The final stage is to consider the journey you have all been on. “What have we learned, how does this transfer, how did we get out of the pit, how did it feel, how do we feel now?”

I hope that makes sense, but you can learn more from taking a look at jamesnottingham.co.uk/learningpit and challengelearning.com

ICT and Languages Conference 2016 #ililc6
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It was not without a little trepidation that I headed to Dorking from Glasgow for my first #ililc event hosted by @joedale and @helenmyers at Ashcombe School Language College, sponsored by Sanako making it a free event for the first time, hence why I made the effort. Would my two tablets and smartphone connect, download the necessary apps and not show me up as still being at entry-level with regard to the wonders of the tablet-world? Would everyone be appsmashing over coffee as I remembered I’d forgotten to charge my gadgets? But no, I needn’t have worried, MFL teachers really are the best. Being a subject with communication and openness at its heart, MFL teachers are a chatty lot and so happy to share experiences.

Knowing Joe Dale’s inimitable style, we were all poised to keep up with his full-on whistle-stop tour of apps and websites as he set up a todaysmeet for us to post live comments on, as well as opening up a ‘top tech takeaway padlet, with Chrome ‘talk and comment’, ultratext and Speakpipe add-ons.I could have gone home happy after that first half-hour but there were four sessions with three presentations to choose from in each so, focussing on cross-platform sessions as we are not an ipad school, off I headed to Session 1 ‘Apps r us’ with Amanda Salt.

I would love to be in one of Amanda’s classes, her enthusiasm is infectious and the range of apps and websites she uses brings learning alive in so many ways. Far too many to list but a couple of key ideas I’ve taken away and have already used are

  • quizletlive which has engaged bottom set S3s (Y9), tested Higher Spanish (Y11) on the preterite describing a past holiday, and focused Higher French on the passé composé, (quizizz  and quizalize are similar)
  • creating a Department ‘brand’ to tag everything you create and share/upload

Some of the apps were ipad-only but looked great. I’m also the process of creating a loooooong list of website to request be unblocked by the authority firewall, sigh.

Session 2 was with Serena Dawson creating a storybook on the lines of a russian doll with layers, inserting audio Speakpipe again and sharing student work on Googledrive. I also loved the simplicity but attractiveness of pic collage  but have yet to access it in school. Serena gave the first mention to qr codes and how she sticks them in jotters for parents to access their children’s recordings.

Teaching in a school on the south coast in a community hosting a large number of refugee families, she also spoke with passion about inclusive education and making the MFL curriculum more relevant to current events by using websites such as 1jour1actu, which I do use with my Higher classes. The site has great cartoon video clips explaining all manner of questions sent in by French children. As I write this, today’s question/clip is ‘Why do we do tests at school?‘.

Session 3 was hosted by one of Ashcombe’s teachers, Anna Sichla, with different uses for apps/websites previously mentioned, in additions to  Zondle to make games, Kahoot  for more quizzes, using Vocaroo to generate a url to in turn generate a QR code. Anna is a big fan of youtubing and explained how to use Powtoon , although I think that’s one step too far for me just now. I’d love to use Chatterkid app but sadly it’s ipad only.

With my mind whirling I headed to Session 4 with Aurélie Charles on using Google apps for education. Very much a hands-on session with a helpful interactive ticklist of tasks to work through as she explained different aspects, allowing us to work at our own pace.

Short walk to the hotel and feet up for half an hour before heading back for the evening’s pizza and ‘show and tell’. Us MFL teachers are totally committed to our job! Amongst other presentations,

  • Charlie showcased the website for a school exchange he’s launching on Monday (before heading off to run the London Marathon!)
  • Alison described a very effective transition day, themed around arriving at an airport then taking a plane, with departments across the school contributing a linked activity. It sounded wonderful!
  • Jonathan described how his school has signed up to Global Learning through Global Dimension . Also how, post Y9 options, he keeps  pupils engaged by them making primary MFL language games.
  • Rachel shared ideas for making learning relevant by describing a module on ‘a new school for the Jungle’, the migrant camp in Calais.
  • Joe couldn’t resist playing with msqrd , another video/audio tool to take the focus of speaking for pupils, but serving an educational purpose.
  • David explained how he has built up a popular Duolingo club, celebrating the success of pupils at assemblies.
  • Maxime, and NQT, shared images of a practical homework he set which surprised him by how engaged pupils became, the task being to cook a French dish and photograph/record it.  Some of the pupils had gone to great lengths to produce the food and images.

At 9pm I headed back to my hotel, shattered, but of course I had to start trying out some of my new ideas…

Sunday morning’s first session was with Annalise Adam on QR codes. Inspiring isn’t the word! She showed very clearly how to use QR code generators such as Kaywa or qr-code-generator to link to websites. She gave a practical demonstration of how she created a simple listening exercise by recording German weather phrases on Vocaroo , generating QR codes and posting them around the room for us to scan, identify the weather and note down. Pupils could then use Padlet  to post key phrases as a plenary. So simple but so effective and engaging! Annalise also uses QR codes to bring worksheets to life.

Putting learning into practice.

  • The #ililc6 weekend totally re-energised me. I emailed my Headteacher before I got on the plane home, evangelising the wonders of ICT (when the internet isn’t buffering, the sun isn’t shining on my interactive whiteboard and the websites aren’t blocked) and offering to run a school Teachmeet.
  • Once I got home, I created a departmental poster of QR codes linking to activity websites such as Linguascope, reference sites we use such as Word Reference  and exam support via SQA . Copied, laminated and distrubuted Monday at coffee!
  • This week’s DM was dedicated to a handful of ideas and I intend for us to focus on one idea per month so staff don’t feel overwhelmed but they’re used to me getting carried away with ideas. Some staff have already tried out some of the new ideas and love them, as do their pupils.
  • Having been inspired Serena and Annalise, I created a powerpoint for my Higher French class on the death of Prince and also of David Bowie earlier this year, using QR codes to link to French tv news reports and a 1jour1actu cartoon clip on Bowie. P2 Monday morning was maybe a bit early for my poor Highers to appreciate my even more energetic enthusiasm for my new ‘toys’, but they too used to be getting over-excited now and then.
  • Quizlet live has been a big success and colleagues are similarly enthused.
  • We subscribe to textivate  and when I created an activity this week, I remembered to give it the dept tag ‘invacad’ so it’s easy to find again.

I really can’t emphasise how much I appreciated this weekend, it has easily been the best cpd-event I’ve ever attended and has had an immediate impact on my teaching practice and a knock-on effect on my colleagues. I’m fairly new to Twitter and have been using our Department account @invacadmfl to share the #ililc6 love. Thank you @JoeDale!

 

Making feedback feed forward – printed post its
feedback sticker

I got the idea of post it feedback from the Art Department at my previous school and liked the idea that the post it notes were moved to the back once students had acted on that target. I liked the idea of the movability of the post it notes and was interested in how this might work for targets to be carried through several pieces of work so the target to feeds forward rather than something that is seen as done as DIRT and then perhaps forgotten increasing the risk that the same EBIs are repeated. I had been thinking about this over the last summer term and on the beach in the summer holidays when I should definitely have been more ‘present’ I wondered – can you print on post it notes? When I searched on-line I realised you can and so found printing templates easily – why had I never thought of this in the previous 11 years of teaching? This unlocks so many possibilities but helped formulate the idea of using post it note feedback. I wanted students to be in control of using the post its notes to use their previous targets as a checklist in subsequent pieces of work to link up the feedback cycles to ensure progress over time. I also liked the idea that a target should be revisited several times to then be seen as securely acted upon. I went with the idea of feeding forward the same target 3 times (in DIRT and then in 2 subsequent piece of work I felt worked well with the idea of emerging, developing secure etc.). These work particularly well with our KS5 feedback Sheets which have a dialogue box for students to complete before submission. They can stick their post it note there when they hand in their work and comment on how they have tried to meet this or indicate where in their work they believe they have achieved it etc. which really focuses the feedback dialogue on progress over time.

 

post it

 

feedback sheet-1

topper

 

 

To print on post its – find a template to print post it notes (there are different templates for the different sizes.) save it and print some hard copy. Then create whatever you want to print using the template online. Then stick one post it in each box of the hard copy template and then send it through the printer.

 

template

 

feedback stickers

 

 

 

 

 

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