Stop doing I.T. wrong! by David Morgan (@lessonhacker)
Digital learning is not something to be scared of or to be worried about.
It’s just learning.
No one called it ‘Pen based learning’ when we moved away from slate tablets, but I’m sure there were a few people reluctant to change their ways, or that didn’t quite ‘get’ the point of pens. In any case, digital learning is here to stay and should be a part of every lesson in some form, if only because it saves you time!
Differentiation by Chris Moyse (@ChrisMoyse)
Our students differ from each other in so many ways:
· Prior knowledge and expertise
· Language development
· Family background and values
· How they learn best
· Where and when they learn best
· Speed at which they learn
· Levels of concentration
· Confidence and self esteem
There are several ways by which we can make the learning more accessible for all our learners…
· Steps to take in an activity
· Support – peer/adult/virtual
· Pupil choice
· Assessment & feedback
The top two sound too much like hard work for busy teachers so in this workshop we briefly looked at the possibilities of differentiating by choice.
Before though we considered the fact that John Hattie suggests that…
A teachers’ job is not to make work easy. It is to make it difficult.
He goes on to say that…
If you are not challenged, you do not make mistakes. If you do not make mistakes, feedback is useless.
Lev Vygotsky suggests that our students should operate within their ‘Zones of Proximal Development’. This involves facing challenges just beyond their current capabilities: a level of challenge that students can meet with help. Learning should feel tough, tricky, challenging, puzzling but not impossible.
To provide a challenging level of learning we need to know our students. Ensure that you have simple, understandable and usable pupil data available and use this data when planning and structuring teaching and learning in your classroom. Data together with any other relevant information about your students is best collated on an annotated seating plan or student profile. Have this annotated seating plan to hand and in the forefront of your mind as you prepare fabulous lessons. Remember to also have their recently marked books with you too as marking should always inform your lesson planning.
Start with the end in mind: plan for learning. Establish a clear objective and tangible outcomes avoiding the devil of low expectation – Must Should Could. Quite simply the wrong language to be using with teenagers!
Same task, different level of challenge. When you differentiate, you plan for the most able in terms of outcomes and then look at how to overcome the barriers for other groups in your class to enable them to access these outcomes – you then adapt resources, support and grouping to differentiate.
Research from Professor Robert Ornstein indicates that when learners feel as if they have some control and choice over the type of task that they are about to do, they feel positive and motivated.
So try to differentiate through choice eg Let the students choose their level of challenge or use workshops or drop in sessions: a series of inputs or demonstrations that students come to if, and only if, they need them
Differentiation top tips:
· Know your class and demonstrate this through annotated seating plans and student profiles. Use this ever-developing knowledge base to enable you to adapt your approach for who is in front of you.
· Challenge them. Have high expectations. Present learning without limits.
· Encourage your students to make and learn from mistakes. Then feedback can come into play.
· Opportunities for students to express their understanding and articulate their thoughts should be designed into any lesson. The more you hear and see the more you find out and the better you plan, respond and adapt to what happens during the lesson. Great teachers are great listeners too.
· Mark their books and provide your students with more work. Provide them with an opportunity to make your suggested improvements: the only time you will ever have 30 different lesson plans.
@ChrisMoyse on Twitter.
Solo Taxonomy by Mat Pullen – @Mat6453
I have been thinking about SOLO taxonomy for a while and the impact it can have on student learning in PE. I have also looked at ways to make it easier for students to access.
I have previously blogged about Project Based Learning here and the feedback has been really positive. both staff and teachers are engaged in this approach to co construction of the curriculum and lots of teachers are telling me about their plans for embedding it in their schemes.
To move things on a bit I wanted to look at ways of supporting students to create their own learning models. To help facilitate the process of finding out what they need to improve on and where to find out how to do that.
That is where the link with SOLO comes in. I have used SOLO to great effect in practical sessions and students are really showing great progress in lessons and more importantly they kbow what they need to do to keep progressing.
In order to support this further I have created posters that I can use in sessions that allow the students to acces some visual cues to support them in their construction of lessons. The posters trigger augmented reality links to images and videos to help students check on technique and to assist in giving detailed feedback to each other.
The process is fairly simple, I created a poster on my iPad using Comic Life. Add this image to Layar.com in their creator section, add in video and images to the relevent sections and voila, augmented reality posters. The students can now access these with any device with the Layar app installed.
So now in a session, we start with students looking at a problem that they need to solve, they look at the skills they will need to develop to support them in overcoming the problem. Around the hall are posters with links to images and videos to help support their learning. They integrate numeracy to support their understanding of success, they use literacy to improve communication and feedback and they can see how they can progress using the SOLO stages.
This is a real change in lesson structure but really engages students to be active whilst learning a whole wealth of key transferable skills.
Why? The start of a lesson is extremely important for engaging students and getting them ‘hooked’ on the learning that is about to take place. It’s tough to do on a consistent basis. It needs lots of creativity from the teacher when planning the lesson and requires the teacher to know their students.
Below is a summary of a #UKEdChat hosted on Twitter earlier this year with contributions by teachers from around the UK.
Date of UKEdChat: Thursday 5th September 2013
Host: Jon Tait @TeamTait
What is your number 1 starter activity for engaging students as soon as they walk through your door?
What is the 1 routine in your classroom that you couldn’t live without?
Which top tip from tonight’s discussion are you going to use tomorrow?
@teachertonytips Engaging question on a slip of paper given to kids in the queue outside classroom.
@gceyre A Mystery – keep the students guessing and wanting to find out more.
@with_ict Must work harder after assembly. Kids hold it together during and are often in need of an active exciting task afterwards.
@with_ict After lunch register, response is giving a number out of 10 to show mood/feeling. It gives a good indication of playground drama.
@georgeEblack After lunch, sympathise with them (who isn’t sleepy after lunch) have shorter tasks prepared, plan accordingly, build in down time.
Tweet of the Week:
@ReachPsychology Be mindful that some Friday afternoon non-engagement behaviours are not about your lesson. Not every pupil loves the weekend!
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Feedback. Please let us know how any of these engaging starters worked for you and your students. Leave a comment on this post or tweet us at @nslhub.