Archive Session 99

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Session Summary

We started the discussion by finding out the value of questions in a 21st Century classroom. Everyone saw innate value in questions from ,and to learners. Questions from students were particularly popular, with @super_sixfive saying “the best questions come from the students! that is why I love my job, I never quite know what I going to be asked”. Many repeated what @MrWaldram said was his  favourite question and the one he asked about many times a day: 'how do you know?’ While others questioned why children grow out of the ‘Why?’ phase, when it is actually so important to keep asking why. @Bectully Said ‘Most useful questions are ones teachers ask themselves. Need to challenge assumptions we make about students and their learning.’

We then looked at how teachers selected their students. Quite a few used random selectors, to cancel out any bias they may have, while others advocated having a ‘no hands up’ rule. @craigneilsmith felt that the key was to have ‘the right learning environment that allows questioning to develop without fear of looking silly or failure,’ While @MrG_ICT wanted to ‘avoid a few dominant children answering questions, and value all childrens contributions. @Porkpiebaby highlighted using a question matrix which is differentiated by the types of questions work well - or to cut up the matrix and choose for ability, while  @Kezmerrelda recommended given the learners the answers and ‘get them to try to figure out what the question is! Thinking skills!’ @TeacherToolkit: pointed out their work on #PPPB Pose, Pause, Pounce, Bounce, which can be found here.

Questions aren’t of course all about spoken dialogue, and some tweeters examined how then used questions without saying them. @Porkpiebaby plays Pass the parcel plenary. Cards inside a parcel with questions on to reflect on attitudes/skills/knowledge used/learned. @DeputyMitchell advocated them being central to planning, stating, ‘questions are the only useful things in planning! Planning how you take learning forward using questioning is SO important!’

We explored unanswered questions and what  we did when we aren’t sure of an answer. @SheliBB felt this was simple: ask them how they think they could answer the question, decide on best (reasonable) method and do it, while @SwayGrantham liked using LOs that were questions - children know that when they can offer a relevant answer they have achieved.

@Carlsberg40 felt that sometimes it's better if you don't know the answer, stops you 'guiding' them too much, allowing them to discover for themselves. the value of lesson observations came from @whatsinaname10, who was told ‘Why not let the pupils question each other?’ @jogyouon had a great idea, which was to put answers onto Fruit Machine and Name Selector then choosing a child to ask what the question was. @UFAorg said ‘it's good to remember that it's ok not to know the answer as a teacher but role model how 2 find an answer together,’ which I think reflected best practice.

We ended with our best and worst questions, which probably put a smile on quite a few faces! Highlights included:

@informed_edu: ‘Most embarrassing Q was in my PGCE, first time watching any class (sex-ed!), teacher asked me to answer ""What's a wet dream?""

@SwayGrantham: ‘Miss, is the bible fiction or non-fiction?’

‏ @Heatherleatt: ‘where did the £10 go miss?’ -  When I was teaching VAT & invoicing. Not one of my strengths... I had no idea!

‏ @craigneilsmith: ""Ben Nevis - Who's he?""

@ethinking: from a y6 boy called James ""Mr Y - did you just fart?""

@lordlangley73: ‘Is Jupiter the biggest planet in the world?’

@ks2teacher: ""Mr Hall, why have you got sweat patches under your arms?""

Lots of talk of questions based on Zones of relevance, SOLO or Bloom’s taxonomy, stating that closed begins low, more open and deeper higher up. Many people recommended Thinking Dice and others termed open and closed questions as Fat and Thin questions, which makes the point of them very effectively, and also introduces an expectation to the pupils of the answer type expected.  There were a few mentions of the ‘hinge question’ but no explanation - perhaps this will be forthcoming in a future #ukedchat?"

NOTABLE TWEETS FROM THE SESSION:

@DeputyMitchell
""Once you ask pupils to raise hands - you create 2 classrooms in your classroom"" @dylanwiliam inspired change in me

@ePaceonline
You can tell whether a person is clever by their answers. You can tell whether a person is wise by their questions.

@TeacherDevTrust: Great teacher questions: ""what did you think of that lesson?"""

TWEET OF THE WEEK:

@SurrealAnarchy
questions are probes into the mind, should be spontaneous & authentic: emotionally charged & truly curious

ABOUT YOUR HOST:

I am @mrlockyer, a dangerously young-looking Deputy Head who lives and works in Kent. I have a deep love of teaching, learning and technology, and feel I should blog/tweet/write more, but life tends to get in the way! I completed my MA in 2010, which looking at learning online versus offline learning, and am currently saving up to pay for a Doctorate, with which I hope to explore the impact of pupil feedback on teaching. I have four children under seven and have not had a full night's sleep for seven years, co-incidentally. I blog at www.classroomtm.co.uk

Archive Session 98

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Session Summary

A lively discussion took place about encouraging and empowering the most reluctant users of technology in school. After some initial clarification that this would primarily be adult users, there were many who mention students becoming experts to help staff and the use of digital leaders.  The willingness of students to “have a go” isn’t always shared with all teachers, though many of us taking part in the discussion are more confident users of technology and agreed that playing with something new and finding out how it can be used is something we enjoy. 

Risk averse-ness is a feature of our education system but it’s important to accept that there will always be a divide between learners and teachers, that there will always be something new to learn and try out, that we can learn from each other’s expertise, that there will always be a scary element to using technology as it moves on so fast.  Giving teachers the confidence to have a go – and permission to learn from mistakes in order to build resilience; time to try things out – after all, learning anything new takes time; a combination of video/written tutorials to allow teachers to check if unsure; showing how technology can be used in a relevant context –  their own subject - can help, as well as narrowing the focus of the tools and application till they become confident with strategies; immersion days; initiatives such as RiskIT.   Some success was related about building confidence with weekly TA training sessions, others reported a schedule for making teachers use tech on a regular basis helped, or showing what the learners were able to achieve through the use of technology, or how assessment could be made more efficient or effective through using technology. Repeated support, nurturing support, just-in-time support, personalised CPD, backing of the SMT/SLT, lifelong learning attitudes, availability of plan B, trying one new thing and learning to use it well are all strategies described by discussion participants..... and contrasted with the less sympathetic attitudes of others who felt teachers need to get on with it or they wouldn't be fulfilling their professional responsibilities....

In conclusion, this issue isn't going away and is still highly relevant to those who are working with these colleagues in school. A range of approaches were outlined but there is no single solution that suits all - that's the beauty of education, isn't it!

NOTABLE TWEETS FROM THE SESSION:

@tmeeky tech is the currency of this (and next and next...) generation(s). Ignore at our peril. Max it's potential. Beware of the darkside #ukedchat

@deputymitchell  WAY better teachers out there than me who don't engage w/tech. If someone told me musical instruments were the future-I'd struggle #ukedchat

@ethinking #ukedchat @oldandrewuk @mrpeel agreed but an outstanding teacher examines any innovation & uses if it has impact #bloodsweat&tears

@eylanezekiel  Innovation is an iterative process of substantial positive improvement, for the many, by a few. #ukedchat

@cherrylkd @PeterSpencer88 @janwebb21 Digital leaders are the way forward to help reluctant teachers. Being teacher doesn't make us experts #ukedchat

@judeenright #ukedchat @emmaannhardy we have so much to learn from primary. Secondary subject areas need to work much more closely together to do this.

@Sarahloooo #ukedchat ICT is a tool of choice in teaching and learning- it needs to be used where it is most effective.

@Ideas_Factory: #ukedchat Only way to encourage reluctant tech users is to show them how easy it is! &keep showing them-time & time again

@RyburnMark #ukedchat Little and often - you can't eat an elephant whole. Identify quick wins & start making them think

@largerama #ukedchat Digital Leaders is the answer for every school. Read this: bit.ly/p3NKDi attend this: bit.ly/KTq0SJ & see #dlchat

TWEET OF THE WEEK:

@mrsdenyer #ukedchat problem is you need time to "play" and the "guts" to risk it all going pearshaped in front of a class if/when the tech fails!!

ABOUT YOUR HOST:

@janwebb21 - honestly, I am 21 ;) - located in sunny south Cheshire (well, it's sunny today); enthusiastic about tech-enhanced life and learning; Professional Officer with Naace and an independent ICT consultant when I haven't got my Naace hat on (which is a very grown up way of saying that I get to go and play with learners and teachers in schools). In previous incarnations have been ICT coordinator, elearning lead teacher and too many other things to mention. At this point, the penny will start to drop that 21 is a state of mind and that I am enjoying looking forward to the rest of my life - and to continuing to indulge my love of life long learning!

Archive Session 97

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Session Summary

"I had penciled in a number of questions I wanted to pose throughout Thursday evening's ukedchat. Here are a few of them and the responses they received:

Can you teach creativity?

This received a mixed response as some felt that it was unique in certain children and can only be allowed to flourish if you are naturally creative. Whereas, others believed that through structured activities and experience, creativity can be encouraged in students of all ages. A number of great practical ideas came out of this including:

1. Debono's thinking hats - @MrPryer
2. 20% time off curriculum to run own projects - @nickotIV
3. Mantle of the expert - @sheliBB
4. World box day - @raff31
5. 100 word challenge - @TheHeadsOffice
6. Keep an ideas notebook - @ielserafy
7. Talkingchips - @DavidHunter
The archive below has many more practical ideas.

What type of questioning should teachers use to inspire creative thinking?

Many people felt that planning open ended questions was vital when cultivating a creative environment. Teachers need to allow their students to drive their own learning at times. This sentiment was echoed by a number of people as they promoted the use of personalised learning and 20% passion project time during the school week. A key question that came out of this discussion was: “What would you like to learn?” @toots2106

Is creativity subject specific or is it a skill/behaviour?

Many thought that creativity should be allowed to flourish in all subjects and that it should not be restricted to any specific area of the curriculum. In fact the term ‘creative curriculum’ was dubbed ‘nonsense’ as many believed that there should be the potential for creativity to occur at all times throughout the school day regardless of a label. Topics and themes as opposed to traditional subjects were favoured, with a number of people quoting the success of projects they had delivered in their class and school.

In summary, the main points that I will take from this discussion are as follows: Teaching creativity is possible! We need to spend time ensuring that we are giving students open ended questions and projects to allow them to express themselves. We must reward risk taking and ensure that we are not solely interested in the ‘correct answer’. Time should be given to students to pursue their own interests and personalise learning. A flexible classroom environment needs to be created in order allow for self expression and exploration. Creativity can exist in structured tasks as long as we give children the freedom to select how they are going to produce their outcome.  

Thanks to all that took part in this week’s discussion.

NOTABLE TWEETS FROM THE SESSION:
@HandTwin5: Creativity definitely can be encouraged through open-ended projects/tasks and adopting a more 'deep' approach to learning. #ukedchat
@eslweb: Creativity is also about giving students rich experiences that inspire them and from there they can come up with their own ideas. #ukedchat
@AndrewFarmer80: #ukedchat coming to the end of PGCE and feel morecreative now than at the start. I think creativity needsthe right environment…
@MrEllison1983: #ukedchat Children are fearful of failure, we need to get them to embrace the fact that sometimes, it will happen.
@peterweal: @literacylender #ukedchat why teach a 'boring' topic in a new way - why not be 'creative' and teach something differnt, or let chn choose?
@nickotkdIV: @nightzookeeper I love Google approach of allowing 20% time to their own projects! #ukedchat

TWEET OF THE WEEK:
@bramleyapplecc: #ukedchat creativity is not just arts based but something inherent to human nature: risk taking, making connections etc

ABOUT YOUR HOST:
Paul Hutson is a primary school teacher who has worked in schools in the Middle East and the UK. He is Co-Founder of Night Zookeeper (www.nightzookeeper.com) a creative children’s website and school project. Paul currently travels the UK delivering Night Zookeeper experiences, which focus on creativity and improving students Literacy, Art and ICT skills. If your school is planning a theme project you can get in touch with Paul on Twitter @nightzookeeper

Archive Session 96

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Session Summary

The topic was intentionally provocative and needless to say that opinions were split from the outset. Many chatters thought that ICT needed changing, but this was underway. Other participates thought that ICT needs to move far away from its current focus. The discussion that followed ranged from narrowing the scope of ICT to widening the field to encompass a huge area of computer science, designing, coding and applications in all areas of the curriculum and life.

The title of ICT came into question and many alternative ideas were suggested, all with supports and detractors, as no one term seemed to line up with everybody’s view of what ICT should be and how to move things forward. The notion of ICT as a discreet subject was discussed and there were advocates on both sides.

There was a large call for more coding to happen within schools, but many participates were cautious to say that non-specialists would have difficulty and that the model of MFL could be adopted, where experts come into the classroom if the skills are not available in house.

For technology, we are living in exciting times. Never before have devices been so ubiquitous and relied upon. What ever final shape ICT takes in the future, it is certain that it is changing as society changes. Will the ICT always lag behind the wider world? That decision is in front of us now.

NOTABLE TWEETS FROM THE SESSION:

@MrAColley: Specialists. It's been an 'anybody can do it' subject for too long #ukedchat

@afmissgillespie: If we don't teach the skills and give ICT opportunities in school what happens to those children that cant access it at home? #ukedchat

@SheliBB: @mrlockyer @digitalmaverick in primary you can *mostly* teach skills in context, so tech is a learning tool rather than a subject #ukedchat

TWEET OF THE WEEK:

@Jon_Torbitt: @digitalmaverick @dmandrews15 it's the process not the tools that matter - a true craftsman can make their own tools #ukedchat

ABOUT YOUR HOST:

Drew Buddie (@digitalmaverick) is a learning technologist, educational speaker, a Teachmeet regular and a member of Naace.

Archive Session 95

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Session Summary

Due to the unique nature of the question, I have opted to collate the most popular material from the discussion into a description of our dream school, rather than a traditional summary of how the chat evolved.

Welcome to the #ukedchat 'Dream School'

Dream School is open to all who wish to learn, young and old; owned and ran by the community. We are committed to helping every member of our community achieve their hopes and dreams. To achieve this, we place the learner at the centre of every decision that is made.

The curriculum we offer is as diverse as you can imagine, as it is designed by you. Through the innovative use of technology, space and design thinking we are able to tailor the curriculum to suit all learners' needs. Our staff are lifelong learners, willing to engage in a wide variety of activities as is required. The curriculum at Dream School is not divided by subjects, but is built around interests and evolving needs. For children and teenagers where education is compulsory we offer a wide range of cross-curricular projects in which they will not only gain knowledge in areas that interest them, but where they will also develop the skills necessary to become lifelong learners. In school learning is also augmented though virtual courses and on-the-job placements within the local community for learners who wish to get first-hand experience. Moreover, Dream School is open from 9am until 9pm to allow flexibility within the curriculum. We also recognise that learning does not end when school does, however, homework is optional and we encourage it to take the form of fun, extracurricular activities. It is our contention that all learning is valuable.

Progress is measured in a number of ways, arranged to ensure that all learners make effective progress at their own pace. Work is assessed in a descriptive, formative manner, offering learners the chance to reflect and improve. This includes the development of practical peer and self-assessment strategies. Dream School staff support this approach through our implementation of 50% contact time, allowing staff the time to plan and assess work well. Significant time is given to developing learners ability to understand how they learn; to become reflective learners, taking ownership of their own education. We do not award grades to students, as we try to avoid extrinsic motivators. Instead we seek to foster a natural enjoyment for learning; through honesty, challenge, and by framing all learning within meaningful contexts. We do however, offer rewards for effort, application, and personal achievements. Additionally, we recognise and accredit learners for skills developed in school and outside of school. Any and all assessment occurs when it is agreed that the learner is ready.

Dream School is open to all. It is an inclusive environment with a friendly, helpful staff. Learners are supported in a number of ways, including specialist support for learners with specific learning difficulties, EAL and emotional, behavioural difficulties. A praise and reward system is in place. We also seek to help motivate learners through the setting of clear goals and by providing a range of role models for them to aspire too. This includes the staff, current and ex-students and members of the local community. All members of the school community works hard to ensure that Dream School is a clean, safe, and friendly environment in which to learn.

The Dream School campus has been purpose built to meet the demanding needs of our learners. The library is at the heart of the school and serves both students and the wider community. It is a modern learning space, with areas for quiet study as well as collaboration. There are no classrooms in the traditional space, instead wide open spaces can be rearranged to suit a wide range of activities. There are additional 'break-out' spaces for learners to use at their leisure. There is also considerable outdoor space, including a pond, allotment, and sports areas. The recreational areas in the school are well maintained and provide comfortable space for relaxation. Class sizes vary but are kept to a maximum number of 15. This is to ensure that all learners have the opportunity to get one-to-one support with their learning. No computer suites have been built at Dream School. Instead, there is industry standard wifi provided across the entire campus. Laptops and iPads are available for learners and staff to use in whichever space they choose. Moreover, we have a 'Bring Your Own Device' policy, allowing learner to use their own mobile tech to support their learning.

More than anything else, it is our intention at Dream School to provide a world class learning experience. Whether you are working through the stages of your compulsory education, entering into further education or returning to education as a mature student, Dream School can provide a curriculum that is enjoyable, challenging and will meet your personal needs.

NOTABLE TWEETS FROM THE SESSION:
@Spenceict I've been lucky enough to visit Hellerup school twice - very innovative design that influences the learning http://t.co/vyx3o4vs

@JOHNSAYERS not forced learning but by intrigue, hopes and dreams were explored not crushed by stereotype of because it's not on spec!

@andywhiteway As far as international models go, Finnish model is one I most want to see reflected in new school thinking http://t.co/tygQIH4l

@ScrubyEnglish @jamesmichie @nohandsup all work should be assessed by students before presented to teacher. #AfL is key to independence

@eslweb I'd want a new role for OFSTED they have to hunt out outstanding practice and share it!

@tmeeky 8 year old says: sick of hearing about levels levels levels

@alexgingell @jamesmichie break down walls. Open plan learning. Autonomous learning units. http://t.co/gdH4mIrs This is a good e.g.

@mikeatedji: @jamesmichie School should become a focal point/hub of the community...a centre of excellence

@simonrockett dedicated time given to pupils and staff each week for reflection - and effective ways to record thoughts. Possibly iPads ;)

@jamesmichie: Rip up timetable and focus on individual students needs

@Educationchat Homework to involve playing out, climbing trees, making a den, making the perfect conker, making up a dance to current number one.

@damoward @jamesmichie Some space ideas here: http://t.co/kzxBReuy including Isis media activity pods and lecture steps

@raisechildrens @jamesmichie basically we all need to meet together and open a school- simples!

@nohandsup My dream school - lessons that children can book themselves into using online booking diary - either in a class or at home via web

@nohandsup Dream school in ord of importance - No 1Fantastic curriculum caters for all learners, flexible + offering valuable qualifications

TWEET OF THE WEEK:
@syded06 The dream school has the student at the centre of every decision made

ABOUT YOUR HOST:
James Michie is Leader for Media Studies and Key Stage 4 English at The Chalfonts Community College, located in Buckinghamshire, England. He has been teaching for nine years and is currently studying towards a Masters in Education. He writes a personal weblog (http://jamesmichie.com/blog) about Education, Technology and Productivity and is an active member of the educational Twitter community.

Archive Session 94

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The discussion began with ideas of alterative to the current pattern of three terms with two half terms sessions of around 6-7 weeks that is currently the norm in the state sector in much of the UK. Many people suggested that moving a few weeks from the long summer to the half terms may avoid that perception or fact that pupils going backwards after the summer hols. The variety of suggestions and ideas was huge and arguments fore and against showed that this is an important issue for educators. Because of this I suggest that browsing the archive below is the best thing to do. However, there were a number of participates who was on the fence on this topic and could see merits in different systems and the status quo.

There were numerous examples cited from other countries around the world, including from tweeps who are or have taught overseas. Much was made about the fact that in some countries the summer holiday was much longer than in the UK.

The discussion moved to the disparity between term times for UK state schools and those in the private sector. Many tweeps questioned whether longer holidays were necessary and whether these were simply a legacy from a bygone age where most privately educated students were boarders. But it should be noted in the interest of balance that there didn’t seem to be any teachers from the private system taking part in that discussion.

Attention turned to what Academies and Free Schools do. While these schools are able to change their term times much easier than other schools, it was mentioned by many participates that most have chosen to keep in line with the status quo for the most part.

The question was posed whether Primary Schools and Secondary Schools would benefit from a different structure. Most people decided that there may by merits for this for the way the students study, but the extra burden on families if there were different systems would vastly out-weigh any benefits. Most felt that what ever system was adopted, it should be the same for all age groups.

The discussion moved away from term times to possible changes to the school hours. It was noted that in many countries the school day begins much earlier and ends much later. While true, others questioned that more teaching is better teaching. Some participated briefly discussed whether there was an optimal number of hours that students should be in school for. Many others pointed out that learning doesn’t just happen at school and that there is life outside the classroom (teachers may be vaguely aware of this). It is interested to note that there seems to be a lot more flexibility in the school day within other countries. There was a fascinating discussion from some American colleagues who had school beginning from 7am to almost 11am. But most seemed that most began between 8.30am and 9am. The role of breakfast clubs was also discussed.

The idea was suggested that there could be 24 hour schools with teachers and students working in shifts and being more flexible in the time study actually happens. Some chatters said that they are more productive at alternative times of the day and it could help with extra places at schools for little extra infrastructure, but most said they couldn’t see it happening.

The discuss moved on to whether on demand virtual learning would ever replace learning in schools. There was a resounding ‘no’, but many thought that more distance and on demand learning would compliment school life and study in the future.

Whatever the future holds for terms, the school day and school as an entity and physical place, we can be sure that it will not suit everyone. But as long as the coffee keeps on coming the teaching profession will continue and educators and student will continue to collaborate to move things forward.

NOTABLE TWEETS FROM THE SESSION:

@NuttyA10: Maybe we need to start looking at fact that learning doesn't just happen in school time. Are we teaching skills 4 life? #ukedchat

@thosethatcan: @NuttyA10 @Saltcreature > there are SO many community leaders who would jump at chance to run sessions in fully equipped schools! #ukedchat

@Saltcreature: @super_sixfive The school should be open longer for other stuff not necessarily the teachers teaching. #ukedchat

@JWEducation: #ukedchat 4 day weeks and shorter holiday = less tired children+staff. No more long holidays for parents just childcare every Fri - discuss!

@urban_teacher: @BenRogersOVA Productivity is the key! Long hours does not ensure that #ukedchat

TWEET OF THE WEEK:

@ICTwitz: The whole school day routine / school term issue needs a complete re-think, with the pupils at the heart of the debate #ukedchat

ABOUT YOUR HOST:
Martin Burrett (@ICTmagic) is a Year 5/6 Primary School teacher at Mersea Island School, near Colchester in Essex. His award winning wiki page provides a huge selection of free web resources for every area of the Primary and Secondary curriculum.

Archive Session 93

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Session Summary

The early stages of the discussion centred on the defining of what a Flipped Classroom or Flipped Model actually was. A number of good definitions were floated around but after ten minutes or so of this, it was clear that people still weren't too sure.

As the debate moved on, it was clearly a polar debate. These are some of the key points that were raised:

- Flipped learning is not new
- People don't know much about it
- Some people were very clear about how it could be used to support learning
- Many saw flipped learning as a label for learning which wasn't needed
- Many saw flipped learning as a way of making classroom time more engaging and purposeful
- Technology plays a role in supporting a flipped classroom
- Videos are not the sole means by which a flipped model should work
- Tablets can seriously improve the success of a flipped model
- A successful flipped model involves aspects of AfL / varying pedagogical approaches / differentiation / group work and ultimately the purposeful support of the students in the classes.

To sum up, some teachers left inspired with ideas to move forward in their own practice, some left looking at the flipped learning idea as a fad and a rebranded one at that. The key thing I think everyone left thinking about though was (and this I feel was most important) that the time spent in the classroom should be as purposeful as possible. Something which leads to a point where 'flipping the classroom' could make homework, homework 'plus'; where it is more engaging and that students could spend time in the classroom reinforcing and deepening their learning more than they would do otherwise.

The session was fast paced and considering the teachers taking part were on their holidays, it reinforced to me something that I've known for a while; teachers on Twitter are the best of the bunch. As @CanonOPP mentioned about feeling a bit bruised after the debate, the passion, dedication and professionalism of the teachers involved in the discussion tonight was superb.

NOTABLE TWEETS FROM THE SESSION:

@thinkingin140: I interpret as flipping the classroom open - providing links to prior learning so development takes priority #ukedchat

@PeterSpencer88 where children take charge of their learning. Where teachers don't lecture but support learning #ukedchat

@largerama #ukedchat havin experimented with a flipped model and can say that it requires a lot of planning and teacher student dialogue to shape it

@Saltcreature #ukedchat Totally I think teachers should be rethinking the way we teach.

@jamesmichie #ukedchat I’d suggest that we need to work towards a blended model that is not tied specifically to video.

@James_Bowkett Flipped learning gives pre-lesson homework real focus, preparing for the lesson questions with teacher there to help students.#ukedchat

@James_Bowkett Choose students each lesson randomly to summarise the flipped homework prior to students leading the analysis Qs. #ukedchat

@elkel99 #ukedchat you always learn more by teaching others. It takes pupils from passive to active

@ICTwitz I think what is at the crux of this #ukedchat is the lack of national debate and investment into the bigger pedagogy debate.

@ICTMagic I think that a good teacher should have already made this adjustment. Guiding rather than showing. #ukedchat

@ElKel99 we'd be pretty poor teachers if we weren't still learners #ukedchat

@CanonsOPP #ukedchat It allows lower order (Blooms) to be done before lesson. Allows lesson to apply, analyse, synthesise, evaluate. Brilliant

@largerama Not sayin shud be blendd but true flippd model is application in lesson of knowledge learned out of lesson#ukedchat

@passionateaboot For true learning it is individual, so does it matter whether it's alone or in a social or school environment? #ukedchat

@riley_ed  I think there has to be an element of preparing students for further study, where learning is closer to flipped model #ukedchat

@gideonwilliams Model of sage on stage needs to take a back step- knowledge based curriculum (at KS4) does not promote different model of T&L #ukedchat

@largerama #ukedchat essential to consider when using flipped, 1) how u can monitor whether the out of lesson elements hav been done

@syded06 the flipped class has been helped by the presence of tablets in the classroom #ukedchat

@ElKel99 #ukedchat should we be timetabling study time for pupils, to promote independent learning in school? It's done elsewhere

@gideonwilliams Pupil ownership & personalisation of learning critical for ""flipped"" model to succeed. Using 21C (digital) tools critical IMHO #ukedchat

@James_Bowkett #ukedchat Flipping better than teacher delivering knowledge then casting students off to get stuck on questions home alone. Homework+

@gideonwilliams Interesting that successful ""flipped"" models happen in North America with different curriculum model and increased contact time #ukedchat

@peter8green Good point!! “@James_Bowkett: #ukedchat Flipping better than students reading or watching a video whilst paid teacher watches them.”

@CanonsOPP My first ever #ukedchat and I am already hooked. A bit bruising at times, but that's what educational debate shd be!!

@riley_ed  No, but iPads do make content creation a hell of a lot easier, both for teachers and students #ukedchat

@CanonsOPP #ukedchat noticing that some people here have fought against flipping but are off to give it a go. Love that abt teachers.

@JamesMichie Final thought: If u listen to ur students, focus on AfL & plan from there, u can have this sort of learning every day! #ukedchat"

TWEET OF THE WEEK:

@gideonwilliams Pupil ownership & personalisation of learning critical for "flipped" model to succeed. Using 21C (digital) tools critical IMHO #ukedchat

USEFUL LINKS:

@ICTEvangelist: Provocation: http://ictevangelist.com/?p=762

@timbuckteeth: What the flip? http://steve-wheeler.blogspot.co.uk/2012/03/what-flip.html

@chemicalsams: http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-...

@gideonwilliams Flipped Classrooms and Video as Homework http://www.youtube.com/watch?v=7_ejZ5OMIDE"

ABOUT YOUR HOST:

Mark Anderson is Subject Leader of ICT at Clevedon School, North Somerset. He has been teaching for 15 years and is currently leading on Teaching & Learning related to the 1:1 deployment of iPads. He regularly organises TeachMeets at #TMClevedon the next one of which is on May 3rd 2012. He writes a personal weblog (http://ictevangelist.com) on Teaching & Learning and how this can be advanced through the use of technology and is an active member of the educational Twitter community.

Archive Session 92

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Session Summary

After Gove’s launch of a consultation process about the disapplication of the ICT Programme of Study and Key Stage 3 assessment arrangements for ICT, there  isn’t much time left for responses, so tonight’s discussion was a timely reminder for those who are still to respond.  It was clear early on, though, that some teachers who are currently using ICT to great effect to enhance their own subject areas are unclear about what the disapplication is about.  In fact, it also became clear that some teachers are unsure about how ICT/IT/Computing/Programming/Digital Literacy are all connected, or what the distinctions are and how much can be taught in other curriculum contexts vs how much needs to be directly taught.

A fast-paced discussion included points about how there will be no consistency for ICT learning experiences if every school is developing their own curriculum, the need to develop teacher skills, where schools will receive their support from in the absence of clear guidance,  whether computer rooms are “dead in the water”, how pupil skills may often surpass teacher skills but they aren’t necessarily savvy when it comes to using tools effectively.

An interesting discussion which provoked much discussion and – although very much focused on one particular curriculum subject – impacts many teachers in different ways.

NOTABLE TWEETS FROM THE SESSION:

@MrAColley: Any ICT teacher worth their salt was going above & beyond the POS quite a while ago. #ukedchat

@MattSmith565: #ukedchat trying to find the harmony between the curriculum and new technology can be tricky anyway. Maybe it would lead to creativity

@DKeano1985: #ukedchat with pupils described as digital natives, where is teaching to be taken. Will variety lead to inconsistency?

@ICTEvangelist: #ukedchat I also believe that ICT shd contain more than just computing but a mix of it all, office / media / web / programming / audio

@eslweb: @ICTEvangelist @Catriona_O ..And yet so much of CS could be taught with Excel ;) Only half joking. #ukedchat

@StephenLev: @richardblaize #ukedchat I agree about savvy student skills but perhaps not as savvy in application or in deploying those skills.

@richardblaize: #ukedchat - Before ICT can move on there needs to be some agreed recognition as to what ICT actually embodies and means to the stds/tchrs.

@richards_james: #ukedchat my favourite part of ICT is finding something new and letting the learner play with it and watch what they come up with !

TWEET OF THE WEEK:

@Kezmerrelda: #ukedchat the best ict is when children create things and have ownership. Not when the teacher dictates the outcome and controls the content

ABOUT YOUR HOST:

Jan Webb (@janwebb21) I'm from Cheshire in the UK, with over 20 years classroom teaching experience, currently working as an independent ICT consultant and for Naace.

Archive Session 91

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Session Summary:
The session began with a discussion about what barriers exist that hamper pupils becoming independent, adaptive & innovative learners. The responses and suggestions were a range between problems because of an unimaginative and ‘safe’ teaching style adopted by some educators to the system of education is ultimately flawed and needs a complete overhaul. It was interesting to see the difference in focus on radically different scales, from the classroom and individual teachers and techniques up to the educational systems of the United Kingdom. Suggestions included the chilly hand of Ofsted and teachers being complacent and not seeking their own learning opportunities and a lack of willingness to improve.

A common theme was the pressure to teach to a test. Seemingly universally deplored by those taking part in the discussion, yet most people felt that this is expected to varying degrees by ‘powers’ above. Many stated that this ‘preparation’ for testing was wasting pupils’ time that could be spend discovering the world around them and following their interests. Perhaps this is way teachers are not required to pledge a ‘Hippocratic’ oath – we are asked to harm the life chances of pupils by our Government all too frequently.

The discussion turned to how why these traits are important in our students and what we can do to encourage these. Some participants thought that you can not teach creativity and innovation, while other thought it is very difficult to develop these in the classroom setting as it is today. Lots of great ideas for encouraging independent working and critical thinking skills where suggested, and I strongly suggest you browse the archive below to find some great techniques for your class.

A repeated (and retweeted) point was that true improvement and learning can only happen in an environment where failure a possibility. It was felt by a small number of chatters that failure is not allowed at schools and that teachers ensure that their pupils never have the opportunity by not providing any challenge. Schools should be a place where mistakes can be made and used as a learning opportunity and valued. It was also suggested that the Early Years environment and learning strategies has much to teach the year groups above. Mantle of the expert and peer to peer teaching from well trained children was held up as good practice by a number of participants.

A short discussion followed about whether a student who follows instructions is 'better' and will achieve higher grades than an innovative creative student. This lead on to some discussion about how to engage all pupils in learning. Of course, learning and education are not quite the same thing.

The conversation moved on to the role of the educator in the process. Providing the right environment where ideas are valued and discussed, whether they are the 'right' answer or not. Also, teachers should be a role model and discuss their thought process with their class and discuss the merits and different points of view. There were a number of chatters who said that the teacher's role should be to guide and advise learning rather than imposing topics and tasks (see barriers to creativity, innovation and independence above!). It was also mentioned that teachers should be inspirer by the topic/task or not teach it.

The topic turned to assessment and how the teacher initiated assessment was usually beneficial, while assessment for outside agencies was not useful for helping children learn and were often time consuming for both teachers and pupils and put extra pressure on both. It was stated by many people taking part in the discussion that the best way to move pupils forward was the listen to them and get to know them.

At the end of the chat there were some fabulous final thoughts. Once again I recommend reading the archive to see the great ideas that were shared. Several tweeps expressed the importance of exploring and giving students the time to work things out. Some (probably most) problems do not have just one solution and perhaps there are better ways to do/view something than the current consensus.

Innovation, creativity and independent are not the only traits that will ensure the child will be a successful student of tomorrow and a valued member of the community in the future. But they are the qualities that will enable our pupils to seek out their own interests and learning opportunities today. Conforming to a system is easy, but it will only get you so far. A remarkable human is rarely a product of a system, but is exceptional despite it. Our schools should be a hot bed of ideas, discussions, collaborations, explorations and experiments. We're outside the box here, people!

NOTABLE TWEETS FROM THE SESSION:

@bellaale: let them fail, pick themselves up and understand why, then succeed. Rinse, then repeat. #ukedchat

@futurebehaviour: If we want intrinsically motivated students, we should stop our obsession with reward charts, stamps and stickers. #ukedchat

@super_sixfive: #ukedchat we have to teach our students to take managed and controlled risks in the classroom. The fear of failure is prevalent in classes

@thelazyteacher: Avoid saying 'If you get stuck put your hand up and I will come and help you' as you are robbing them of the chance to learn! #ukedchat

@nohandsup: My observations - as children get older, self-awareness increases, risk-taking decreases and reliance on teacher increases #ukedchat

TWEET OF THE WEEK:
@SurrealAnarchy: @catmill The true innovation in education would be to engender the love of the pursuit of wisdom #ukedchat

ABOUT YOUR HOST:
Martin Burrett (@ICTmagic) is a Year 5/6 Primary School teacher at Mersea Island School, near Colchester in Essex. His award winning wiki page provides a huge selection of free web resources for every area of the Primary and Secondary curriculum.

Archive Session 90

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The early stages of this discussion began with discussing ‘what do the current crop of teachers need to do well?’  This not only linked to just trainee teachers but evolved into a discussion about the key characteristics of all teachers. Some of the points raised were:

• Work/life balance
• Resilience
• Positive behavior management / Classroom Management
• Pedagogy
• Adaptable
• Innovative
• Creative to deal with an ever changing world
• Reflective in practice
• Communicate with parents

From this initial bombardment of ideas of what a good teacher should be, the conversion moved towards debating some of these issues and looking at them analytically. But one of the most important pieces of advice which can be taken away from this is the ability to take risks. In having the time to make mistakes, one can learn; but only through the concept of having a  good support system can this take place. Another area of that was discussed was the concept of assessment. Some users pointed out that many Newly Qualified Teacher (NQTs) have no knowledge of assessment, such as APP. It was suggested at university different examples should be addressed and practiced so a trainee teacher and a NQT are well prepared in an essential element of teaching. But is this possible with continual education reform?

Subject knowledge verse pedagogy created a big debate about what trainee teachers should be taught. Essentially, some of the questions raised were: how do we prioritize between all subjects when training time is limited? And the facts are so easily available in the 21st Century, so should be taught how to facilitate rather than deliver content?

Beyond the course, there were many suggestions about what trainee teachers do for continual professional development. Twitter was mentioned as an invaluable tool, a very relevant comment on such a topic as this! And for trainee teachers to take as many opportunities to get involved, both in and out of the university and school. For trainee teachers it is about taking a responsibility to engage with professional discourse at university and in school, you need to have a desire to want to learn and develop.

Many of the discussions tonight are relevant for new, old and trainee teachers. Hope you all enjoyed the discussion as much as I had!

NOTABLE TWEETS FROM THE SESSION:

@ICTmagic New (& old) teachers must realise that learning happens everywhere. Jump on opportunities. Follow their interests & be curious. #ukedchat

@MrsGrealis People underestimate how hard it is for an NQT to deal with someone 20 years older than them. #ukedchat

@alexgingell  Lots of innovative students like you and @amyparkinbed who I was reading about in @tesPrimary today!

@nickotkdIV #ukedchat time to make mistakes (should carry on through out profession. experiementing with teaching!

@HilaryNunns The next generation will understand the 21st century students! Pedagogy and classroom management #ukedchat

@bramleyapplecc To know what pedagogy underpins their style, what theoretical models challenge and inspires them! To know who they are! #ukedchat

@DKeano1985 To embrace that times are changing and innovation is required #ukedchat

@super_sixfive #ukedchat my question what should/could the new trainee teachers teach me! They always bring new ideas and ways of doing things

@PCampbell91 #ukedchat Creativity, innovation, failure, success, critical, flexible, relevant, sustainable, networking, cross sector, collaborative.

@syded06 Too much educational theory not enough application #ukedchat

@raisechildrens #ukedchat I also think students should teach in a variety of contexts, inner city, leafy lane, SEN, as well as primary/secondary.

@Ramsay71 Allow student teachers to take risks, experiment even if link tutor does not feel comfortable #ukedchat” #EPS2UOGThemeWeek

@MariamAlhashmi New teachers need to start every school day by reminding themselves: ""mistakes are wonderful opportunities to learn"" #ukedchat

@trainieteacher #ukedchat It’s not just about what tt's need to be taught. They need to take responsibility for their own learning. It’s not ok to be average.

@mooshtang I think a lot of the comments I've read tonight apply to all teachers, not just new ones #ukedchat”

@ethinking #ukedchat students need to know there are no absolute right agendas - its all shades of grey driven by ideologies & politics

TWEET OF THE WEEK:

@DeputyMitchell The #Feb29th blog received over 12,000 posts with upwards of 400,000 hits from 120 countries and 3000 comments feb29th.net #success

ABOUT YOUR HOST:

I’m James Radburn (@jamesdradburn) a BEd student specialising in English at the University of Plymouth in my third year. I have a passion for ICT and how to incorporate it into the Primary curriculum. I'm part of the 100WC team; just hosted my first #ukedchat; and hopefully involved in organising a Techmeet at PELeCON conference in Plymouth on 18th April. My blog is: http://jamesradburn.wordpress.com

Archive Session 89

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Session Summary:

Colleagues approached this from various angles. From the more to the less formal, they were;

1- Formal training, sometimes based on seniority but more often based on all staff contributing. Sometimes this would be faculty based and sometimes it would be cross-curricular. Some mention of cross curriculum groups that encourage innovation and reflection with names such as “Teaching and Learning groups”

Some consensus that school based CPD days do not met dissemination needs well. The paid expert from outside the school, apart from named exceptions, was not mentioned much

2- Mentoring and coaching were seen as effective but time consuming and it's success based on the nature of the  relationship between the participants.

3- Collaboration on projects and planning. This was welcomed by many but seen as not conducive to real dissemination by some.

4- Informal sessions; “Bring and Brag” being one example which bridged the gap between the formal and informal. This was highly regarded and much discussed.

5- The grassroots movements – Teachmeet and Digital leaders were often seen as creative, non hierarchical and not linked to specific curriculum and government demands 

On the subject of what innovation and dissemination needs to flourish, it was mostly agreed that you need time to reflect and freedom to take risks (and therefore occasionally fail) and on that level you need a SLT that supports such an ethos. However, it was also thought that an enthusiastic staff could create an ethos. There was little debate about the lack of resources and time, which suggests that colleagues are making dissemination  happen rather than waiting for somebody to resource it.

It was mostly agreed that the role of SLT is to lead by example ( be seen to disseminate themselves) and create/ support the collaborative ethos. 

Although it was acknowledged that a positive ethos was possible, it was seen as impossible to reach all staff like this.

Sometimes the discussion focused on tips/hints/ ideas (especially on a school subject level).   On other levels (e.g. transition) it was more based on exploring principles

Some colleagues took the view that this form of dissemination is best done on a pragmatic subject base but the majority view was that it should be "all school" or across schools and not designed to deliver somebody else’s agenda.

NOTABLE TWEETS FROM THE SESSION:

@MrAColley:
Most positive feedback from INSET I've run is always about learning walks/obs or chance to chat to other teachers. #ukedchat 

@jemimaanderson:
I am a member of a TLC and this has been a dynamic way to discuss techniques/ideas, then adopt the ones that suit you. #ukedchat

@ICTmagic:
I've often thought that if all teachers just share their 1 best lesson (minimum) per year the world would be a better place.

TWEET OF THE WEEK:

@EricWareham:

#ukedchat TeachMeets have raised the bar with sharing ideas and getting teachers talking/developing/passing on ideas

ABOUT YOUR HOST:
James Hobson (@jamesdhobsonuk) is Head of History in a comprehensive school in Sussex.

Archive Session 88

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Session Summary:

The early stages of this week's chat were dominated by a debate around the merits of home-schooling and the need for social interaction. Reviewing the tweets, I'd argue that the majority of people involved favoured the latter suggesting that schools (as a physical space) are necessary to facilitate specific (mostly social) learning experiences; that may be diminished through home schooling. Online tools such as forums and video conferencing was subjected to criticism implying that as a form of interaction something gets lost.

The discussion evolved breaking out into a number of connected threads. There was some debate about what the purpose of school is, with a number of participants arguing the case that schools are about much more than knowledge. They contended that schools are about teaching skills as well as aiding social and emotional development. This was complemented with a discussion about the important role schools play for some students in providing a safe place, away from difficult home lives. There was briefly some reflection on the role that teachers play in this: 'In loco parentis' or glorified 'babysitter'?

As the discussion continued the attention moved back towards the initial question considering the school as a learning space. The need for a physical space was put under scrutiny with some participants promoting online learning citing 'iTunesU' and virtual environments as ways of delivering content/learning. This part of the discussion became more disjointed. Picking up some of the key threads, it was clear that a number of people want to see schools reinvigorated as public spaces within the community. Many of these tweets re-iterated the importance of social interaction. This evolved further into consideration of how learning spaces hinder/support learning. Another strand of the discussion focussed on the teacher, advocating the value of 'teaching'. It was debated as to whether online tools such as 'YouTube' and 'Wikipeadia' could replace teachers, with a the consensus being that this was not the case, however, these tools were seen as being valuable in enhancing learning inside and outside of the classroom. A third strand considered more alternative ideas, such as whether students should be grouped by age or not. It was becoming clear that thee were many varied opinions about what schools are for, what they should be like and how they should facilitate learning.

Having passed the half way point, the discussion made a leap to considering more idealistic and extreme notions about what a school might be. Echoing Keri Facer's vision for schools in her book: 'Learning Futures', a number of participants argued that schools needed to be better connected to their local communities. Others commented on the need to blend physical and virtual spaces to suit varying learning needs. It was argued that learning at primary school was more open/curious, whereas at secondary, it is more restricted. This more open discussion continued with questions being raised over the timing of the school day; consideration of whether students should be involved in designing their own learning; and how a school is to be defined.

The last fifteen minutes focussed on what people would like to see change to improve the way schools facilitated learning. The following ideas were shared:

• Schools to be community/communal spaces
• To adopt cross-curricular/cross-year learning opportunities
• Specialist rooms
• Blended between physical and virtue spaces
• Libraries to be at heart of learning space
• Bigger rooms/more dynamic spaces
• Some mention of mobile devices: phones / tablets
• Smaller class sizes
• More teachers/people to support learners
• Considered integration of technology

There was certainly not a consensus but I believe that there was a strong case made in favour of schools (as physical spaces) still being valid in the 21st century. I think the ideas listed above describing what schools could/should become deserves further consideration and would make an excellent, future #ukedchat topic."

NOTABLE TWEETS FROM THE SESSION:

@learningjay: schools are necessary for social learning but should transcend 9-5 mon-fri more cloud learning for kids plus community use

@Badgerove: Though I don't hold that the physical space actually needs to be a 'school'. Can be anywhere

@mrpeel: I wonder if we need 5 days a week in school after a certain age - embrace online fora possibly

@RavenEllison: a school of fish, like a school of thought, is not called a school because of walls.

@carolinebreyley: Such a waste of valuable resource when schools empty for so much of time and community could use, would love to see more joint use

@Ideas_Factory: In the future we will see the end of classrooms & have the whole school inc grounds as a class space-learn everywhere/anywhere.

@CarpenterMat: Are we not all over rating ourselves at sole givers of education? Kids learn shed loads with out any interaction with a teacher.

@jamesmichie: @PatParslow I would like to see communities of learning inc. libraries, open spaces, community centre etc...

@Spencerayres: @jamesmichie This is very true-play, experimentation, failure, curiosity - all amazing ways to learn, but almost banned at 2ndry!

@Jon_Torbitt: @jamesmichie no age groups, muli-teacher cross-subject groups in rooms with lots of space and move to cafe culture & maturity

@piersyoung: School elevator pitch: Schools should be co-constructed by students, teachers and parents, tailored locally with a global outlook

@Jon_Torbitt: 21st century education needs a complete reboot, open teaching where it's transparent and can opt in/out of class collegiate style

TWEETS OF THE WEEK:

@tmeeky: My 8 yr old is sitting in... she says friends are important in the learning environment  .. social learning is important

@kvnmcl: Schools may be with us for some time to come, but limitations in their physical space are being eroded by online space

@mberry: @jamesmichie learner & teacher autonomy, collaboration and community, creativity and curiosity, challenge, purpose. Less testing

USEFUL LINKS:

@jamesmichie: Provocation: http://jamesmichie.com/blog/2012/02/ukedchat-are-schools-as-physical-spaces-necessary-to-facilitate-learning-in-the-21st-century/

@nick_chater: In response to the question: are schools (as physical spaces) necessary to facilitate learning? #ukedchat - http://www.nick-chater.com/2012/03/in-response-to-question-are-schools-as.html

@mberry: Her's what that great educationalist M. Gove and visionary futurist had to say about schooling:

@dcbphd: Our research on learningspaces finds active learning classrooms have a positive & significant impact on student learning: http://www.oit.umn.edu/research-evaluation/selected-research/learning-environments/index.htm

@jamesmichie: Learning should be comfortable: What I did with my Year 8s yesterday: http://jamesmichie.com/blog/2010/03/what-i-did-with-my-year-8s-yesterday/                 

ABOUT YOUR HOST:

James Michie is Leader for Media Studies and Key Stage 4 English at The Chalfonts Community College, located in Buckinghamshire, England. He has been teaching for nine years and is currently studying towards a Masters in Education. He writes a personal weblog (http://jamesmichie.com/blog) about Education, Technology and Productivity and is an active member of the educational Twitter community.

ukedchat Archive 1 March 2012

Archive Session 87

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Session Summary:

As educators, teachers are involved in feedback all the time so the discussion was fast and passionate. It dealt with the two areas of feedback to teachers and then how teachers feedback to children.

There were basic similarities for both of these activities:

• Make it clear what the expectation is before hand
• Build trust between receiver and giver
• Always include positives even when the observation  / work was not up to standard
• Make sure the next steps have been included

There was agreement of how useful feedback can be with the proviso that it has been received. Mention was made of the work of John Hattie (link below) on the difference between feedback and praise. It is an interesting viewpoint that is worth a read.

How the feedback is delivered was a major concern. Some contributors had experienced some very poorly given feedback that rather than helping them improve, really knocked their confidence. The place of marking was also touched on as was whether written feedback was as good as verbal.

The point about training was touched on. It would seem that training courses only cover marking. Some comments were made about how SLT get their ‘qualification’ for giving feedback!! We also touched on pupil giving teacher / peer giving peer feedback and some colleagues had used this very effectively.

Needless to say we looked at how commenting on blog posts can be very useful feedback but with it’s obvious risks. A great suggestion was made to look at how social media sites deal with ‘feedback’

Finally, mention has to be given to that old chest nut of TIME! Contributors highlighted that to really give useful, effective feedback time is essential and that is often the missing piece in the jigsaw.

As usual this summary cannot reflect the great discussion that it was. Do go & look at the archive to really get the feel of the debate and check out the links below!

NOTABLE TWEETS FROM THE SESSION:

@tomboulter should we offer training on how best to receive, react and respond to feedback?

@educationchat No point giving ANY feedback if kids haven't time to respond to it & it's not followed up. But in an already crowded timetable...

@Learningspy RT @tesICT: RT @kvnmcl: Feedback needs to be given not written #ukedchat NO! It needs to be received and acted on

@kvnmcl @ckzebra There will always be research to support whichever side of the fence we are on. Use what you think works best #ukedchat

@nohandsup 'Praising the deed - not the doer' #ukedchat

TWEET OF THE WEEK:

The serious one:

@mberry Do forgive me. It's not so much about feedback as feedforward.

The 'not so' serious one!:

@oldandrewuk It's helpful to phrase feedback as a question. For instance, say ""Are you stupid or what?"" instead of ""You're stupid"".

One that we can identify with:

@normal_for_jp OH found bottle of wine. I have told her well done. To improve..find another one. #ukedchat feedback!       

USEFUL LINKS:

http://learningspy.co.uk/2012/02/04/how-effective-learning-hinges-on-good-questioning/

http://y6.ferrylane.net/blog-rules/

http://www.teachersmedia.co.uk/videos/specific-praise

http://chrissinerantzi.wordpress.com/2011/10/08/want-to-know-what-your-students-think-about-your-sessions-ask-them-pgcap-cmc11-mooc/

http://learningspy.co.uk/2012/01/27/the-problem-with-praise/

ABOUT YOUR HOST:

I'm Julia Skinner @theheadsoffice, founder of 100 Word Challenge. Retired headteacher having great fun creating a second career with class blogs and creative writing! 

Ukedchat Archive 23 February 2012

Archive Session 86

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Session Summary:
The discussion began by looking for low cost solutions for hardware with many people talking about the merits and worries of student and teachers bringing their own devices into school. This is an issue for a whole discussion on it’s own, but the general view of most ukedchat participates was that it is a good idea in the secondary school setting, but there is a worry over liability for the school if these devices were damaged or misused. A particular concern was that students may use the video facility on their devices and use these in a way to embarrass the teacher or fellow students. We also heard from some schools that have bought a device for every pupil to use both at home and at school. There was a short discussion about buying devices in clusters of schools to make saving when purchasing in bulk.

The discussion turned to what kind of infrastructure the school should provide with many participates tweeting that the school should simply provide the network and Internet connection. It was noted that the level of tech support may increase with many devices with many platforms and the initial setup would require much more technical skill. However, some people thought that the lack of devices owned by the school would mean the opposite would be true. The topic of the digital divide between those pupils with and without devices to use in school was interweaved throughout this discussion with some tweeps stating that this problem would need to addressed before a ‘bring your own device’ school could work for all pupils.

The focus of the discussion turned to open source solutions for common ‘paid for’ applications. There were generally good comments made about cloud computing options, such as Google Docs and Apps, but there was some concern over software like Open Office, as the children may not have this software at home, but generally most people thought this was a good way forward. It was suggested that schools should audio their software and actively seek out open source alternatives. It was suggested that a list should be made of all the free software alternatives in one place, so I have set up this Google Docs page to just that – Click Here to view and add your own.

The chat continued with many talking about the importance of making and sharing teaching resources. The final focus was how to continue with CPD in these times of austerity. Twitter and ukedchat where held up as the best examples of this. The Teachmeet model was put forward as a cost effective way to share ideas with a staff and that staff meetings some show a little more of this method. One of the final points before 9pm was that with any change in tech there needs to be a clear purpose to its use, proper training and an excitement to try it and experiment with it.

NOTABLE TWEETS FROM THE SESSION:

@mberry:
#ukedchat Empower your people. Let them solve problems themselves.

@ethinking:
#ukedchat @peterweal stop spending money on equitable, inferior solutions for all - let the haves set the bar, fund the have nots...

@jodieworld:
If it is sitting in cupboard get it out, dust it off, teach some kids how to use it and see it get used! #ukedchat They soon pass it on!

@LessonHacker:
BYOD leverages existing tech in a cost effective way. I don't care what it is but if the student can learn with it then I'm sold. #ukedchat

TWEET OF THE WEEK:

@heartofsol
#ukedchat @chrisrat - that's a great idea: Is there a "Swap Shop" for schools?

ABOUT YOUR HOST:
Martin Burrett (@ICTmagic) is a Year 5/6 Primary School teacher at Mersea Island School, near Colchester in Essex. His award winning wiki page provides a huge selection of free web resources for every area of the Primary and Secondary curriculum.

Ukedchat Archive 16 February 2012

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Thursday 9th February 2012

Session Summary:

Transition was the topic for tonight's discussion and the following questions were posed for discussion.
1. What transition activities or programmes do you run?
Many great ideas came out from this such as the importance of running literacy skills and courses between the feeder schools and the secondary ones, building the relationships. This is such an important idea as they will be working together for the next 5-7 years and they will require these skills later in the workplace.
2.What is the importance of transition?
an obvious question, to develop the young, but the message that came across that was if they arrive so they cannot learn then the transition system has failed. Many colleagues from the primary sector commented upon the difficult transition between EYFS to Y1 and Y2 to Y3. Whilst I cannot comment on this without any authority I understand the impact we face when a child doesn't have the skills or base knowledge to access or progress in the next stage. Cooperation with planning and delivering lessons and assessments is they key to ensuring this is less of an issue in the future, but at what cost?
3. What makes outstanding transition links or materials?
Many good ideas from working with feeder schools with projects from sporting events to secondary teachers going into primary schools to deliver DT, Maths, ICT, French etc and to build links. The idea of Skype calls and the use of Edmodo to introduce the Y6's to the Y7's and older years to build relationships between the year groups.
4. What co-operation is required between primary & secondary to improve transition?
The overwhelming answer from the final question of the night was communication, and more than a few teachers in secondary schools being involved in the transition process. The lesson for secondary schools is they must become more involved as they will have to pick up the pieces if things go wrong.

NOTABLE TWEETS FROM THE SESSION:

@PhilWheeler1 #ukedchat at secondary its gotta be about teambuilding.these guys are going to have to work together for five years
Judith Enright @judeenright
@Educationchat @philwheeler1 #ukedchat Y7 teacher needed to support L6 assessment in primary, now it is "back" Would also spur on Y7 teacher
Heather Leatt @Heatherleatt
@PhilWheeler1 #ukedchat Collaboration and trust! Too often artificial barriers put in way, like assessment issues... Co-operation key
Matt Oswin @MattOswin
@Educationchat @PhilWheeler1 Teachers from the local secondary visit us and work with groups - maths teacher came in today

TWEET OF THE WEEK:

 @davidhunter
@PhilWheeler1 #ukedchat at secondary its gotta be about team building these guys are going to have to work together for five years

ABOUT YOUR HOST:

Phil Wheeler Head of ICT in a secondary school in Stevenage Hertfordshire. Have had experience of pastoral teams as a HoY and now moved into the curriculum route. Training for a bike ride in the summer. I Teach Business Studies as well as ICT, but the latter is now my major subject.

Ukedchat Archive 09 February 2012

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Date: Thursday 2nd February 2012

The topic for discussion this week covered mobile and tablet learning. The following questions were discussed:

• Homework: How many students in your school have a smart phone that'll allow android/apple apps? 
• Does your school encourage students to use their own device? 
• Have you used mobile devices in your classroom? How successful was the engagement? 
• Which apps have engaged the most effectively in your classroom?
• What issues / restrictions have you encountered? What solutions (if any) have overcome your problems? 
• Tweet your subject / context and app use?

Summary of Discussion:

The discussion this evening began with the aim of finding out how many students have mobile/tablet devices that they could use to aid their learning. The general percentage that came out from this was about 70%. 

The discussion had a number of people discussing their fears of using mobile devices and issues of e-safety and access as many schools don't have wifi which can really impact on the effectiveness of many apps such as dragon etc that require it.

The discussion tried in vane to carry on through the worry of many with examples of how learners have used various apps to engage and assist learning. The main apps that shone through were dropbox, evernote for storing learning; socrative for AfL; QR codes for a number of activities from question setting to geolocation activities to get students up and about to links to key websites for the learner to research or engage with. Plenty of recommended apps to link with IWB were given (see the eye catching tweets for these). 

Many tweeters then began to give subject and context specific references of apps they have used. Review the eye catching tweets section for these. 

Overall I felt very frustrated that many people have concerns with using mobile devices in the class. All I would say to them is experiment and try otherwise how can we comment on the 'will they improve engagement and learning' if we don't try.

HAND LEARNING OVER TO THE STUDENTS. Don't restrict, embrace the future and allow students to learn the worth and demonstrate that a mobile is so much more that a calling and texting device.

Eye-Catching Tweets from the Session:

@AssemblyTube 20:02 #ukedchat School websites are unreadable on mobiles. Why don't they do something about that and give out positive signals re mobile?

@JuliaBhamICT 20:05 RT @Primary_Ed: Child today in my class took out of his bookbag firstly a Nintendo 3DS to show me and then an Ipod Touch! We must embnrace this #ukedchat

@ICTEvangelist 20:05 @ecarsontc don't forget too u can add audio and photos as well as text to an #Evernote note. Photographed text is searchable too #ukedchat

@gavinsmart 20:05 iMovie for iPad Calculating the speed of a water balloon: http://t.co/L30esOvG #ukedchat

@MrsThorne 20:05 @Jango65 I used Kindles last year, had a class set to trial. Some details on my blog: http://t.co/LXN1BpiJ #ukedchat

@AssemblyTube 20:06 #ukedchat If schools encourage student mobile use, don't we have to enable any smartphone to work on school infrastructure?

@ukedchat 20:06 Developing an app? Noted this app development site today http://t.co/wkKMBvK1 #ukedchat for iPad/Phone

@gavinsmart 20:06 Puppet Pals app for plenaries: http://t.co/77jUk7a0 #ukedchat

@StuartMaginnis 20:06 @JOHNSAYERS #ukedchat use mobiles all the time in PE lessons to analyse performance.

@PETeacherMGE 20:06 #ukedchat the use of technology in my lessons has improved engagement for longer durations. Pupils especially loved QR codes.

@yded06 20:06 Been using @socrative for AFL at anytime in lesson. It is excellent #ukedchat

@BathBev 20:07 #ukedchat RT@davidhunter Why did nobody tell me about the pupil premium toolkit. It's a fantastic piece. #ukedchat http://t.co/MvsUYlzw

@gavinsmart 20:07 Using Comic Life app to create user manuals: http://t.co/T8YNoxmO #ukedchat

@MrPryer 20:08 @ukedchat I sometimes ask my students to use smartphones to look up key definitions. #ukedchat

@kiwiteacheruk 20:08 Interested in mobile tech and using tech in learning Come to LWT2012 http://t.co/U0CB1JY2 FREE event #ukedchat

@scholaforis 20:08 @davidErogers  are you and @geocollective sharing @missionexplore with #ukedchat tonight? great app for #geog #literacy #science #outdoors

@Kathrynwiki 20:08 #ukedchat just had a fun 1/2 hour with a totally engaged 9 year old on comic life - usually HATES any effort from Mum to help him learn....

@Primary_Ed 20:08 @PeterSpencer88 O use my iphone in different ways, today i used it as a mobile mouse to allow class to control IWB #ukedchat

@LibWithAttitude 20:10 #ukedchat some great creative writing apps on ip*d - StoryCubes, Epic Citadel,APWPrompts, Storyrobe to name just a few

@Kathrynwiki 20:10 @whatsinaname10 #ukedchat QR codes - for notes - links to useful sites - to give instructions for starters

@gavinsmart 20:10 @StuartMaginnis What apps to you find most useful? video physics is a good app to analyse video footage. #ukedchat

@JOHNSAYERS 20:10: My uses are podcasting, audio recording students, dictations, researching, labelling, photo evidence/manipulation etc #ukedchat

@PETeacherMGE 20:10 #ukedchat this weeks homework for @mattysturge Yr9s PE lesson is to download the dartfish easytag app after loving the use of teacher's iPad

@AssemblyTube 20:10 #ukedchat Schools are unlikely to buy lots of ipads. Are students' own smartphones most cost effective way forward?

@mberry 20:11 ... (small numbers of) students happily using their iPads in lectures, much more so than laptops in the past. #ukedchat

@davidhunter 20:12 @jwinchester25 #ukedchat I hear that. Some LAs have hardcore firewalls that block many apps

@kvnmcl 20:12 #ukedchat We shouldn't even be discussing how to use mobile devices in school. They should already be part of the learning in schools

@jwinchester25 20:12 @davidhunter @mattbritland more websites are moving away from flash due to the success of the ip*d #ukedchat

@heartofsol 20:13 #ukedchat educreations is an amazing app for iPad. Whiteboard that can be recorded, shared & embedded

@ICTEvangelist 20:13 Top 6 iPad apps for Geography  http://t.co/Qa0jMdvf  #ukedchat

@kvnmcl 20:13 #ukedchat We learn anywhere we go. A mobile device can add to that learning as it can come with us. Try dragging a desktop

@ICTEvangelist 20:14 Why iPad for the English classroom in education?  http://t.co/cW81FbJS #ukedchat

@Kathrynwiki 20:14 #ukedchat I use my iPhone as a device for pretty much everything - yet students still say "Miss you've got your PHONE out"

@jwinchester25 20:14 use the ip*d as way to give feedback to class when out of the classroom -use of video evidence and pictures very useful. #ukedchat

@ElKel99 20:14 RT @Kathrynwiki: @whatsinaname10 #ukedchat QR codes - for notes - links to useful sites - sharing links to Aurasma in my class

@ICTEvangelist 20:14 iPad learning for all ages  http://t.co/9Nwl7rQi #ukedchat EYFS

@mrpeel 20:14 #ukedchat use iphone to scan and dropbox to show on IWB in minutes

@Primary_Ed 20:15 My top Apps for Iphone/Ipad in Education http://t.co/2kpijUr6 #ukedchat #edtech #edchat

@Kathrynwiki 20:17 #ukedchat we need to make students think of it as a device rather than a phone.  Calls & texts are such a small part

@bucharesttutor 20:18 @educreations by far is the best iPad education app out there  #ukedchat I use it both in my classroom and my tutoring sessions

@Primary_Ed 20:18 Nintendo and Maths join forces http://t.co/sVrtr98F #ukedchat #edchat #edtech

@ICTEvangelist 20:19 @jwinchester25 dropbox is great, yes - sugarsync is good too for sharing files (and free too) #ukedchat

@JuliaBhamICT 20:19 RT @LibWithAttitude: Madpad great app - students can prepare video opinions and display them all together on screen , play by tapping them #ukedchat

@ElKel99 20:19 #ukedchat blatant plug - everything I've learnt from using iPads in school this year (including probs) is on my blog http://t.co/apZoJi8T

@syded06 20:19 Current favourites @explaineverything @educreations @edmodo @socrative in general use #ukedchat

@LibWithAttitude 20:20 @ICTEvangelist  So many uses for madpad, very versatile & easy to use #ukedchat

@ElKel99 20:20 @JOHNSAYERS #ukedchat I've found that by not asking kids to put phones away they're more likely to use for learning than hiding under desk

@bucharesttutor 20:20 @astirrup34 you can try using apps like popplet or toontastic for an iPad to generate learning skills among the Ss in an iPad #ukedchat

@MrsThorne     20:20 @JOHNSAYERS no school wifi, and mobile phones officially banned in the classroom #ukedchat

@jwinchester25  20:20 great thing about mobiles devices in SEN is u can take the device 2 the student rather than being constrained to a particular area #ukedchat

@kiwiteacheruk 20:20 Totally love evernote - use when marking to take photos of evidence as I go - more efficient than photocopying/filing! #ukedchat

@syded06 20:21 Use of apps in the classroom blogged here if it helps http://t.co/LrotiE4p #ukedchat

@kiwiteacheruk 20:21 Wifi provision has huge effect over effectiveness of mobile devices - this HAS to be sorted before introducing the hardware!!! #ukedchat

@theokk 20:21 @TaniaBloor indeed! notes can be text, audio, video, collaborative work.  discussion  curated. gamed  #ukedchat

@teamjacklin 20:22 @tonycassidy Seems a can of worms waiting to be opened to me. If its damaged in school.. is school liable? #ukedchat

@PetersonJK 20:22 #ukedchat use dropbox to take photos of students work on phone and then share on whiteboard, annotate and discuss. Anyone else use this?

@kvnmcl 20:23 @MrsThorne Why are they banned? Esafety?behaviour? excuses that demonstrate fear of giving control of learning to learners #ukedchat

@syded06 20:24 Even though it costs ExplainEverything is the best interactive whiteboard app as you can re-record verbal mistakes #ukedchat

@literacylender 20:26 @dagza five ipads per I tunes account is what we have found! #ukedchat

@Primary_Ed 20:26 How can children use PSPs in School? http://t.co/8W9vVNRc #ukedchat #edchat #edtech

@ecarsontc 20:27 @davidhunter QR Codes gr8 4 orienteering #ukedchat

@debbisimpson 20:27 @dukkhaboy  #ukedchat  same thing with  teacher trainees in class the other day: "ooh wish we had a camera to record our posters! "Duh

@DylanBlain 20:27 Any teachers looking for apps in PE, @mrrobbo 's PEApps app has a great list which is ever-expanding http://t.co/yw0jxspc #ukedchat

@JOHNSAYERS 20:29 How many computer lessons in school are wasted by students browsing the web for research when mobile devices can cut that. #ukedchat

@GeographyCarrie 20:31 A positive for us would be that 100% of our students have a phone, but we as a faculty don't actually have an ICT room. #ukedchat

@tonycassidy 20:33 #ukedchat worry that if schools can't provide devices we actively 'reveal' the economic inequality between students - aren't we levellers?

@mrpeel 20:34 #ukedchat using itunes U for 6th form support  anyone else?

@Smichael920 20:34 #ukedchat displays around school have QR codes to take you to further pupil work & blogs. Each class door has QR code linking to class blog

@Kathrynwiki 20:34 #ukedchat in ICT  adding pictures/movies/audio to coursework, scanning designs, as a calculator to check formulas, scanning QR codes

@bucharesttutor 20:34 I use @khanacademy on my iPad and his videos to illustrate better examples in my #math class to emphasize my point #ukedchat

@TaniaBloor 20:34 @PetersonJK #ukedchat or get apple tv which is great with mirroring on.

@joedale 20:35 Colleagues may find my iPad366 podcast an interesting listen for iPad tips and tricks http://t.co/qsZIzcln #ukedchat

@JOHNSAYERS 20:35 #ukedchat GEOG RESEARCH zeebox to watch a programme student tweet/facebook each other on a timeline within it. ZITE CURRENT GEOG #ukedchat

@mrpeel 20:35 #ukedchat edmodo

@richards_james 20:35 #ukedchat encouraged pupils to download free app edmodo and converse with one another

@JOHNSAYERS 20:37 Core GEOG T&L apps #ukedchat  http://t.co/Lk9SYhgw

@GeographyCarrie 20:37 My GCSE students used their phones to download my youtube revision videos. They listen/watch them while walking to and from school #ukedchat

@LibWithAttitude 20:37: #ukedchat some great creative writing apps on ip*d - StoryCubes, Epic Citadel,APWPrompts, Storyrobe to name just a few

@bucharesttutor 20:37 I also use VoiceThread for a nice conversation sharing with my Ss  #ukedchat

@Primary_Ed 20:38 Ideas for PSPs & DSs in the classroom? share here http://t.co/woaMGHnr #ukedchat #edchat #edtech

@JOHNSAYERS 20:38 BLOGGING mobile allows it on field trips #ukedchat  http://t.co/Oze5TmQH

@ICTEvangelist 20:38 #ukedchat eClicker good for student questioning as is socrative.

@judeenright 20:38 #ukedchat ladida good for recording jingles

@LibWithAttitude 20:38 Many school libraries considering/have ip*ds - incredibly powerful for reading promotion - interactive books enthralling 4 kids #ukedchat

@dajbelshaw: 20:40 Mobile Learning infoKit - http://t.co/83GSVdfj #ukedchat

@mrlockyer 20:42 #ukedchat Apps I use in class with the iFone  - Mobile mouse, for wireless control of laptop

@JOHNSAYERS 20:42 MY POOR WRITERS RECORD WORK with AUDIO APPS, audioboo, dragon and we work on handwriting to develop that as well as content #ukedchat

@davidhunter 20:42 @ElKel99 people are talking about dodgy android market.surely there's an app lock app so chn can't DL unauth. #ukedchat

@TaniaBloor 20:42 #ukedchat I am using anote app with students for A4L, self-assessment and as evidence for levels in primary and secondary.

@JOHNSAYERS 20:42 MY POOR WRITERS RECORD WORK with AUDIO APPS, audioboo, dragon and we work on handwriting to develop that as well as content #ukedchat

@MrPSkelton 20:42 secondary history - researching specific topics/questions in class #ukedchat

@jwinchester25 20:42 puppetpals HD is great animation app - have used for stu to recreate Aesop's Fables. All the tasks were done on the pad #ukedchat

@ICTEvangelist 20:43 Camera app or free app Air Presenter = free Visualiser when paired with Apple Tv #ukedchat many many many uses there!!

@mattbritland 20:43 #ukedchat StopMotion for iPad 2 is an awesome app. Easy and great fun to use.

@mrlockyer 20:43 #ukedchat - AirProjectorFree - sends any images from your Library onto the IWB

@ufasarah 20:43 havent tried it yet, but planning a photography based challenge which charts a learning journey/project using camera phones & apps #ukedchat

@JOHNSAYERS 20:44 How to draw app has improved many students sketching n confidence to draw also with sky/star gazing popular #ukedchat  http://t.co/1xwJGE2u

@Rossell_ICT 20:44 RT @ICTEvangelist: iPad learning for all ages  http://t.co/9Nwl7rQi #ukedchat EYFS

@saturnshark 20:45 #ukedchat top science apps: molecules, star walk, NASA, 3D cellstain, leafsnap HD

@dagza 20:45 @PetersonJK MathBoard is superb #ukedchat

@mrlockyer 20:45 #ukedchat Apps I use, blogpost by me: http://t.co/21mbuYGl

@JOHNSAYERS 20:46 Great Art apps out for research and manipulating photos pictures.. Animoto, songify #ukedchat

@ecarsontc 20:46 #ukedchat any1 exploring @ClassDojo I am yet to use well I'm school but idea is brill & is excellent on my phone

@jwinchester25 20:47 Splashtop - great app to remote control PC connected to projector. #ukedchat

@JOHNSAYERS 20:47 I got students to search YouTube for apps use and plenty on web with demonstrations on how to use basic steps if they get lost #ukedchat

@heartofsol 20:48 #ukedchat my three most used apps on android: Evernote, Dropbox and ReadItLater

@JuliaBhamICT 20:48 RT @JOHNSAYERS: #ukedchat tourwrist transform your class room into 1000s of global locations and bring the world to hands. DESCRIBING

@saturnshark 20:48 #ukedchat brainpop is excellent to use during tutor time

@JOHNSAYERS 20:48 REVISION/ STARTERS/PLENARY/ ASSESSMENT #ukedchat  http://t.co/rbpJha0q

@thisisliamm 20:49 @TomSale @TomSale #ukedchat iPod/iPad: http://t.co/RPHtqNkq

@JOHNSAYERS 20:49 Great app for recording evidence easy assessment show parents video footage of students working kinaesthetically visually/audio #ukedchat

@lps140club 20:49 Yr4/5/6 children trying to find the nation's favourite #Shakespeare play via their Twitter feed @lps140club What's yours? #ukedchat

@JOHNSAYERS 20:50 Some more GEOG APPS #ukedchat  http://t.co/oJvEnWxf

@JOHNSAYERS 20:50 Reading apps and assessment apps a great app in pic SCHOOL APP KIT for mobile website building and PE staff outside #ukedchat

@jwinchester25 20:50 Airsketch Free - blank canvas which can be projected via comp on wireless netw. You can project what the stud write on the ip*d #ukedchat

@JOHNSAYERS 20:51 MORE GEOG APPS show live earthquakes development #ukedchat  http://t.co/AsydVTP0

@Langnut 20:51 I have to say I've been inspired to get students to use mobiles to film e.o. talking Spanish/French and assess as h/w. I'm off! #ukedchat

@ufasarah 20:52 @LibWithAttitude i like snapseed, also use phototoaster & photogene alot, slowshutter speed & toy camera fun too. #ukedchat

@joedale 20:52 Check out Hokusai for a free Audacity type of app for recording and editing audio on iPad #ukedchat

@JOHNSAYERS 20:52 REDDPEPPER The narrator of movie advert/trailers get students to make movie soundtrack trailer #ukedchat

@jwinchester25 20:53 Choiceboard Creator - great for SEN students to make choices - create you own boards using pictures text etc. #ukedchat

@JOHNSAYERS 20:53 Animation , i can animate, istopmotion iPad and mobile camera link istopcamera #ukedchat

@ICTEvangelist 20:53 #ukedchat iThoughtsHD is a fab mind mapper for iPad with oodles of learning potential - highly rated

@Smichael920:     20:53    Live blogging from residential visits using iPods-huge catalyst in getting patents engaged #ukedchat they loved being able to keep in touch

@judeenright 20:54 #ukedchat Alan November recommended diigo at #nc11 Have started to use it, slowly.

@ICTEvangelist 20:55 #ukedchat OmniOutliner app for iPad is a fantastic tool. Prob best for KS4/5 though. Really rate it. Well handy.

@jwinchester25 20:55 Popplet - good mindmapping app #ukedchat

@tamjacklin 20:55 Most effective use of iPad/iPhone is installing Impero client on it and passing round roomm watching screen on IWB. Love Impero! #ukedchat

@JOHNSAYERS 20:55 Skitch and educreations are brilliant for labelling a picture a photo map you can get from Dropbox and audio record mini lessons #ukedchat

@mattbritland 20:55 @JOHNSAYERS #ukedchat StopMotion is great too using the inbuilt camera. Nice ghosting effect to make lining up the next frame easy.

@LibWithAttitude 20:56 @ufasarah Great apps , love Hipstamatic, Wordfoto, Photosynth, Photostudio & 100 Cameras too ;0) #ukedchat

@rosieadavies 21:01 @JOHNSAYERS #ukedchat #edmodo life saver safe way to communicate with students.

Tweet of the Week:

@cliffmanning     20:31         student revolution - mini-documentary on how a pupil leads digital change in his school & trains teachers http://t.co/lFuCSZi5 #ukedchat

Archive from the Session:

Ukedchat Archive 02 February 2012

About your host:

I am simply a Geographer who is extremely keen on finding as many ways possible for myself and others to embrace Geography and how our planet has developed and will possibly develop naturally and through human growth. The best way I am finding is that through my mobile device and my tablet I can find out so many current issues and people who can influence how I interact with learning and the World.

You can find me on twitter as @JOHNSAYERS I have a number of learning blogs:

sayersjohn.blogspot.com; sayers.posterous.com; geognewsmappingandplace.posterous.com; geogtnl.posterous.com; geognewsflooding.posterous.com; geognewstectonics.posterous.com; geognewsdevelopment.posterous.com; geognewsclimate.posterous.com; geognewsanimals.posterous.com; geognewspopulation.posterous.com

Image courtesy of: @MrsThorne

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Session Title: Narrowing the Gap; how do we ensure all groups of pupils make good progress?

Session Summary:

I’m currently in the process of completing my Middle Leadership Development Programme (hereafter the more manageable MLDP!) and our focus is narrowing or closing the gaps for different groups of pupils that result from in-school variation. Perhaps selfishly then, I included this as one of my suggested topics for discussion by the #ukedchat crowd. Lo and behold, on the day the government released the latest league tables, it won and at 8pm on Thursday 26th January, the discussion began. 

Naturally, this was a wide-ranging, and occasionally fiercely contested, discussion with no ‘one-size-fits-all’ solution. There was some debate about the semantics of the topic. Should we be ‘closing’ not ‘narrowing’ gaps? Should we indeed even be categorising pupils as ‘groups’ of learners to the detriment of individual progress? (I unashamedly blame my MLDP experience for the title and meant nothing sinister by it!)

Leaner progress clearly something we, as teachers, strive for. We teach in a time when there has never been so much data available about pupil (and teacher/school) performance and the progress they make. It was interesting to hear people’s perceptions on the validity and usefulness of that data. There were clashes of opinion about whether data is a necessary evil or useful tool to help a teacher. People shared various insights into the struggle between a school (or SLT) wanting to show evidence of progression against various performance indicators, and what was actually occurring in the classroom.

I’m not sure I thought we would ever reach consensus on this topic. It strikes me that in its simplest form, we endeavour to narrow or close knowledge gaps every day in every lesson we deliver. It was fascinating to get an insight into how quickly a conversation about ‘progress’ became one about ‘data’. 

I’ve pulled out a broad range of tweets from the archive that, for me, encapsulate the variety of opinions that were shared on the night. I hope you enjoy reading, or re-reading, them.

EyeCatching Tweets from the Session:

@JOHNSAYERS: #ukedchat we have at our disposal more ways to record evidence than ever and so highlight progress from our students

@mrpeel: #ukedchat and narrow the gap seems unfair on the really good who need to be able to widen the gap in many cases

@Romaaddict: Wondering should we be classifying by groups? #ukedchat: what happened to individual needs and individual progress?

@MrWickensPE: To ensure all pupils make 'good progress' - build good relationships will all our pupils so that we can personalise our teaching #ukedchat

@ICTMagic: Progress in what? Academic skills, life skills, social skills, vocational skills? All of the above? #JustThrowingThatOutThere #ukedchat

@chrisquigley: #ukedchat I think it's about planning for visible progress day by day rather than planning for coverage. Gaps only appear when not looking.

@damoward: for me, all about access; good teachers, quality tech, good course specs, full Internet #ukedchat

@staggerlee30:  #ukedchat Data drawn from testing that in turn produces predictive models based on Nat samples can be essential to schools

@MrsThorne: I like levels of progress, but needs to recognise progress can be at diff rates: less quick at KS3 than KS4, eg

@Michael_Merrick: Why the obsession with 'progress'? #ukedchat

@mrpeel: #ukedchat to enthuse and inspire - sounds idealistic, but inspired students produce better results at all levels

@rashush2: narrowing the gap is fiction. Only way is to lock bright kids in a box for six years. #ukedchat

@CliveBuckley: I was aware that secondary schools distrusted data they got from feeder schools - how do we overcome that? Core to target setting #ukedchat

@mattbuxton10: Every kid should leave every lesson different; either knowing or able to do something new, or knowing/able to do something better? #ukedchat

@dailydenouement: #ukedchat Just been at Y9 parents' evening - spent most of night trying to humanise targets and levels!

@PhilWheeler1: #ukedchat better than expected progress occurs when you have engaged learners in a relaxed environment.

@Romaaddict: #ukedchat Much of my understanding of depth of students' understanding comes from direct and individual discussion - how to measure that?

@talktofile: #ukedchat is all progress linear and consistent? I'm thinking 2 sub levels average. Do we progress like that as teachers/professionals?

@mrpeel: #ukedchat is an issue - I want to educate, my SLT want to be high in league tables, not always the same aim, sadly

@TeacherToolkit: The obsession with data is purely political. Each government changes the goalpost to outshine the other, at the detriment of T&L #ukedchat

@jackieschneider: #ukedchat - if we were serious about wanting to "narrow the gap" we should address appalling problems faced by kids in poverty

@Educationchat: Narrow the gap? Make the job possible within directed hours. Release pressure of teachers. Allow risk-taking. #ukedchat

Tweet/s of the Week:

As I hinted at in my summary, the debate was one about progress but somehow it inevitably became one about data. The following tweets sum up for me the challenges we face today: how do we ensure our learners make progress in our lessons and yet how do we use data effectively and not allow it to overwhelm us. 

@Mike_Bostock: #ukedchat Data is the teacher's friend. Like a gun, it is dangerous in the hand of an enemy. Much scope for better use of performance data.

@Staggerlee30: #ukedchat Essential at all times to contextualise data. If this is done, it can enrich and inform planning&development in schools

@mattbuxton10: Data should be used to ask questions, not give answers #ukedchat

About your Host:

I'm a teacher of English in Merseyside. Currently completing my MDLP and, as second in department, always looking for a challenge. I enjoy moderating the #ukedchat discussions as they never fail to inspire me. There really are some incredibly dedicated and enthusiastic teachers and educators out there. I just wish Mr Gove would take note. Hmmm... maybe an invite (challenge?!) to participate in a #ukedchat discussion should be my next #AskGove question! 

Archive:

Ukedchat Archive 26 January 2012

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Session Stats:

151 Contributors genetated 720 tweets during this session, reaching an audience of 275,238 with 1,018,406 impressions.

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Thursday 19th January 2012

Session Summary:

Last night I had the opportunity to lead a discussion on a new subject which is being proposed and worked on by a small group of teachers called #digitalstudies. The aim of the evening was to give people a chance to find out about it, discuss it's implications and come up with practical solutions. After Gove's announcements recently about the changes to the curriculum it was natural that a fair bit of the conversation would be about the fallout from his announcements. The conversation was fast and furious with multiple threads and therefore this summary is only touching on some of what the archive offers.

Ukedchat Archive 19 Jan 2012

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Thursday 12th January 2012

The discussion was passionate and highlighted that there are far more than just a single purpose of education. What transpired was the vast majority of participants feel that different areas of the community have differing views as to what education should entail, produce and require. Most felt the Govt have lost touch (no surprise there) but what surprised me was that many felt parents would not be open to change. In my experience I have found that once parents have had the opportunity to explore what ed could be, they are very excited about the possibilities. But it takes constant effort from those in the profession to try and shape the discussion rather than only react to poor policy direction. Towards the end of the discussion I challenged us to think about proactive. real life steps we can take to 1. define what the purpose of education is and 2 (an really importantly) practical ways in which we convey this to other staff, headteachers, parents, govt and most importantly - the students. 

@LearningSpy: "If it means 'more intelligent' then Dweck's research suggests you can make people smarter #ukedchat"
@PeterSpencer88: "Wouldn't it be great to have MPs and education secretaries that had been teachers or worked in ed sector? #ukedchat"
@Babbleaboutbks: "Perhaps it's down to the individual then. At some point we are responsible for our own education. #ukedchat"
@msciffer: "governments only view students as economic units whereas teachers view students as humans"

@ufasarah:"I like something Tim Brighouse once said...its about learning to think for yourself and act for others"

@danhaesler is a teacher, blogger and speaker based in Sydney Australia. He writes for the education page of the Sydney Morning Herald.

Archive from the Session:

Ukedchat Archive 12 Jan 2012

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