Learning Hub presentations
Challenge for all:
https://docs.google.com/presentation/d/1alx3tasSfJ7nNR6CLO7RHPKwuQEdxLbxtUsy9F5KLDo/edit#slide=id.p5 How to transform how students showcase their learning
![]() Adobe have rebranded three of there favourite apps for publishing, Adobe Spark Page (formerly Adobe Slate), Adobe Spark Video (formerly Adobe Voice) and Adobe Spark Post (formerly Adobe Post).
Adobe SparkThe thing that I think will really be a game-changer for learning is that not only can you now sign in to these awesome Adobe tools using a Google login (which of course means that Google Apps for Education schools can easily use their single sign on to access these apps) but more importantly that you can now access all three of these tools direct from the web. You can easily access the three tools in browser by simply visiting spark.adobe.com (although be mindful, this doesn’t work in Chrome on an Android tablet). Upon visiting the page you can choose whether you want to make a Video, Post or Page. Three ways to embrace mistakes.The first video features Jo Boaler and provides three suggestions for creating classroom norms around mistakes. The last two are grading/feedback practices that we learned from partner teachers.
Why does this matter? The subtle messages we send through our language and grading practices can make a big difference in how students respond to challenging work and mistakes. Many students get discouraged quickly when they make mistakes because they think, “If I got this wrong, I must not be very smart.” However, when teachers help students understand how mistakes can be valuable for learning, students become more likely to take healthy risks and to attend to what they could learn from their mistakes. fROGN hIGH sCHOOL lEARNING pLATFORMThe 'its learning' platform was developed in Norway, but is now widely used across the world, with dozens of schools in England also signed up. It is provided to every state school in the County of Akehus, by the local authority. Every teacher and student has access and it is used in every lesson.
Built for teachers by teachers
itslearning began life as a computer engineering project at Bergen University College in 1998. A group of students was puzzled by the fact that digital tools and the internet were rarely used in teaching, so for their final-year project, they created a computer program that would help connect teachers and students. The goal was to create a place online where teachers could share resources and files, and students could complete and hand-in assignments. The result was the first version of the itslearning platform. Their goal is to offer the best learning platform and related services worldwide and to be the most innovative organisation within the education sector. Designed for teachers they pride themselves on understanding the needs of education. More than 20% of their staff have worked as teachers and their learning platform is designed specifically for the education sector. itslearning helps educators create innovative digital learning environments, to improve retention rates and reduce the cost of instruction. Facts and figures
Established in 1999, they have their headquarters in Bergen, Norway and offices in Atlanta, Boston, London, Birmingham, Berlin, Paris, Mulhouse, Malmö, Enschede, Helsinki and Copenhagen. - See more at: http://www.itslearning.co.uk/our-story#sthash.5X0ER0GK.dpuf Its learning is widely used at Frogn High School...... In this Social Science class I visited, twenty eight 17 year olds have opted to study the course in the medium of English. All students at Frogn HS have lap-tops, either their own, (many favouring Macs), or provided by the County authorities. Lesson plans, resources, schemes of work are all placed on the platform for students and parents to see. Staff also use it to track and monitor performance in homework, tests and other assessments as well as being the method of setting and submitting homework. Students also keep their own notes on the platform as they do not use folders, paper or pens!
Dealing with FailureFollowing on from our recent CPD on how we develop DIRT time and using failure as a learning exercise...here are some images from maths and art...
And if you want to know what it feels like to 'get stuck' and fail....try this link that Jen Edwards came across.....the pass rate for most teachers is 40%......click on the button below........ MINDSET TOOLKIT - DAVE EVANS |
Dave Evans has sent a link to a resource he came across on developing the Growth Mindset.....https://www.mindsetkit.org/
There are some interesting articles on her on student feedback and marking....
Diagnostic Feedback without a Grade - Growth Mindset Feedback Assessment
1) Communicate in writing where students are, where they need to be, and how to close the gap
2) Do not give a grade
3) This works particularly well if you assign work that builds on itself over time, i.e., that involves revision.
4) Students improve their work based on teacher’s comments rather than focusing on a grade
Often, students only look at their grade when they get an assignment or test back and ignore feedback that could help them improve. This practice helps students focus more on their understanding rather than just their performance, and normalizes mistakes as part of this learning process.
Strategy summary: When giving back tests or assignments that are graded, do not tell students their grade. Instead, highlight students' mistakes. Students can look up their grade the next day. Note: Highlight in this case means to literally highlight a mistake using a highlighter marker. Watch, 'Highlighting Mistakes: A Grading Strategy’ from the Teaching Channel to see this practice in action.
How to:Grading
During Class
There are some interesting articles on her on student feedback and marking....
Diagnostic Feedback without a Grade - Growth Mindset Feedback Assessment
1) Communicate in writing where students are, where they need to be, and how to close the gap
2) Do not give a grade
3) This works particularly well if you assign work that builds on itself over time, i.e., that involves revision.
4) Students improve their work based on teacher’s comments rather than focusing on a grade
Often, students only look at their grade when they get an assignment or test back and ignore feedback that could help them improve. This practice helps students focus more on their understanding rather than just their performance, and normalizes mistakes as part of this learning process.
Strategy summary: When giving back tests or assignments that are graded, do not tell students their grade. Instead, highlight students' mistakes. Students can look up their grade the next day. Note: Highlight in this case means to literally highlight a mistake using a highlighter marker. Watch, 'Highlighting Mistakes: A Grading Strategy’ from the Teaching Channel to see this practice in action.
How to:Grading
- When grading each test, go over it twice.
- In the first pass, highlight where in the work flow the student made a mistake, not simply the incorrect answer. Do not make any other comments.
- In the second pass, look at the test as a whole to see if there are patterns. Is the student making the same mistake over and over again? Or is he/she making many different types of mistakes?
- Assign points based on what types of mistakes students are making and how important those mistakes are, not simply how many mistakes students are making. For example, if a student is making the same type of mistake over and over again, they would get more points than a student who made the same number of mistakes, but who made many different types of mistakes.
- Do not write the grade on the test, but make note of the grade.
During Class
- Before you hand out tests, show students your favorite mistakes from the test. Together, have students figure out why you highlighted each mistake.
- Hand out tests.
- Ask students to look over their mistakes to see if they understand them. If they don't, they should talk to you or to a peer.
- Students can check their grade the next day.
- Students can retake the test as many times as they need.
Cram.com - Jen Edwards
I have just set up a subscription to www.cram.com for my GCSE class. The idea is that they can create flash cards to help with revision and they can be shared with the rest of the cohort.
GCSE POD
Hot Homework
Follow the link below to a couple of other sites that look at ways to best utilise iPads for learning:
https://docs.google.com/presentation/d/1UJnqyK52X26az5zN5kr1ISTNPwbdUbxfG6M-9WMW4Do/present?slide=id.i0
http://www.teachthought.com/apps-2/62-ideas-for-using-the-ipad-in-the-classroom/
https://docs.google.com/presentation/d/1UJnqyK52X26az5zN5kr1ISTNPwbdUbxfG6M-9WMW4Do/present?slide=id.i0
http://www.teachthought.com/apps-2/62-ideas-for-using-the-ipad-in-the-classroom/
Interesting websites
Future Learn are a private company, wholly owned by the Open University
Channel 4 website has some really good interactive resources in a range of subjects
Education Endowment Foundation....teaching and learning toolkit.
The Education Endowment Foundation (EEF) is an independent grant-making charity dedicated to breaking the link between family income and educational achievement, ensuring that children from all backgrounds can fulfil their potential and make the most of their talents.
http://educationendowmentfoundation.org.uk/videos/toolkit-talks-collaborative-learning/
The Education Endowment Foundation (EEF) is an independent grant-making charity dedicated to breaking the link between family income and educational achievement, ensuring that children from all backgrounds can fulfil their potential and make the most of their talents.
http://educationendowmentfoundation.org.uk/videos/toolkit-talks-collaborative-learning/