Archive for September, 2012

iPad/iPod pedagogy

Started to put together some simple ideas for using digital technology in sessions. Some are pure engagement tools some are more developmental. Hopefully staff can pick and choose things to add to their teaching but not feel the technology has to be present throughout.

The list is by no means complete and there are hundreds of ideas that can be used, this is just a start point.

iPad pedagogy.xls
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Sent from my iPad


With the growth of digital technology it is now even easier to share work spaces, files and information and then be able to access it from multiple devices, wherever you are.

In sport we use this method to manage our BTEC course. All of the feedback, monitoring sheets, internal verification and assessment sheets are held in a department account on google drive. Each member of the department has their own personal space and this BTEC file is shared with everyone via an email link.

We also use similar systems to share our timetables, duty rota, curriculum plans and resources for teaching. The benefit if this is that it is really quick and easy to access and from any Internet enabled device, so you can find an important bit of information whilst being away from your computer. The sharing of resources is really helpful and with the ability to edit documents these resources are kept up to date all the time.

It helps to create a sharing community where ideas and processes are developed collaboratively.

Ideas for your curriculum area

Create a curriculum account using Dropbox, or google drive. Get each member of your team to create an account with the same provider. Store your files you want to share in the curriculum folder and invite the team to view the file. This could soon develop to sharing resources or course management.

Ideas for school focus groups, lead teachers, dcl’s or cl’s

One member create a file and everyone gets invited to join it. People can place their documents, ideas etc in the file and all can see it. Good sharing tool.

Apple device roll out continues

Only been back two weeks and the iPod/iPad deployment is going really well. Today I met with the staff I have enlisted to get the iPods up and running in sessions. The feedback is really positive. The students seem to be really engaged in the process and so do the staff. In most cases the students are using the device to explore learning opportunities further. Though there are some moments where they may access a game, this is in large a minority and is quickly stopped regaining a focus on learning.
We are currently trialling 40 iPads, 60 iPods and various classrooms with Apple TV. If success was judged by the excitement around learning it would be a huge success already.

In order to progress the trial I felt it was really important to have face to face time with staff in order to help and advice. I have now set up a break time session where staff can drop in and share ideas or issues. Hopefully this will keep spreading the good work.

School app for CPD

Created a really simple app this weekend for staff at school to have on their mobile devices.
Wanted to give something that would be useful to all teachers but also have a few links to things I have been trying to get staff noticing.
Amongst the links are a twitter feed where I can share great ideas from the twitterverse and also a link to a blog I set up for staff to share good practice.
Hopefully the staff will get in board with this and it will come to good use

Wanted a really simple way to help tracking progress of students and ensure students can track their own progress. Students would want to do activity but had to find the teacher to get their feedback. Students wanted to know straight away what they had achieved. Tried various methods, used Evernote, but was confused at times. Looked at box and Dropbox. Issue we faced was due to staff having iPads, was not simple to upload feedback. Google docs combined with google drive seemed to give a simple solution. Created one BTEC account with all the files in that were shared with all the staff. Staff then modified their own files and shared these with the students. Students needed to create a google account but in most cases they already had them. Students could now see the feedback given as soon as it was completed and could act on it straight away. They could also view their progress on the course and what was missing. This soon progressed to include the whole course going on google drive. Our assignments and internal verification is all stored and shared in the same way amongst staff. This created a real transparency in the course and allowed for constant moderation ensuring standards of marking and staff development were kept high. Staff could see each others marking, which in turn makes the course more rigorous

CAB essential apps ebook

CAB essential apps

Download this file

Sent from my iPad

After some initial attempts at using SOLO taxonomy at the end of last year I decided to keep this up this year. I spent a lot of time reading posts and blogs from @learningspy @dockers_hoops @mrtomgarner the list could go on and on.
As I have new groups I used a few of the solo hot maps to introduce how we assess in Btec, this proved really successful and instantly gave me an overview of the different levels of the group.
Following this it was used again as a worksheet for students to do some independent learning working their way down the stages developing their understanding of the components of fitness. Students had to assess what they currently knew then in groups expand their knowledge. The students then worked towards making links between the components and a chosen sport.
Still making small footsteps in the field but it really makes a difference and the students are responding really well.

I have even started trying to spread the word and get other members of staff trying it out, this proves tricky when you are fairly new to it yourself but helps me to develop my own understanding at the same time

Solo taxonomy in BTEC Sport

Solo taxonomy is a way of explaining to students how they take single ideas and can develop them through different stages. The stages are; Prestructural, students don’t know anything about the topic Unistructural, students know one thing about the topic Multi structural, students know several things about the topic Relational, students can make the links between their learning to make sense of it Extended abstract, students can take all this knowledge and use it to explain other parts of their learning. For example Today I taught 2 sessions using this method, the first was a way to introduce the different vocabulary used when marking BTEC, the second was a way of getting students to make the relationship between components of fitness and different sports. Here is how the second session went. Students were asked to write down what components of fitness they knew (uni structural). They then filled in their gaps by grouping up and working out what was missing, they filled in their sheets and checked understanding with their peers. (multi structural) Groups then worked together to make the relationship between the components of fitness a sport of their choice. They looked at how the component impacted on the sport and whether any of the components were linked together to benefit the elite performer (relational) We did not get to the extended abstract as this was for their assignment. Students really engaged in the session and demonstrated a really good understanding of the components and how they related to each other to make the elite athlete.

Loads of great practitioners doing this, search for #solo on twitter

iPad trial student response

Just a snippet from one of the students that are part of our trial.

Hey 😀 I’m guessing what I’m supposed to write here is what I’ve been using the iPad for this past week. For the first two days I just tried to set up most of the apps that were already installed and make my apple ID. I didn’t really use it on Wednesday because everyone kept staring everytime I had it out and most of the teachers said it disrupted learning or something. But I had Science, Maths and English on Thursday and I found it pretty useful. In English we were getting used to working again and Miss ______ told us all about what we’re gonna do this year and made sure we wrote what we expected of ourselves this year for English. In Maths we were revising how sequences worked and learnt simple ways to remember how to work out the Nth term. I used the iPad to take pictures of my work and notes on everything so I could go home and show my mum what I did so she set me some extra homework to do… I didn’t use the iPad in science but I would’ve taken a video of the experiment we did at the end of the lesson if I had remembered I had one… Today I had Maths first lesson and I used the iPad as a whiteboard and so did Ashleigh :] … I didnt use it for the rest of the day apart from history to take pictures of my work… So that’s pretty much all i’ve used it for this week xD , hope we get to keep them :3

I really find Evernote to be a really useful app in school for loads of reasons.

1. Simple organisation of my day to day life, keeping track of things to do, meetings and useful information to impact my practice.

2. As a research library to share with my students. By creating a shared folder and sharing it with the students in my classes I can create a whole library of reading that is subject specific for my groups, all I do is clip websites or better still create lessons using Explain Everything for them to access outside the classroom.

3. Recording students work to review later, either through making notes on their sessions, recording audio or taking pictures of learning taking place.

Evernote as a resource is so useful to help organise the running of a course, especially if you use it on a mobile device. As a sports teacher, teaching BTEC, a lot of the evidence we can use is captured in practical situations, having Evernote on my iPad means I can capture audio or pictures of the students demonstrating their learning and save it instantly. Students can do their practical sessions and then using the audio recording function they can evaluate what they have done.

The next evolution of this is getting the students with their own devices keeping track of what they are doing. As part of the trial we are currently running this has started, with a little encouragement the students are already seeing how it can help create more time for them to extend their learning in school.

Of course Evernote is just one tool in a range that I use to create learning sequences but it links so nicely with the other apps that it is a great place to store all the resources and share them around.

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