Session 130 – Progress: how to make it happen & demonstrate it effectively?

Primavera_p6_progress_line

Session Title: Progress: How to make it happen and demonstrate it effectively?
Date: Thursday 20th December 2012

Summary of the Session:
Well, I always knew it would perhaps be a tough gig, moderating a #ukedchat discussion on what was, for most, either the last or penultimate day of term. However, once it got started, the discussion flowed and people shared some great ideas.
Demonstrating progress, preferably ‘better than expected’ progress is the new Ofsted mantra. Whilst I think we would all agree we want our pupils to make good or better progress, being able to demonstrate this to observers is quite a high-stakes game.
The discussion varied from practical ways to demonstrate progress (confidence lines, solo taxonomy activities, videos, completing independent tasks at start and end of topic, mind maps etc) to whether progress can be demonstrated in a short time or observed lesson.
There were a few hecklers – have a look at the archive for the amusement value – as people clearly wound down after what has been a long term.
I’ve tried to collate a variety of ideas and opinions in the selected tweets below. It may have been a slower week than some, but there was no shortage of  great ideas to choose from.
What came across loud and clear was the determination teachers have to ensure that our pupils make good progress. We might disagree about the best way to demonstrate that progress, but we all want our pupils to make it!
Have a great Christmas and I look forward to more engaging #ukedchat discussions in 2013!

Notable Tweets
@MrIanHickman: Progress happens through effective ongoing assessment and well-matched teaching and learning and demonstration through application. #ukedchat

@bekblayton: I think challenging marking can be used to show progress… Question the pupils, push what they are doing. #ukedchat

@rlj1981: Progress looks like students moving toward their target grade using feedback from assessment. This is recorded and measured. #ukedchat

@eslweb: #ukedchat be careful of the difference between pupils actually making progress (learning) and the evidence it has happened.

@mikeatedji: #ukedchat how do you measure progress in attitudes and values… if you think they are worthy of being taught… which I do.

@MrG_ICT: Children spent this week making videos about their learning this term. Great for assessment. #ukedchat

@Debsgf: It is important to acknowledge that progression should be variable. As a teacher we must allow for reflective learning. #ukedchat

@C_Farrow: Anyone use homework to assess progress? I think it can be useful. If they all do it that is… #ukedchat

@WonderAcademy: Ofsted don’t measure progress in 20 minutes, they take an educated guess it might be happening over time, or before they arrived. #ukedchat

@C_Farrow: Our dept use electronic mark books w/ target and current levels including ‘moving on’ comments for pupils. They have access to this #ukedchat

@Love2teach2012: in maths or lit, asking them to complete a task independently at beginning and end of unit is a nice way of showing progress #ukedchat

@mikallaane: at upper KS2 Y6 ours is driven by SATS results, ALL parents want to know is ‘what level is my child?’ ‘Will they reach level 5?’ #ukedchat

@kohlmand: using lesson structures like upwardly mobile (teacher toolkit by @paulginnis) students must evidence learning before moving up #ukedchat

@GeographyCarrie: use a confidence line at the start and end of activity/topic/lesson… shows clear progression and can be done actively or in book #ukedchat

@AlNajjjarA: I use differentiated instructions on all my exercises and keep raising the level up when I see progress #ukedchat

@urban_teacher: Progress is seeing a student grow in confidence or learn a skill. The way it is showcased is very important. #ukedchat

@GeographyCarrie: Share the mark scheme and examiners’ feedback KS4 so students really begin to understand what they need to do #ukedchat

@kohlmand: constant formative assessment, traffic lights, reflect on objectives,  self assessment of confidence, exit slips #ukedchat

@KristianStill: RAG, hinge questions, use Triptico name lists – students move names to understanding section, roman thumbs, ABC #ukedchat

@WonderAcademy: Demonstrating progress and ensuring progress are different. If my classes achieve excellent results, what do I have to demonstrate? #ukedchat

@C_Farrow: at KS4 I chunk my coursework feedback. Often prioritise the 3/4 most important moving on comments. Then more when improvements made. #ukedchat

@travelgeordie: #ukedchat Ofsted last week want to see pupils extended and confident talking about their learning. One way to be outstanding.

@kohlmand: #ukedchat snowball learning until can tweet or record a concise summary of learning. We write on windows with chalk pens for added incentive!

@ICTwitz: I think proving progress helps if you implement the ideas behind APP #ukedchat

@Sarah_Wright1: #ukedchat children need to understand the concept of progress to achieve it. The way we measure it should be pupil-centric.

@Seelouis: #ukedchat chn make progress when they sit back and say ‘phew, that was hard!’ It matters not one jot *how* that happens.

@ICTwitz: #ukedchat for me getting pupils to complete mindmaps at the start and end of units of learning shows progress for each.

Tweet of the Week
And for getting to the point with the minimum of edu-jargon, my first tweet of the week goes to @oldandrewuk: I find the best way to get pupils to make progress is to teach them stuff #ukedchat

After all, this is what we all do – and hopefully do well – when we’re left to get on with our jobs… and this leads me on to my second nomination for tweet of the week from @WonderAcademy: Demonstrating progress and ensuring progress are different. If my classes achieve excellent results, what do I have to demonstrate? #ukedchat

About Your Host
I’m acting Head of English at a comprehensive school in South Liverpool. I have been involved in the #ukedchat community for a couple of years now and enjoy actively sharing ideas and inspiration with colleagues. Look out for TeachMeet Liverpool coming soon in 2013!

 

 

Archive Session 130

Session 129 – If a Roman soldier was a biscuit, what biscuit would they be and why?

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Session Title: If a Roman soldier was a biscuit, what biscuit would they be and why?
Date: Thursday 13th December 2012

Summary of the Session:

#ukedchat this week was certainly the most interesting one I’ve been involved in. Ever. In coming up with the topics for the poll, at the time, I was struggling to come up with a final topic. I went away with a view to coming back to it and meanwhile saw while I was pondering, a tweet talking about Thunks; something created by the fabulous Ian Gilbert where someone had tweeted that particular Thunk. “If a Roman soldier was a biscuit, what biscuit would they be and why?” – well that got me right there, so I added it on. And that was that. No mystery. No, “let’s all have a #ukedchat about biscuits” but there you go… Incidentally, if you’d like to find out more about Thunks, I can wholeheartedly recommend visiting the http://www.thunks.co.uk resource and the book that goes with it, “The Little Book of Thunks” has got some crackers in it too.

Little did I know though that four weeks or so later it would prove to be an option that would provoke such interest. People ran campaigns using the innovative #votebiscuit hashtag. There was talk of vote rigging too. Yet, on the night, despite having tweeted about it and explaining the premise behind the topic, there ended up being a two tier debate on #ukedchat. The one that was rife with biscuit related puns and the one that actually focussed on the topic that had been voted for. Even now as I type up this summary, the debate continues over #biscuitgate – it really has been a very strange evening. It has clearly been a popular chat tonight though as #ukedchat was trending tonight across the UK which makes it all the more difficult to pick out some top tweets. What I’ve done is pick two sets of tweets. One which comprises of some of the better puns, in particular those who have managed to relate biscuits to teaching and learning; the other being the best of the fantastic ideas shared on different types of starter activity.

Top Tweets:
@CFarr0w – Classic starter for me is Think, Pair, Share. Assess students knowledge of prior learning. Bring findings together as a class #ukedchat
@pekabelo – #UKedchat book spine poetry starter anyone? http://t.co/5rAa7Udx
@lisajaneashes – #UKEdChat “Why does a burglar use the back door?” – how can you link this to creative writing. Started writing CA unit with this question
@Wonderacademy – #ukedchat Let’s put an end to sharing objectives and the 3-part lesson tonight- interest,engagement, inspiration and passion take many forms
@PEeducator – #UKEdchat create a wordle surrounding the lesson content, get students to dissect and create a sentence. #literacy
@futurebehaviour – name ten things you can’t clean #ukedchat
@aknill – love to start with images enlarged – maybe reveal using spotlight – how does it link to topic? What is it?
@pekabelo – #UKEdchat magic tricks involving money to spark creative thinking works a treat! Have to save them for a challenging lesson
@smanfarr: #ukedchat juxtapose two seemingly randoms ( Banksy and William Blake) let em run at how they could be linked. Deep thinkin …
@JOHNSAYERS – #ukedchat label a picture on the whiteboard. Then turn projector off. What could/might the image be of when they walk in?
@Lessonhacker – #ukedchat I like using @polleverywhere so I can do some student voice / questioning through text message, instant feedback without a PC each
@eyebeams – I have been known to use this or the App equivalent http://goo.gl/9w9ih  #UKedChat (Learning event generator)

Top biscuit tweets:
@adamcreen – Belgian biscuits are called ‘speculoos’ and taste malty. Not for nothing is Belgium doing well in teacher training. #ukedchat
@timbuckteeth – I just designed iBiscuits. They are expensive, have rounded corners and you can easily pinch or swipe them
@sezl – I’m waiting for someone to advocate hexagonal #biscuits #ukedchat
@ielserafy – #ukedchat especially good for English and speaking: get them to speak for a couple minutes non stop (coherent) about projected images.
@eyebeams – Thunks while you dunk #Ukedchat
@timbuckteeth – If Microsoft designed biscuits, the packet would take 5 minutes to open. #ukedchat
@eyebeams – I had come prepared http://t.co/FNBiWZjg #UKedChat
@DrHuxTM – Give them a few crumbs of information #badpunsaspeciality  #ukedchat

And I couldn’t finish this summary without giving Andrew Old (@oldandrewuk) the last word:
“#ukedchat You could try to bribe them to come in with some form of sweet tasting crunchy snack.”

About your Host

Mark Anderson (@ICTEvangelist) is Subject Leader of ICT at Clevedon School, North Somerset and has been a teacher for 15 years. 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 129

Session 128 – What is your most useful website used in teaching?

One-way-link-building

Session Title: What is the most useful website used in teaching?
Date: Thursday 6th December 2012

Summary of the Session:
Tonight’s #ukedchat was deliberately chosen to be as generic as possible, all too often in teaching we give something a very precise focus, whether it be a lesson observation where we are looking for a really defined standard of teaching, or a discussion on #ukedchat which may exclude a portion of the audience. Tonight could not have more generic if it tried… unless you had no access to internet… which would mean you wouldn’t be on #ukedchat anyway!

The internet is loved and loathed by teachers in equal measure, it is the magic tool some teachers go to when they are asked a question that they don’t know the answer to, or it is the career ending device that allowed that year 9 student to access that website and project on the whiteboard! Whichever side of the fence you sit on it was clear tonight that the internet is saving teachers across the UK when planning lessons, teaching lessons, and trying to stay sane throughout the term.

The first question posed was the theme of the topic, and straight away many pointed the obvious sites out. Twitter was first suggested by @bbeclrc as a good way of sharing ideas and resources, something that we are doing more and more in todays world, gone are the days whereby staff would keep lesson plans/ideas locked in a cupboard!

There are far too many websites to name in this summary, so thanks must go to the @UKedchat team who compiled the websites at http://www.scoop.it/t/links-from-ukedchat-sessions. This website is a great way to collate links using a twitter hashtag – something I have used in my own classrooms to collate useful revision links the students post using a teacher generated hashtag.

The most notable websites to come up were;
•    Class Dojo – behaviour management system
•    BBC Classroom clips – now fully downloadable
•    TES – for both resources and for times where you might think the ‘grass is greener’
•    Del.icio.us – for sharing bookmarks across classes
•    Dropbox/google docs – these two were the most prominent sites used to share files.
•    The app Triptico was mentioned a number of times
•    www.askability.org.uk/news – this is a great way to show your tutor group the news of the day in a more interesting way

Trying to summarise tonights session is very tricky as there were huge amounts of websites thrown out there, with nearly every single participant offering different websites. I suppose what we take from this is that the web is being used in lesson/out of lesson by teachers all of the time, and that there is ‘something’ for everyone out there if you look for it. I don’t think we should be prescriptive with the websites we use… what works for one may be a nightmare for another… but that is the beauty of teaching and the web itself.

Notable tweets from the session

@GeorgeEBlack
Really great #ukedchat tonight – if you are a teacher or aspiring teacher and you don’t already know about it, check out the hashtag

@alecwaters
@sbhsmrwilson http://lifehacker.com  #ukedchat

Rob Carpenter ‏@DJToadie
#ukedchat Dropbox website, great for accessing the shared ‘Class Team’ folder when you can’t install at work

Mr G ‏@MrG_ICT
Class use Google docs everyday (and every night). fantastic for collaboration and its free. #ukedchat

Chris Revitt ‏@chrisrevitt
Delicious bookmarks is great for creating Dept. resource banks of websites and sharing of ideas. #ukedchat

Susan Banister ‏@susanbanister
BBC class clips are more useful now that the latest video clips are downloadable #ukedchat

Oliver Bone ‏@MrBoneY5
http://history.parkfieldict.co.uk/  Excellent history resource. V accessible.#ukedchat

Laura ‏@Lashani01
http://reonline.org.uk  is another one that can be used for resources as there is a section for teachers #ukedchat

Simon Armitage ‏@s_armitage
#ukedchat has anyone said http://www.ted.com  for possibly the most inspirational content? Need to get every 6thformer addicted to it!

Jon Tait ‏@TeamTait
#ukedchat To view the global collaborative #pegeeks youtube channel, go to http://www.youtube.com/pegeeks  Teachers from 12 countries collaborating!

David Rogers ‏@davidErogers
http://Gapminder.org  for data visualisation for all subjects as well as geography #ukedchat

Andy Knill ‏@aknill
#ukedchat USGS and other US agencies for natural disaster information globally – many are linked to by apps on I-devices

Urban Teacher ‏@urban_teacher
http://visual.ly/  very useful infographics and data visualizations website!#ukedchat

Jo Payne ‏@MrsPTeach
@sbhsmrwilson BBC learning clips good for science #ukedchat

Tom Sherrington ‏@headguruteacher
#ukedchat For me, top pedagog bloggers @LearningSpy@HuntingEnglish & @johntomsett; Diigo, my fab online library +@ICTmagic ‘s pinterest.

Kerri Hastings ‏@Kezmerrelda
#ukedchat http://topicbox.net  for anything http://mathszone.co.uk  for anythinghttp://phonicsplay.co.uk  for phonics BBC class clips fir video

Monty Mouse ‏@Monty_Math
#ukedchat I’m already looking forward to the summary – 1 stop shop for great ed websites! http://www.sunderlandschools.org/mfl-sunderland/  great for mfl!

James Winchester ‏@jwinchester25
Hackasaurus http://hackasaurus.org/en-US/goggles/  great fun and teaches students how websites are made #ukedchat

Jo Payne ‏@MrsPTeach
I love me some http://LiteracyShed.com  #ukedchat

Georgina Black ‏@GeorgeEBlack
#ukedchat Issuu is good too for publishing students work in a flip booky type way!

Stephanie Reed ‏@IamStephReed
Poisson Rouge is an amazing website especially for children with special needs or in the early years http://asdteacher.com/poisson-rouge/ #ukedchat

Rob Carpenter ‏@DJToadie
#ukedchat http://bit.ly/rmVwk0  is one I wish I had more time to use during tutor time

andrew cowley ‏@andrew_cowley23
#ukedchat actually Wikipedia good for pointing out flaws and missing evidence

Jo Harwood ‏@bbeclrc
#ukedchat can we count twitter as a web site? really good for sharing

Oliver Bone ‏@MrBoneY5
@ukedchat Really been enjoying using Class Dojo recently. Really positive feedback from my class and their parents. #ukedchat

Carl Pattison ‏@Mr_P_Teach
#ukedchat Follow @officialvoki and go to their site. You can create a voki and embed it in your blog. Great for S&L

CarrotyCarrots ‏@CarrotyCarrots
Best website for EY are @purpleMash, @MrPhonics does phonics, Espresso and Poisson Rouge. #ukedchat

Tweets of the Week
Wonder Academy ‏@Wonderacademy
#ukedchat Impressive blogs: @headguruteacher @kevbartle@RealGeoffBarton @LearningSpy @tombennett71 have taught me more than 15 yrs of INSET

About your Host
James Wilson (@sbhsmrwilson) is a secondary school teacher at South Bromsgrove High School in the West Midlands. He is currently studying towards a Masters in educational leadership, and has a particular interest in disadvantaged students in the UK education system. James also runs a blog to reflect on his work at www.mrjkwilson.com

Archive Session 128

#UKedchat Nominated

Nom-hashtag-23kx3dr

The #UKedchat hashtag has been nominated for a Edublog Award. It would be great if regular UKedchatters could vote for the hashtag by going to http://edublogawards.com/vote-here/ and selecting the ‘Hashtag’ category and choosing #UKedchat

There are also many UKedchatters that have been nominated.

Our every own UKedchat administrator @ICTmagic has been nominated in the ‘Educational Wiki‘ and ‘Individual Tweeter’ categories.

The Digital Leader Network has been nominated in the ‘Group Blog’ category.

Both HeadGuruTeacher and JohnTomsett have been nominated for the ‘Administrator’ blog category.

The @LearningSpy‘s blog has been nominated for the ‘Teacher blog’

@eyebeamsL4L site has been nominated for the ‘Podcasts’ category.

@ictevangelist‘s blog has been nominated in the ‘Use of Media/Video’ category.

@NightZooKeeper‘s Drawing Torch App has been nominated for the ‘Mobile Apps’ category.

… and finally @TheHeadsOffice, @timrylands, @fullonlearning and @DeputyMitchell have all been nominated for ‘Lifetime Achievement’ category

Support the community and get voting!

 

Session 127 – What are the most effective uses of differentiation in planning, teaching and assessment?’

Learningcycle

Session Title: What are the most effective uses of differentiation in planning, teaching and assessment?’
Date: Thursday 29th November 2012

Summary of the Session:

This week’s topic on differentiation initially led to a debate on what the word ‘differentiation’ actually means. One definition that stood out for me was from @MrIanHickman who suggested that “Differentiation: (is) the art of creating challenging earning opportunities for a range of abilities”.

The discussion was full of differing opinions surrounding the effectiveness of differentiation methods and whether we should even be differentiating lessons at all. Some tweeters were concerned about the time and effort put into differentiating just 1 lesson and the challenges faced by teaching classes with such a variety of needs.

Most of the discussion focused on many great effective uses and methods of differentiation. These included by questioning, the use of different teaching and learning styles, the level of support given to the pupils, differing tasks and activities and the amount of time given to pupils to finish their task.

Assessment was mentioned and how we can use this to set targets based on pupils’ performance. The use of mixed ability groups versus ability groups was discussed with advantages for using both depending on activity or subject. Another important point that was talked about was how our knowledge of our pupils allows us to modify our teaching to enable all pupils to access the lesson or activity at their level.

The word ‘personalisation’ was used many times towards the end of the discussion instead of the term ‘differentiation’. @ePaceonline suggested that “Personalisation (is the) key to effective teaching, just because we teach well doesn’t mean pupils learn well.”

Notable Tweets
jonathan peel @mrpeel
@rashush2 because to diff is human nature, regardless of paerwork or preplanned worksheets… #ukedchat

thomas day @day_tom
Final Thought? Differentiation should be something we just do. Should be built into teaching, like questioning. #ukedchat

annahalford @anhalf
#ukedchat differentiation key to successful teaching, range of approaches, questions,actvities,groupings. Stratgies like #TFW & #AFL

Ed @Primary_Ed
Differentiation by outcome rather than by ability can prove far more effective. #ukedchat

Ian Hickman @MrIanHickman
Some people seem to think that differentiation is about labelling children. It really isn’t! #AfL #UKEdChat

Rachel Humphrey @rashush2
Diff by outcome sometimes best strategy eg for creative writing (once they can write!) #ukedchat

Richard Willan @rpwillan
@rashush2 Use your brighter students to ‘coach’ your weaker ones #ukedchat

Ed @Primary_Ed
The key to differentiation is knowing the children in your class and what they are capable of achieving. #ukedchat

Matthew. Drama AST @muttleyknight
@oldandrewuk @IamStephReed ideally they can be taught together but with their needs catered for and thought of as individuals #ukedchat

Rachel Humphrey @rashush2
it’s not so much the principle as the time involved.. and the paperwork #ukedchat

Mary Blake @ePaceonline
#ukedchat Personalisation key to effective teaching, just because we teach well doesn’t mean pupils learn well.

andrew cowley @andrew_cowley23
#ukedchat In theory we plan lessons perfectly pitched 30 ways. In practice we would be dead!

Monty Mouse @Monty_Math
#ukedchat. One thing I would question is when teachers differentiate for the sake of it – my personal rule is “”never differentiate blindly””

Mr Place @MrPlaceICT
@kvnmcl @ianaddison #ukedchat Top middle bottom isn’t entirely helpful. Most schools I know differentiate for each sublevel in Lit & Num.

Chris Chivers @ChrisChivers2
All classes are mixed ability, even in setting and streaming. I’d expect to see different expectation of different abilities. #ukedchat

Monty Mouse @Monty_Math
#ukedchat I prefer to think of whether teaching is relevant for children rather than differentiation – respond to individual need …

kevin mc laughlin @kvnmcl
#ukedchat Most call it differentiation others call it teaching. It’s the ‘you must include it on a plan’ that’s nonsense

jonathan peel @mrpeel
diff is in how we question and how we engage, rathe rthan in the provision of several different workshhets for each task #ukedchat

JOHN SAYERS @JOHNSAYERS
#ukedchat I hate that word differentiation. PERSONALISATION in my view much better. Most important aspect is to plan in progression opps

Mary Blake @ePaceonline
#ukedchat Every class has 30 different pupils all trying to learn the same material in wide variety of ways.

kevin mc laughlin @kvnmcl
#ukedchat Differentiation leads to categorising children as top, middle, bottom, or some strange teacher/school set acronym. Daft.

Matthew. Drama AST @muttleyknight
Differentiation is about allowing all students to access the learning and to make measured progress against the L/O #ukedchat

Miss Smith @HeyMissSmith
Differentiation is about being flexible during the lesson and scaffolding or extending as needed best not planned too much #ukedchat

Anthony Heald @AntHeald
Differentiation subtly done by skilful teachers: neither they nor students are aware it’s happening. Used to be called teaching. #ukedchat

Rebecca Stacey @bekblayton
@IamStephReed encourage chd to explain their understanding and learning, great for getting HA involved, and supports LA too.. #ukedchat

Cherrylkd @cherrylkd
@muttleyknight Me too! I can’t believe teachers still think one size fits all in teaching. #ukedchat

thomas day @day_tom
@Teachric ok, I teach mainly classes of 25 – not to bad to think of 3 ways of learning / outcomes for lesson #ukedchat

Rebecca Stacey @bekblayton
Fact is..How are we ensuring all children achieve? What do we find tricky about making lessons accessible to all? Teaching styles? #ukedchat

Ian Hickman @MrIanHickman
Differentiation: the art of creating challenging learning opportunities for a range of abilities. #UKEdChat

Andy Hassack @AndrewHassack
Have range of tasks/entry points, get pupils to decide, RAG pupils then get greens to support reds, diff/paired/group/independent #ukedchat

Matthew. Drama AST @muttleyknight
I’m amazed at some of these tweets that are against differentiating lessons.. The mind boggles !! #ukedchat

Wonder Academy @Wonderacademy
#ukedchat There is only one true differentiation: differentiation by outcome. Assess outcome and if progress limited,adjust/repeat teaching

Matthew. Drama AST @muttleyknight
Differentiation is about knowing your pupils and using that knowledge to inform your teaching #ukedchat

DHE Solutions @DHESolutionsLtd
@muttleyknight It may be essential but there seems to be a disaffected tone to the discussion tonight – surely something in that? #ukedchat

Craig @C_Farr0w
#ukedchat we get told so many different things as NQT about differentiation. Surely we can do this by pace of learning and support?

Matthew. Drama AST @muttleyknight
Differentiation is essential to lessons, it ensures we are not just teaching to the middle! #ukedchat

davidhunter @davidhunter
#ukedchat rally coach is a good system for ensuring all chd’s needs are meet when teaching maths Operations

Andrew Old @oldandrewuk
#ukedchat What we can’t do is differentiate learning that comes from being taught. Differentiation is the opposite of teaching a class.

Elaine Cheetham @smiley1970
#ukedchat find its impossible to keep all pupils engaged when abilities so varied. Differentiation simply ineffective.

Andrew Old @oldandrewuk
#ukedchat We can differentiate kids teaching themselves or each other. We can differentiate expressing opinions or being creative.

thomas day @day_tom
#ukedchat – A lot of my differentiation comes from marking. I mark work, then set targets based on their performance – diff activities etc

Polly @Paper_Polly
@TonyEmmerson @Super_Work I learned differentiation by task, differentiation by outcome and differentiation by support. Sorted! #ukedchat

Andy Hassack @AndrewHassack
@IamStephReed When it allows the pupils to work at their own pace through Qs/tasks of their own choice #ukedchat #independantlearning

Chris Chivers @ChrisChivers2
Differentiation in planning develops an expectation/hypothesis, which can be tweaked within the learning. #ukedchat

Andrew Old @oldandrewuk
#ukedchat Of course teachers should try to meet the needs of all the students in their classes. However, you cannot differentiate teaching.

Tweet of the Week
Ian Hickman @MrIanHickman
Differentiation: the art of creating challenging learning opportunities for a range of abilities. #UKEdChat

About Your Host
My name is Steph (@IamStephReed) and I am a Special Needs Teacher teaching in a primary school for children with autistic spectrum disorders in the London borough of Hackney.

My main interests are around autism, communication, inclusion and technology.

 

 

UKedchat Session 127

Session 125 – Could social media an effective method of CPD for teaching staff?

Social-media-for-business

Session Title: Could Google’s 20% project/self-directed time work in schools?
Date: Saturday 19th November 2012

Summary of the Session:
This was an experimental UKedchat. The time was different, the place was different, but the participants were wonderful as always. The session came about because @TimRylands and myself (@ICTmagic) were asked to talk about #UKedchat and social media for the London Festival of Education. So I thought ‘let’s do it live’. The live session was great and it was a great pleasure to work with Tim (My presentation is at http://prezi.com/vdovtbvntl0f/how-social-media-is-helping-educators-connect-t…. The online discussion was small, but there were many great participants.

As there were only 66 tweets I will let the archive speak for itself. But I would be interested in hearing feedback about doing a similar discussion during BETT.

About Your Host
Martin Burrett (@ICTmagic) is a Year 5/6 teacher at Mersea Island School in Essex and is an advocate for using digital technology to improve teaching and learning in schools. He founded the ICTmagic educational resource website and is a co-administrator for UKedchat.

For more information about Tim Rylands, please visit http://www.timrylands.com

Archive session 125

Session 126 – What is an appropriate ICT curriculum?

1digitaldata

Session Title: What is an Appropriate ICT curriculum

Date: Thursday 22nd November 2012

Summary of the Session:
Children today are proclaimed to be the first truly digital generation; a generation that appears to have everything at its fingertips. The wealth of games, pictures, videos, music and books that they can get their hands on with very little effort is something that previous generations could only dream of. So the main question at the moment is what an appropriate ICT curriculum?

Tonight’s discussion is deciphering what is appropriate curriculum for ICT and how it should perceived and understood in educational world. Tonight discussion seems to focus on three elements which is keeping the ICT curriculum challenging, fun and engaging.

These elements could be broken down into programming, digital literacies, computer science, apps and computer technology. But it seems these things are the current technologies that people are  using in the outside too. The great discourse on the ICT curriculm is debatable but it seems keeping ICT challenging, fun and engaging is the way forward.

Notable Tweets
@IamStephReed – an appropriate ICT curriculum must incorporate up to date technology #ukedchat

@tmeeky – I don’t think it’s about tools and software (these will perm chng)… I think it’s more about concepts and purposes (more stable) #ukedchat

@ICT in its current form can be taught throughout the curriculum but we might need to introduce more programming type things in ICT?#ukedchat

@JulieTavender – #Ukedchat what should year three chn be learning?I teach email, blogging, story boarding, social media, use of publisher

Tweet of the Week
@MrG_ICT – Curiculum designed by you guys #ukedchat Maybe we start and update wiki with examples and ideas.We lead the way not Gove.

About Your Host
@urban_teacher – M.ed, ICT Teacher, ICT Consultant, Music Producer, Youth Leader. Sharing my everyday experiences with the twitter community! http://icttank.blogspot.com/

Session 126

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