My timetable has been such that I have 3 whole days this half term with no teaching hours in the day. Rather than use this time to set up for the new academic year (new schemes mainly!) I decided it would be far more developmental to go and see an academy of the type we're becoming.
In September, we're due to become an LAET, a London branch of the Academies Enterprise Trust. Our sponsor is the LDA, and the Mayoral office - Boris Johnson's baby! It's been a little difficult to set up (in teaching you are always dealing with people who are often non-contactable due to being in the classroom most of the time!) but after an emergency phone call with me asking if I could visit an Academy THE NEXT DAY (!), I finally went on a visit.
The school itself was quite far away, in a very different part of town! The intake was completely different to ours, and their buildings looked old and dated. However, the meeting indeed was developmental. I realised just how far we had come as a school already under the guidance of our headteacher and how much we already do regarding AET expectations.
It has made me really positive regarding our future under the AET and I know that I, for one, will be embracing the change whole-heartedly.
3 Jul 2011
15 Jun 2011
Emergency INSET
My HoD is in charge of co-ordinating the trainee teacher INSET across the school. This is usually taken by AST's, SLT, etc, but yesterday he asked me if I'd do it! Today!! Don't give me much time, will you?
The topic was to be VLE's (Virtual Learning Environments) and luckily I already had a presentation prepared for a different audience so was quite happy to do it. I discussed what a VLE is, why use one and how we can use it to enhance our teaching.
MY PRESENTATION:
I made the point that the people in front of me were at the start of their careers and it was up to them to push technology as the future of learning.
I then handed out a document of all the things I could think of that a VLE could be used for:
An interesting question arose. "Is there a danger of VLE's making teachers obsolete?" Ultimately my answer is "no". Children will always need a teacher to guide their learning. But I pointed them to the work of Sugata Mitra and his "Hole in the Wall" experiment. His work is so very interesting because it shows what children can actually learn BY THEMSELVES if given the means to do it:
The topic was to be VLE's (Virtual Learning Environments) and luckily I already had a presentation prepared for a different audience so was quite happy to do it. I discussed what a VLE is, why use one and how we can use it to enhance our teaching.
I made the point that the people in front of me were at the start of their careers and it was up to them to push technology as the future of learning.
I then handed out a document of all the things I could think of that a VLE could be used for:
An interesting question arose. "Is there a danger of VLE's making teachers obsolete?" Ultimately my answer is "no". Children will always need a teacher to guide their learning. But I pointed them to the work of Sugata Mitra and his "Hole in the Wall" experiment. His work is so very interesting because it shows what children can actually learn BY THEMSELVES if given the means to do it:
Two quotes I must repeat from the second video (attributed to Arthur C. Clarke):
"A teacher that can be replaced by a machine, should be"
AND
"If children have interest, then education happens."
9 Jun 2011
Children's Shakespeare
A bit of a personal one this one.
My own child has shown an interest in reading some Shakespeare after looking at some works at school. She's 10. Now I know that if I hand her my copy of "The complete works of Shakespeare" it will frighten the life out of her and possibly put her off ever trying to read Shakespeare again!
So I put out a call for help to primary teachers on Twitter and got some replies. Apparently the BBC did a series of "Animated Tales" from Shakespeare plays so that looks pretty promising. I was also given the name of some book re-telling the stories in child-friendly speak so did plan to look them up.
But I also put out an equivalent call for help from English teaching colleagues I worked with at my previous school but am still very much in contact with. The response there was great. I immediately ordered two recommended books that tell the stories as comic strips an apparently are very popular with children. I'm yet to take delivery of them but will come back and offer my opinion of how exciting they are for young children.
My own child has shown an interest in reading some Shakespeare after looking at some works at school. She's 10. Now I know that if I hand her my copy of "The complete works of Shakespeare" it will frighten the life out of her and possibly put her off ever trying to read Shakespeare again!
So I put out a call for help to primary teachers on Twitter and got some replies. Apparently the BBC did a series of "Animated Tales" from Shakespeare plays so that looks pretty promising. I was also given the name of some book re-telling the stories in child-friendly speak so did plan to look them up.
But I also put out an equivalent call for help from English teaching colleagues I worked with at my previous school but am still very much in contact with. The response there was great. I immediately ordered two recommended books that tell the stories as comic strips an apparently are very popular with children. I'm yet to take delivery of them but will come back and offer my opinion of how exciting they are for young children.
8 Jun 2011
Maths Unit 3 non-calc paper 2011
So I'm assuming I'm quite safe to talk about the Maths paper my year 11 sat on Monday afternoon.
It was a bloomin' pig of an exam! It missed out so much and made the questions it did have into the hardest type possible! Surface area wasn't your 'right' prisms - it was comparing cones and hemispheres! Changing the subject wasn't your standard formula - it had the new subject as both numerator and denominator of a fraction! Ratio wasn't just 'shared in a given ratio' - it had a convoluted way of working out the ratios!
All I can say is I hope that the next (calculator) paper is reduced in difficulty to counteract the harshness of this one OR they seriously drop the grade boundary!
We'll know by Friday.......
It was a bloomin' pig of an exam! It missed out so much and made the questions it did have into the hardest type possible! Surface area wasn't your 'right' prisms - it was comparing cones and hemispheres! Changing the subject wasn't your standard formula - it had the new subject as both numerator and denominator of a fraction! Ratio wasn't just 'shared in a given ratio' - it had a convoluted way of working out the ratios!
All I can say is I hope that the next (calculator) paper is reduced in difficulty to counteract the harshness of this one OR they seriously drop the grade boundary!
We'll know by Friday.......
26 May 2011
There's already a discipline policy
In the course of work (setting a one hour detention for a shockingly poorly behaved pupil) it was pointed out to me that a discipline policy already exists at school. I was questioned as to whether I'd set a 10 minute, then 30 minute first!!
Now I'm all for doing the right thing and blending my policy to fit in with school's, BUT - this one is awful! It looks as though it was put together purely for our OfSTED inspection late last year. It doesn't seem to allow for major disruption to a lesson and setting a meaningful length detention. It states 10 minutes. If the pupils sits the 10 minutes, the matter is closed! If they fail to attend, 30 minutes, then one hour, etc!
So to my mind, effectively, this means that a pupil could mess up repeatedly and get 10 minutes every time. As long as they turn up for the 10 minutes (and let's face it, that's easy enough to factor into your day), they can continue to misbehave!
Well, I'm sorry. The system MUST allow for entry onto the structure at greater than 10 minutes for more serious behaviour! I'm quite happy with my version of a discipline structure and would prefer to run through mine than the school's one!
Now I'm all for doing the right thing and blending my policy to fit in with school's, BUT - this one is awful! It looks as though it was put together purely for our OfSTED inspection late last year. It doesn't seem to allow for major disruption to a lesson and setting a meaningful length detention. It states 10 minutes. If the pupils sits the 10 minutes, the matter is closed! If they fail to attend, 30 minutes, then one hour, etc!
So to my mind, effectively, this means that a pupil could mess up repeatedly and get 10 minutes every time. As long as they turn up for the 10 minutes (and let's face it, that's easy enough to factor into your day), they can continue to misbehave!Well, I'm sorry. The system MUST allow for entry onto the structure at greater than 10 minutes for more serious behaviour! I'm quite happy with my version of a discipline structure and would prefer to run through mine than the school's one!
25 May 2011
Year 11 leaving....
Our Year 11 are already long past the time they need to leave school and begin study leave. They are probably the last set of year 11 in the whole borough to be released from compulsory schooling.
To be fair, they've been really good so far. They've not complained about not leaving, attendance has been the best I've ever seen from a year 11, even at this point of the year, and they have attended all lessons as expected.
Today, however, I noticed a change. Particularly within my own tutor group. I've noticed the silliness start to emerge. The desire to maybe strart creating havoc - albeit a very muted version of havoc. They want to throw their bags around. They want to leave the classroom to find other yeaar 11's to talk to, to play with.
Who can blame them? They are 2 days away from leaving school. They've even finished their entire English course - exams and all! They know that their lives are about to take a huge turn.
For me, it's not the end of their schooling - it's the beginning of the rest of their lives!
To be fair, they've been really good so far. They've not complained about not leaving, attendance has been the best I've ever seen from a year 11, even at this point of the year, and they have attended all lessons as expected.
Today, however, I noticed a change. Particularly within my own tutor group. I've noticed the silliness start to emerge. The desire to maybe strart creating havoc - albeit a very muted version of havoc. They want to throw their bags around. They want to leave the classroom to find other yeaar 11's to talk to, to play with.
Who can blame them? They are 2 days away from leaving school. They've even finished their entire English course - exams and all! They know that their lives are about to take a huge turn.
For me, it's not the end of their schooling - it's the beginning of the rest of their lives!
23 May 2011
Purpos/ed
What is the 'purpose of education'?
Sometimes it feels that its sole function is as a glorified baby-sitting service! Somewhere for parents to know their kids are safe, whilst they go to work, or indeed, anything else they feel like doing of a daytime.
Genuinely though, I think the purpose of SCHOOL is to equip youngsters with the knowledge to succeed in life, be it academically or socially.
But education is so much more than just school. I believe that we never stop learning just by living, and that some of us actively seek out new things to learn constantly. I learn every day. I learn from the children at school, I learn from the adults at school, I learn from my own child, my family, the TV, the computer. I learn from my Master's degree course.
I learn because I want to learn. I am hungry for knowledge, to KNOW. If I don't know something, I know how to find it out.
Maybe this leads us back to the purpose of education (albeit school education) - to learn the ability to KNOW how to find something out for oneself!
Yesterday, I recieved the book 'Purpos/ed' (pictured below). It's a crowd-sourced collection of short essays (500 words), written by people I admire in the world of education about their view of the purpose of education. People who are also hungry to learn, but also to teach. I am very much looking forward to reading it!
Sometimes it feels that its sole function is as a glorified baby-sitting service! Somewhere for parents to know their kids are safe, whilst they go to work, or indeed, anything else they feel like doing of a daytime.
Genuinely though, I think the purpose of SCHOOL is to equip youngsters with the knowledge to succeed in life, be it academically or socially.
But education is so much more than just school. I believe that we never stop learning just by living, and that some of us actively seek out new things to learn constantly. I learn every day. I learn from the children at school, I learn from the adults at school, I learn from my own child, my family, the TV, the computer. I learn from my Master's degree course.
I learn because I want to learn. I am hungry for knowledge, to KNOW. If I don't know something, I know how to find it out.
Maybe this leads us back to the purpose of education (albeit school education) - to learn the ability to KNOW how to find something out for oneself!
Yesterday, I recieved the book 'Purpos/ed' (pictured below). It's a crowd-sourced collection of short essays (500 words), written by people I admire in the world of education about their view of the purpose of education. People who are also hungry to learn, but also to teach. I am very much looking forward to reading it!
22 May 2011
Discipline Policy
On a whim (and still avoiding work) I have decided to create a formal discipline policy for my area of responsibility - Key Stage 3 Mathematics. Currently, we have only this: Whatever sanctions the class teacher decides to implement, and if they miss a detention, referred to me to do a follow-up detention. I created this extra level of formal detention when I became KS3 coordinator, and called it a 'coordinator's detention (10/10 for originality, right?)
Also, staff in my geographical area know they can send students to me if they have become too difficult to remain in the classroom (and I get to keep 'em in mine for the duration!).
None of this is formal, nothing has been written down.
So we definitely need something. Staff need to know what they should be doing at each stage of discipline. I am adamant that most sanctions should be applied by the class teacher themselves, ownership of the issue will be far more effective that passing it over and students thinking they can mess about in the classroom and only worry about me!
So I plan to list some example mis-demeanors, and what should happen at each stage; what happens if this is not effective; and what to do next.
Hopefully, this should empower staff to be clear about discipline and consistent in the application of any sanctions. It also should mean that only the more serious cases are referred upwards.
That way, I'll know who is determined to prevent teaching and learning from occurring in the classroom, and not be side-tracked by those simply having an 'off' day.
My draft flow diagram is as follows:
After taking advice from some Twitter colleagues, I now realise that I have completely forgotten to add the fact that I created an extra level of sanctions via a co-ordinators report; that it may not be wise to refer to 'time-outs' as my school doesn't really support putting children in the corridor, however brief the time; and that I may just have too many levels (do I really need Serious / Very Serious / Major Incidents?) I think I can remove one of these levels to make it a little clearer.
Also, staff in my geographical area know they can send students to me if they have become too difficult to remain in the classroom (and I get to keep 'em in mine for the duration!).
None of this is formal, nothing has been written down.
So we definitely need something. Staff need to know what they should be doing at each stage of discipline. I am adamant that most sanctions should be applied by the class teacher themselves, ownership of the issue will be far more effective that passing it over and students thinking they can mess about in the classroom and only worry about me!
So I plan to list some example mis-demeanors, and what should happen at each stage; what happens if this is not effective; and what to do next.
Hopefully, this should empower staff to be clear about discipline and consistent in the application of any sanctions. It also should mean that only the more serious cases are referred upwards.
That way, I'll know who is determined to prevent teaching and learning from occurring in the classroom, and not be side-tracked by those simply having an 'off' day.
My draft flow diagram is as follows:
After taking advice from some Twitter colleagues, I now realise that I have completely forgotten to add the fact that I created an extra level of sanctions via a co-ordinators report; that it may not be wise to refer to 'time-outs' as my school doesn't really support putting children in the corridor, however brief the time; and that I may just have too many levels (do I really need Serious / Very Serious / Major Incidents?) I think I can remove one of these levels to make it a little clearer.
Decided....
... that I need to open this blog at the same time as I open FB and Twitter pages. I open both of those every day as I turn on the laptop! That way, I won't be neglecting it as I do now (and missing out on posting so much of importance, or things that have happened in work and my wider educational life....)
Let's see how that one goes.......
Let's see how that one goes.......
Avoiding work
I've come on here to post in an attempt to deflect from schoolwork I should be doing. Having said that, perhaps I've done too much already this weekend and my brain is begging for a rest!
Since leaving school on Friday I've virtually attended a teachmeet (online), spent practically the entire Saturday adding to my fabulous Schemes of Work (nay, curriculum!), marked a mental test, and added scores from three mental tests to a spreadsheet (whilst considering my next MA assignment: Studies in the Mathematics Classroom).
I still MUST mark a piece I've set for my year 9 - an old GCSE coursework task 'Opposite Corners', and mark my year 9 books, which have been seriously neglected for quite some time.
(cont......)
Since leaving school on Friday I've virtually attended a teachmeet (online), spent practically the entire Saturday adding to my fabulous Schemes of Work (nay, curriculum!), marked a mental test, and added scores from three mental tests to a spreadsheet (whilst considering my next MA assignment: Studies in the Mathematics Classroom).
I still MUST mark a piece I've set for my year 9 - an old GCSE coursework task 'Opposite Corners', and mark my year 9 books, which have been seriously neglected for quite some time.
(cont......)
8 May 2011
Problem Solving
I've just had an email from my HOD to say that we're going to be looking at 'Problem Solving' at least once a week for the remainder of this half term.
Perfect!
Due to my first MA module, I've read (probably) everything there possibly is to read on problem solving! Gardner, Polya, Mason, Boaler, Wells, to name but a few problem solving advocates. But do we agree on what actually constitutes problem solving in mathematics?
I don't like the kind of maths where you dress it up in a context (or as Dan Meyer calls it - pseudocontext). But I DO like the investigative task, just like the Chessboard Problem I dissected for my first MA assignment.
I'm going to have a little think about what is appropriate at KS3 (all of them, I hear you cry?) I think I mean what is appropriate for the teachers in my school - they are the ones who need to deliver it - and if few have given problem solving tasks before, it is they who will need to be supported through it.
I'm going to suggest tasks like "The staircase problem". This one comes from Nrich - but is a familiar task, and one that produces familiar results.
The Staircase Problem
Perfect!
Due to my first MA module, I've read (probably) everything there possibly is to read on problem solving! Gardner, Polya, Mason, Boaler, Wells, to name but a few problem solving advocates. But do we agree on what actually constitutes problem solving in mathematics?
I don't like the kind of maths where you dress it up in a context (or as Dan Meyer calls it - pseudocontext). But I DO like the investigative task, just like the Chessboard Problem I dissected for my first MA assignment.
I'm going to have a little think about what is appropriate at KS3 (all of them, I hear you cry?) I think I mean what is appropriate for the teachers in my school - they are the ones who need to deliver it - and if few have given problem solving tasks before, it is they who will need to be supported through it.
I'm going to suggest tasks like "The staircase problem". This one comes from Nrich - but is a familiar task, and one that produces familiar results.
The Staircase Problem
13 Mar 2011
Pi Day tomorrow
March 14th. Or as they write in America, 3/14, hence Pi Day. Going to do a few activities with my classes and try to incorporate the Activexpression handsets too.
Here's the rough outline of what I hope to do:
Entry to some Music of Pi, possibly this one. Each note represents one of the digits 0-9, and the resulting music is played. This particular musician has created a whole symphony, by playing different instruments and putting it all together.
Pi dingbats. No, I wasn't sure what a dingbat was either, but think the old TV show, Catchphrase. "Say what you see." Here's an example:
Pupils can send their answers to the board via the handsets. It won't be a right or wrong type answer, but hopefully will be fun.
Then we're going to write the numbers of pie on to paper plates, starting at the centre and working our way out. The result should be a little like this:
Finally, a multiple choice quiz on various pi related topics. Again, just a bit of fun, but this time, using the Activexpression handsets, we can track right answers.
Throughout the lesson, I'll have some posters up, maybe play some silly songs about pi, even encourage pupils to learn as many digits of pi as possible! Here's a favourite song I usually play when teaching circles:
I'm also having two different visitors to my lessons tomorrow. One to shadow a pupil. to look at his interactions during various subjects, the other is an English PGCE student who is interested in the use of ICT in the classroom.
I'll update on how the activities went, but first to create the relevant ActivExpression flipchart.
Here's the rough outline of what I hope to do:
Entry to some Music of Pi, possibly this one. Each note represents one of the digits 0-9, and the resulting music is played. This particular musician has created a whole symphony, by playing different instruments and putting it all together.
Pi dingbats. No, I wasn't sure what a dingbat was either, but think the old TV show, Catchphrase. "Say what you see." Here's an example:
Pupils can send their answers to the board via the handsets. It won't be a right or wrong type answer, but hopefully will be fun.
Then we're going to write the numbers of pie on to paper plates, starting at the centre and working our way out. The result should be a little like this:
Finally, a multiple choice quiz on various pi related topics. Again, just a bit of fun, but this time, using the Activexpression handsets, we can track right answers.Throughout the lesson, I'll have some posters up, maybe play some silly songs about pi, even encourage pupils to learn as many digits of pi as possible! Here's a favourite song I usually play when teaching circles:
I'm also having two different visitors to my lessons tomorrow. One to shadow a pupil. to look at his interactions during various subjects, the other is an English PGCE student who is interested in the use of ICT in the classroom.
I'll update on how the activities went, but first to create the relevant ActivExpression flipchart.
21 Feb 2011
I GOT A FREAKING B!
Oh my God! I've just signed in to the online results service and found I've got a B!! Amazed, astounded, proud, you name it, I'm it!!!!
22 Jan 2011
Desperate to get my head around what I want from a good KS3 scheme of work
Key Elements (Secondary): Curriculum and Lesson Planning - NCETM
The above link has become my starting point. I'm hugely interested in the 'Curriculum vs Syllabus' debate and am acutely aware that what I have produced so far is most definitely just a syllabus.
How do I create a curriculum? What needs to be included? What gives the greatest support for teachers in the department at all stages of their career? Apart from actually finding things to include, how do I stop myself from going the other way and including too much?
I read a quote on Twitter from @TonyParkin last night, which has awakened my interest:
which I then entered in to an small exchange which resulted in Tony sending me the following link: curriculum theory and practice. I shall read with interest.
Another consideration is the format of my schemes. What do staff actually need to plan and deliver lessons effectively? Minimum? Maximum?
I've bookmarked lots of web pages to refer back to, but as ever, I'll probably forget I stored them, so I'll share them here : my bookmarks on curriculum change.
What I'm going to do now is make a start. I'm often guilty of looking into and around things so much that I don't make a start. So, here goes.....
I read a quote on Twitter from @TonyParkin last night, which has awakened my interest:
Where people equate curriculum with syllabus they limit planning to consideration of content or body of knowledge to be transmitted #ncr11
which I then entered in to an small exchange which resulted in Tony sending me the following link: curriculum theory and practice. I shall read with interest.
Another consideration is the format of my schemes. What do staff actually need to plan and deliver lessons effectively? Minimum? Maximum?
I've bookmarked lots of web pages to refer back to, but as ever, I'll probably forget I stored them, so I'll share them here : my bookmarks on curriculum change.
What I'm going to do now is make a start. I'm often guilty of looking into and around things so much that I don't make a start. So, here goes.....
21 Jan 2011
The year of the blog
Great Maths Teaching Ideas
I've read so many blogs over the past few months, and it think it's set to be huge in 2011.
They were doing it for themselves, they were doing it for others, They did it anonymously, they did it by declaring themselves to the world. They did it for information sharing, they did it for profit. They did it to educate, they did it to sell something. Many even got their classes doing it.
BLOGGING!
Hell, even I on here doing it! Every thought, every purchase, every event I attend, I'm blogging it. (Regarding my MA and a little about school of course!)
At the moment, I know no-one's reading because I've not told anyone about it. But one day, when I'm good at blogging, and have something worthwhile to say I might pass on the link. I might even post it to my twitter, but there's some serious blogging individuals out there, the likes of which I am no match for!
The point of this post is to declare one blog that I do enjoy. It's informative, which I like. It does sometimes try to sell you something but I ignore those posts. It gives me good ideas for classroom resources for mathematics. And the name says it all. "Great Maths Teaching Ideas".
19 Jan 2011
Before the first seminar
Tomorrow is the first day of our new module: Leading and Managing the Mathematics Curriculum. We've been set the task of encapsulating the vision for the maths department.
I've just filled out a page of how I see the department at the moment - and it makes for quite sad reading.
I've just filled out a page of how I see the department at the moment - and it makes for quite sad reading.
More new books
I ordered a few more books this week, and here's what I got:
This one, I bought as it seems to be related to our next MA module: Leading and Managing the Mathematics Curriculum. However, Having a flick through (no, I've not got to reading it yet!), it seems to be more about leading people.
This one, I bought as it seems to be related to our next MA module: Leading and Managing the Mathematics Curriculum. However, Having a flick through (no, I've not got to reading it yet!), it seems to be more about leading people.
This next one I reall should have bought for the last module, but it's still going to be an enlightening read, rather than just relevant extracts:
And finally, nothing enlightening, but a practical book for lesson starter ideas (I'm not an ideas person, you know):
14 Jan 2011
Meeting about Schemes of Work
I had a meeting today about improving my KS3 Schemes of Work with our LA advisor.
I read a wonderful passage in my new book 'Managing Mathematics' about the distinction between SYLLABUS and CURRICULUM.
It explains syllabus the be the list of content to be covered, whilst curriculum is the whole mathematical experience of the child.
I need to adopt this approach. I need to consider the experience of the child when adding to, and developing further, my KS3 Schemes of Work. They need to support all members of staff in their planning, no matter what stage of their career they are at.
Our department has the whole breadth of experience, from those about to start a PGCE, to those nearing retirement. I need to consider this in my development.
I have already written the 'syllabus'. The list of content is there, with some tentative teaching hours allocated (the dept. consider the hours absolute, but in reality, I just put in how long I thought they should take, with little consideration for the number of teaching hours in a year). There's also a tiny amount of suggested material, but nothing 'good', in the OfSTED sense of the word.
But in order to create the 'experience', I need so much more. I need rich activity, suggested teaching models, useful links, hooks, probing questions, assessment opportunities, etc.
I've planned to put aside some of my weekend to work on them - little and often may be the way to go for me - otherwise little will get done. On that note, I'm reminded of a quote I read today about never starting with an empty page. The implication is, leave a task unfinished when you are on a roll, so you have something to go back to next time, rather than complete the part of the task you are working on, then have to start the next part of the task from the beginning.
I'm not sure if I agree - I like to complete one task, so I can start afresh on the next.
(I've just found it - it was a tweet by @timharford, quoting others linking to a website quoting Roald Dahl quoting Hemingway!)
I read a wonderful passage in my new book 'Managing Mathematics' about the distinction between SYLLABUS and CURRICULUM.
It explains syllabus the be the list of content to be covered, whilst curriculum is the whole mathematical experience of the child.
I need to adopt this approach. I need to consider the experience of the child when adding to, and developing further, my KS3 Schemes of Work. They need to support all members of staff in their planning, no matter what stage of their career they are at.
Our department has the whole breadth of experience, from those about to start a PGCE, to those nearing retirement. I need to consider this in my development.
I have already written the 'syllabus'. The list of content is there, with some tentative teaching hours allocated (the dept. consider the hours absolute, but in reality, I just put in how long I thought they should take, with little consideration for the number of teaching hours in a year). There's also a tiny amount of suggested material, but nothing 'good', in the OfSTED sense of the word.
But in order to create the 'experience', I need so much more. I need rich activity, suggested teaching models, useful links, hooks, probing questions, assessment opportunities, etc.
I've planned to put aside some of my weekend to work on them - little and often may be the way to go for me - otherwise little will get done. On that note, I'm reminded of a quote I read today about never starting with an empty page. The implication is, leave a task unfinished when you are on a roll, so you have something to go back to next time, rather than complete the part of the task you are working on, then have to start the next part of the task from the beginning.
I'm not sure if I agree - I like to complete one task, so I can start afresh on the next.
(I've just found it - it was a tweet by @timharford, quoting others linking to a website quoting Roald Dahl quoting Hemingway!)
Twitter blocked at school
I recieved an email last weekend from Learning without Frontiers, with the best piece of email advice I've ever read!
It was regarding not being able to open the document to print tickets for the event, and said "Contact your IT Network person and ask them to allow you access to the 21st Century!"
I feel like this about twitter. I can't access it at work, yet twitter is probably the greatest piece of CPD anyone could ever find! You learn so much, share ideas, find out about amazing events to name just a few.
I'm wondering how I can get around this (without forking out for an iphone contract). I've not got any ideas at the moment but may well look into it further.
It was regarding not being able to open the document to print tickets for the event, and said "Contact your IT Network person and ask them to allow you access to the 21st Century!"
I feel like this about twitter. I can't access it at work, yet twitter is probably the greatest piece of CPD anyone could ever find! You learn so much, share ideas, find out about amazing events to name just a few.
13 Jan 2011
Thinking about our school VLE
I am actually quite passionate about the benefits of a VLE - so why have I done so little to my own, or indeed the departments? Time, as ever, is the usual battle-cry, but to be honest, even WITH time, I've barely thought about it? What should I include? What is useful for students? Should I create one great 'course' then copy it over to all of the other years? Or just let each one build organically?
What about all of the fun stuff I always wanted to include on a VLE. I started my own website when we didn't have a VLE, so I'm thinking I want to add to that for the interesting side of maths.
Some time ago, I produced a document of what I thought should be included on a VLE (for a preliminary discussion about getting one, way back when...) and it's pretty full! I'll reproduce it below:
Definitely going to be thinking about my class VLE and my website over the weekend. May well have more to report.
What about all of the fun stuff I always wanted to include on a VLE. I started my own website when we didn't have a VLE, so I'm thinking I want to add to that for the interesting side of maths.
Some time ago, I produced a document of what I thought should be included on a VLE (for a preliminary discussion about getting one, way back when...) and it's pretty full! I'll reproduce it below:
Definitely going to be thinking about my class VLE and my website over the weekend. May well have more to report.
The first book for the new MA module arrived today
Managing Mathematics: Amazon.co.uk: Mathematical Association: Books
I've already read through and highlighted lots from the chapter titled: Implementing the Curriculum.
Now, bearing in mind this was written over twenty years ago, I still find (as with the earlier reading material for the MA) that it is so relevant today!
I have a meeting tomorrow with our LA Advisor regarding changes to the Key Stage 3 schemes of work, and I'm going to bring in the book to discuss various suggestions made in it compared with what I'm striving for in my own schemes.
10 Jan 2011
Leading Practice and Managing Change in the Mathematics Department: A Resource Book for Subject Leaders in Mathematics: Amazon.co.uk: Sue Johnstone-Wilder, Clare S. Lee: Books
Leading Practice and Managing Change in the Mathematics Department: A Resource Book for Subject Leaders in Mathematics: Amazon.co.uk: Sue Johnstone-Wilder, Clare S. Lee: Books
Just ordered this in preparation for our second module of the MA. Sue Johnstone-Wilder was one of my lecturers at King's on my PGCE 16 years ago. I'm hoping it's relevant, but it looks suitable. It's quite recent too, I believe.
Sugata Mitra: The child-driven education | Video on TED.com
Sugata Mitra: The child-driven education | Video on TED.com
Hearing a lot about Sugata Mitra at the moment. Have been looking up a few links, his blog, his wiki, etc. Need to read a little into it to find out more about his work.
Hearing a lot about Sugata Mitra at the moment. Have been looking up a few links, his blog, his wiki, etc. Need to read a little into it to find out more about his work.
The next module to study
I've just found that the next module we'll be studying for our Master's Degree is "Leadership and Management". I'm not sure what the module will entail. Possibly guidance on being a leader? Possibly researching the difference a good leader can make to the learning in schools?
I'll need to read up on the documentation to find out a little more. Maybe I should begin on the reading list, buy some new books on Amazon.
I'm off to read the guidance and criteria - and will return to explain what I understand it to be.
I'll need to read up on the documentation to find out a little more. Maybe I should begin on the reading list, buy some new books on Amazon.
I'm off to read the guidance and criteria - and will return to explain what I understand it to be.
cooltoolsforschools - Mathematics Resources
cooltoolsforschools - Mathematics Resources
Just come across this website, with lots of maths links on it. I'll have a sift through the links to see if there are any gems on there for our teachers.
Mathematics learning objectives
Mathematics learning objectives
I've bookmarked this as something I should be referring to on a regular basis. I should link my schemes to it. I should be checking out the probing questions for each objective, the resources and suggestions available.
In all honesty - I think the Standards Site, whilst being an amazing body of reference, has TOO much on it! You could spend hours following hyperlinks, all on the topic chosen.
I will do something with this, I'm just not sure what yet!
I've bookmarked this as something I should be referring to on a regular basis. I should link my schemes to it. I should be checking out the probing questions for each objective, the resources and suggestions available.
In all honesty - I think the Standards Site, whilst being an amazing body of reference, has TOO much on it! You could spend hours following hyperlinks, all on the topic chosen.
I will do something with this, I'm just not sure what yet!
9 Jan 2011
We Are the People We've Been Waiting For (2009) - IMDb
We Are the People We've Been Waiting For (2009) - IMDb
Checking out Twitter after I returned from the Teachmeet, I found that this film was to be shown at the Conference the next day. I'd never heard of it, so I looked it up, and found you can download it (presumably legally).
I set about downloading, and will try to set some time aside in due course to watch it. I read mixed reviews - some saying it's an inspirational real-life documentary about the state of UK education today, others say it's a party political broadcast.
I shall watch with interest!
I set about downloading, and will try to set some time aside in due course to watch it. I read mixed reviews - some saying it's an inspirational real-life documentary about the state of UK education today, others say it's a party political broadcast.
Learning Without Frontiers teachmeet #tmlwf11
I attended my first real life teachmeet today.
It was part of the Learning Without Frontiers Conference, London 2011. It was held in 'The Brewery' in EC1, not far from the Barbican. It was a beautiful building with something going on in every room. There were lots of other things going on throughout the day, but I didn't have time to get to much. I arrived there at about 3.30pm and the 'Sunday Service' had been going on since 11am. We (I went with sister-in-law) went to the 'Experience Room' first, and probably spent a bit too long in there. The trouble was - we got hijacked by GCSEPOD, an app developer who wanted to sell us their wares. Neither of us have the say-so of our schools to make any sort of purchase, let alone such a large one (thousands per year!) so their time was somewhat wasted, but at least we got to hear about something new at its launch.
I definitely wanted to attend at least some of the Pecha Kucha event, but it was so packed we couldn't get in the door - and there didn't seem to be actually any sort of Pecha Kucha presentation going on - just someone talking at the front.
So we wandered in to the MirandaMod 'unconference'. It was quite empty with a few people discussing the role of ICT in education. I wasn't sure if I wanted to be there, but it would have seemed rude to walk straight back out again, so we stayed awhile. Then, in walked the creator of Learning Without Frontiers: Graham Brown-Martin! He was asked a question and had lots to say in reply! I found him wonderful to listen to - the sort of person you could hear speak for hours and never tire of him. He had an energy about him. Sadly the unconference had come to the end, but we were given a card, with a suggestion to visit MirandaNet and the wiki and sign up.
And then on to the teachmeet.
It was everything I expected it to be (having viewed many on-line). I watched many of the educators that I follow on twiiter, and spoke to Andy Kemp - someone I have interacted with many times, as a fellow maths teacher. I also listened to another maths teacher: Daniel Stucke, who I am now following.
There are some seriously innovative educators out there - but the majority come from the Primary Sector.
Why is that?
I do think that secondary teachers can be very insular - our classrooms become our world, and little exists outside of it. We are also VERY dominated by a full and rigid curriculum. We have so much to get through, that we do it any way we can.
However, a Secondary Mathematics teacher can be inspirational, if only they have the creativity to go with it. I've always said I'm not the most creative of people. I'm too logical. Too linear.
But I have ideas. My ideas just don't come to fruition all that often. I put it down to a lack of time - or is it really a lack of time management.
I so want to be inspirational, just like the people I heard speak today, but I'm not sure I know how to be?
It was part of the Learning Without Frontiers Conference, London 2011. It was held in 'The Brewery' in EC1, not far from the Barbican. It was a beautiful building with something going on in every room. There were lots of other things going on throughout the day, but I didn't have time to get to much. I arrived there at about 3.30pm and the 'Sunday Service' had been going on since 11am. We (I went with sister-in-law) went to the 'Experience Room' first, and probably spent a bit too long in there. The trouble was - we got hijacked by GCSEPOD, an app developer who wanted to sell us their wares. Neither of us have the say-so of our schools to make any sort of purchase, let alone such a large one (thousands per year!) so their time was somewhat wasted, but at least we got to hear about something new at its launch.
So we wandered in to the MirandaMod 'unconference'. It was quite empty with a few people discussing the role of ICT in education. I wasn't sure if I wanted to be there, but it would have seemed rude to walk straight back out again, so we stayed awhile. Then, in walked the creator of Learning Without Frontiers: Graham Brown-Martin! He was asked a question and had lots to say in reply! I found him wonderful to listen to - the sort of person you could hear speak for hours and never tire of him. He had an energy about him. Sadly the unconference had come to the end, but we were given a card, with a suggestion to visit MirandaNet and the wiki and sign up.
And then on to the teachmeet.
It was everything I expected it to be (having viewed many on-line). I watched many of the educators that I follow on twiiter, and spoke to Andy Kemp - someone I have interacted with many times, as a fellow maths teacher. I also listened to another maths teacher: Daniel Stucke, who I am now following.
There are some seriously innovative educators out there - but the majority come from the Primary Sector.
Why is that?
I do think that secondary teachers can be very insular - our classrooms become our world, and little exists outside of it. We are also VERY dominated by a full and rigid curriculum. We have so much to get through, that we do it any way we can.
However, a Secondary Mathematics teacher can be inspirational, if only they have the creativity to go with it. I've always said I'm not the most creative of people. I'm too logical. Too linear.
But I have ideas. My ideas just don't come to fruition all that often. I put it down to a lack of time - or is it really a lack of time management.
I so want to be inspirational, just like the people I heard speak today, but I'm not sure I know how to be?
8 Jan 2011
So what's a Teachmeet?
TeachMeet - Wikipedia, the free encyclopedia
Read the link above to get an idea of what a teachmeet is all about, but basically, it's CPD FOR teachers BY teachers. It's about teachers 'doing it for themselves'. It's an opportunity to showcase fantastic things you are doing in your classroom or get inspiration from others who are doing great things in the 21st Century.
 |
| This is just a small selection of the teachmeets that have occured since the first, back in 2006 (along with the logo from Brain-Pop, regular sponsors of teachmeets.) |
No-one owns a teachmeet, or the teachmeet brand, but some educators put themselves out to facilitate the organising of one, and I am certainly grateful to those individuals, who are generally 'just' teachers like me.
It's definitely not hijacked by those with something to sell, but education brands tend to sponsor teeachmeets and offer prizes for teachers to take home with them.
Those that are brave enough to present offer either a two-minute micro- or a seven-minute nano-presentation on something that has worked for them in improving the teaching and learning.
They are often streamed online (with chat capability) so people can choose to participate no matter where they are in the country, or indeed the world!
Ex-pupil on Dancing On Ice
Laura Hamilton | Photos | Dancing on Ice 2011 - ITV.com
Was rather amused to find out an ex-pupil is to be a 'celeb' on ITV's Dancing On Ice (see link above). I believe she's had some success as a children's TV presenter and at school always took the lead in the Christmas School Productions.
However, I'm also led to believe that she never admits she went to the school she did, and lists her 6th form school as her place of education. Never be ashamed to admit where you're from Laura!
My first REAL LIFE Teachmeet
I've viewed the streaming, I've participated online, but I've never actually been to a Teachmeet in person. I'm really excited to be attending Teachmeet Learning Without Frontiers 2011 (#tmlwf). It's part of the Learning Without Frontiers Conference taking place in London over the next week.
I FB'd my sister in law and said "Clear your diary - we're going to a geekoid event on Sunday!"
Once I'd explained what it was, she was more than happy to come. We only need to get the overground to London Bridge, the tube to Moorgate, then walk a little way to The Brewery in EC1. (After, there's a social in The Elbow Room, Shoreditch, but I'm not sure about that bit yet.......)
It's billed as a 'fancy dress' event, but I won't be dressing up! I'm not the creative type, and have NO idea what on earth I'd go as, so I'm going to blend into the background in civvies!
Looking at the line-up of those who have signed up to present, I think it's going to be a great couple of hours. Some of the more inspirational people whose blogs I read, and have contact with on Twitter, are set to present. Should be enlightening and maybe put a rocket up me to get on and do something inspiring too!
I FB'd my sister in law and said "Clear your diary - we're going to a geekoid event on Sunday!"
Once I'd explained what it was, she was more than happy to come. We only need to get the overground to London Bridge, the tube to Moorgate, then walk a little way to The Brewery in EC1. (After, there's a social in The Elbow Room, Shoreditch, but I'm not sure about that bit yet.......)
It's billed as a 'fancy dress' event, but I won't be dressing up! I'm not the creative type, and have NO idea what on earth I'd go as, so I'm going to blend into the background in civvies!
Looking at the line-up of those who have signed up to present, I think it's going to be a great couple of hours. Some of the more inspirational people whose blogs I read, and have contact with on Twitter, are set to present. Should be enlightening and maybe put a rocket up me to get on and do something inspiring too!
7 Jan 2011
Learning Without Frontiers: The Sunday Service
Learning Without Frontiers: Schedule for Sunday January 9 @ London, England
One evening, whilst watching the Gadget Show (or was it whilst looking through Twitter?), Jason Bradbury talked about an upcoming event called "The Sunday Service". It was to be part of the Learning Without Frontiers Conference 2011. His participation was to be the live filming of an exciting TV show called the Dot Robot Show, based on his books of the same name, and you had to sign up online to get tickets.
"I'll have a bit of that" I thought. The family love Jason Bradbury and his work, so I thought they'd enjoy it too. Might be good for a lazy Sunday after Christmas!
I read through the programme of events after signing up, and realised there's going to be a Teachmeet in London as part of the day. Sod the Dot Robot Show! I'm going to the Teachmeet! I've wanted to attend one in person for ages - as opposed to online participation - and here was an ideal opportunity.
There's a couple of other events I'd like to get to too, if I can. (Well there's loads, but I don't think I'll be getting up there too early.) I want to visit the MirandaMod 'unconference' and the Pecha Kucha style event called "There's an App for that!".
One evening, whilst watching the Gadget Show (or was it whilst looking through Twitter?), Jason Bradbury talked about an upcoming event called "The Sunday Service". It was to be part of the Learning Without Frontiers Conference 2011. His participation was to be the live filming of an exciting TV show called the Dot Robot Show, based on his books of the same name, and you had to sign up online to get tickets.
"I'll have a bit of that" I thought. The family love Jason Bradbury and his work, so I thought they'd enjoy it too. Might be good for a lazy Sunday after Christmas!
I read through the programme of events after signing up, and realised there's going to be a Teachmeet in London as part of the day. Sod the Dot Robot Show! I'm going to the Teachmeet! I've wanted to attend one in person for ages - as opposed to online participation - and here was an ideal opportunity.
There's a couple of other events I'd like to get to too, if I can. (Well there's loads, but I don't think I'll be getting up there too early.) I want to visit the MirandaMod 'unconference' and the Pecha Kucha style event called "There's an App for that!".
6 Jan 2011
Feeling quite proud of my efforts
I keep wanting to read my first assignment. I'm sure it's not vanity, but pride that keeps making me turn the pages! In fact, I've turned them so much it doesn't look half as nice as it did when it was first printed.
(Still, I keep hoping it's good enough to get a 'pass' grade, but I won't know for ages!)
I took a pic of the front cover and posted it on my FB and twitter and got lots of comments from friends about how impressive it looks, and how clever I must be!
I'm of course grounded enough to know that a pretty looking binding does not guarantee the quality of the contents, so had to add 'let's hope it's what they are after....' to my post.
BUT. Two people in my life have read it properly (as opposed to looking at a picture of a pretty binding) and they have both been very positive about the contents.
The first is sister-in-law. She said (via email):
I asked her if she was just being nice, but was adamant she wasn't.
The second is someone who works at the LA. She commented on my writing style and said 'engaging' is a very apt word (the word used on my presentation feedback). She said that whilst reading, you go through the ups and downs in the text and want to know what happens next.
I feel on top of the world with these really positive comments, but in reality, it's just a waiting game until I get the ACTUAL grade of the assignment.
(Still, I keep hoping it's good enough to get a 'pass' grade, but I won't know for ages!)
I'm of course grounded enough to know that a pretty looking binding does not guarantee the quality of the contents, so had to add 'let's hope it's what they are after....' to my post.
BUT. Two people in my life have read it properly (as opposed to looking at a picture of a pretty binding) and they have both been very positive about the contents.
The first is sister-in-law. She said (via email):
I really loved your essay Laura, it reminded me of one of our books you and I like to read, a perspective that allows the reader to participate on a journey...keep up the fabulous work...maybe consider a PHD!!!
I asked her if she was just being nice, but was adamant she wasn't.
The second is someone who works at the LA. She commented on my writing style and said 'engaging' is a very apt word (the word used on my presentation feedback). She said that whilst reading, you go through the ups and downs in the text and want to know what happens next.
I feel on top of the world with these really positive comments, but in reality, it's just a waiting game until I get the ACTUAL grade of the assignment.
4 Jan 2011
It's in the post
I put the finishing touches to my Word document last night (the absolute 11th hour), including bibliography, title page, word count and headings for the appendices.
All that was left was to print the actual assignment, photocopy the content for the appendices, arrange it all in order, get it bound in some format, and get myself to the Post Office to send it via next day delivery so it would definitely arrive guaranteed on time for the 6th January 2011.
The repographics room at school did a wonderful job of getting it all ready for me, so I left school at lunch to pop to the Post Office.
First, I'd forgotten where the Post Office was! I work near where I live, so it's not like I don't know the area! They'd just moved the Post Office in to a local branch of W.H. Smith and I'd forgotten that!
When I got there, the queue was wrapped right around the shop! It is the first working day after New Year, so the world and his wife was in there!
Well I didn't have time to wait, so I returned to school, and later, after school, and after a Staff Meeting, I went to a different Post Office to send it.
£6.70 it cost me to send two copies of the assignment and a USB stick with an electronic version on! To be honest though, it could have cost twice as much and I still would have sent it the same way (Special Delivery) just to have the peace of mind of knowing it was going to get there on time.
It's done now - nothing more I can do.
All that was left was to print the actual assignment, photocopy the content for the appendices, arrange it all in order, get it bound in some format, and get myself to the Post Office to send it via next day delivery so it would definitely arrive guaranteed on time for the 6th January 2011.
The repographics room at school did a wonderful job of getting it all ready for me, so I left school at lunch to pop to the Post Office.
First, I'd forgotten where the Post Office was! I work near where I live, so it's not like I don't know the area! They'd just moved the Post Office in to a local branch of W.H. Smith and I'd forgotten that!
When I got there, the queue was wrapped right around the shop! It is the first working day after New Year, so the world and his wife was in there!
Well I didn't have time to wait, so I returned to school, and later, after school, and after a Staff Meeting, I went to a different Post Office to send it.
£6.70 it cost me to send two copies of the assignment and a USB stick with an electronic version on! To be honest though, it could have cost twice as much and I still would have sent it the same way (Special Delivery) just to have the peace of mind of knowing it was going to get there on time.
It's done now - nothing more I can do.
3 Jan 2011
I'm pretty much done
I didn't quite get my assignment finished by New Year's Eve, but I think I'm done!
I've written 2997 words (we had to stick to less than 3000) and I've written about what I think the assignment is about (with one eye on the marking criteria). I just hope that I have interpreted it correctly. I've added various quotes (enough I hope) and referenced correctly using APA style. I have a bibliography and header pages for my appendices.
Now I just pray that repographics will photocopy all the things I want them to, and bind my assignment in some way without the required 24 hours notice! Then I can send it off!
I've written 2997 words (we had to stick to less than 3000) and I've written about what I think the assignment is about (with one eye on the marking criteria). I just hope that I have interpreted it correctly. I've added various quotes (enough I hope) and referenced correctly using APA style. I have a bibliography and header pages for my appendices.
Now I just pray that repographics will photocopy all the things I want them to, and bind my assignment in some way without the required 24 hours notice! Then I can send it off!
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