Posts tagged ‘small thoughts’

A Day of Planning

I’ve had A Day today.

I’ve considered different possible assessment tasks. I’ve ditched all of those and decided to use some already designed tasks. I had a Small Panic that this was ‘cheating’. I had a timely call from a fabulous colleague who Set Me Straight.

I’ve thought about a lot of different possible tasks to support those assessment tasks. I just about discarded most of the ideas and reduced the activities down into something more realistic that fits into the time scale & the assessment brief.

I’ve printed stuff. I stuck post-its on these print outs with notes reminding me what I want to do this them. There is a lot of copy & cut instructions. I like matching activities! Read more ►

A rough and ready post on #learnpod13

I am on a complete high from attending my second unconference today. Thoughts on the day:

Things that I knew already:

  • I like to go first. I was the first to pitch and thankfully in the first slot of the day.
  • The world is made of amazing people and I have the pleasure of having these amazing people in my PLN.
  • Meeting face to face is invaluable. Technology can enhance these relationships but face to face rules.
  • Socrative, Educreations and Show Me are good apps to have on a class set of iPads Read more ►

I have an MA paper to write ….

I have an MA paper to write as part of the Research Development Fellowship grant I have from LSIS.  It’s kind of praying on my mind.  The term ‘Literature Review’ is sending shivers down my spine.

Yet I like writing. I like writing this blog. I really liked what Julie Hugues said at a recent HuddCETT event that blogging is ‘thinking through your fingers’. Yet here I am blogging instead of getting down to MA business.

Lots of the tutors on my Technology for Learning Delivery course have started blogging, and it is interesting how many of their first posts are questioning what their blog is to be about and do they have anything to say that someone would be interested in. And reviewing my old Posterous blog, my initial musings followed similar lines – yet these were the posts that got deleted as I transferred my posts over to this blog.

I’ve been wondering if I write this blog for a specific audience. I certainly don’t get a lot of comments, if that is very evidence of audience. But I do feel a little disgruntled that at the last residential we spent a considerable amount of time discussing the MA paper, structuring this, bringing our research ‘to life’, yet despite all the talk of the need to disseminate our research, I have to write 4000 words that one, possible two, people will read.

Honestly, what’s the point?

 

Flipped Organisation

flipped organisationIn a response to a post titlesd“Just” a Teacher :

There is much talk of the ‘Flipped Classroom’. The idea that the technology is good at the information push and this can be done virtually, while the active learning bit happens in the classroom with a teacher and other students.

How about if this same principle was used to structure educational institutions. Here the teachers will be at the top of the hierarchy – ‘tier 1′ and the further you are removed from the classroom the lower down the hierarchy you would go. In my current organisation this Flipped Organisation would look like this:

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Characterists of an Expert Teacher

I recently attended an opening speech for a new room at college where teachers can go specifically to undertake CPD activities. On the whole I thought it was an ok opening speech, a little academic and not enough practical examples to be truly inspiring, but the general themes about teaching and learning and the role of trialling new things and having space to reflect on them were linked well the importance of giving teaching space and time for CPD.

3 characteristics of an expert teacher: ( I can’t remember the name of the researcher from this, but I think it was concluded from statistical data, so as someone who leans more toward qualitative research it was a surprise to hear this.)

  • A high degree of challenge
  • Fast and frequent feedback
  • A deep understanding of teaching and learning

Read more ►