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Pedagogy exchange - steeped in practice December 2012

e u s s i s Thi P1. An introduction!

P2. AfL PPPB style P3. Keeping it real

-garci Pablo Calvo Thoughts by

P4. Effective use of ICT:

Want to energise your AfL and hone your questioning technique?

Look no further than Page 2 for some great ideas.

Where it’s @: Twitter?

Triptico Socrative

An Introduction to our inaugural magazine Welcome to the first edition of the PedEx the All Hallows magazine devoted to teaching & learning.

There is so much good practice taking place across the college and this magazine is designed to try to capture and share some of it. The aim is to build on the reflection and conversations that take place on a daily basis and to give a regular focus to showcase and celebrate this.

For this to be most effective we need you to contribute your ideas and experiences. A starter that worked brilliantly to engage your learners; a mini-review that went terribly wrong and how you modified it next time to

P5. Maximising the I in IWB

improve it; a display that is an essential part of learning in your classroom.

P6. ‘Should I’ use music?

We would really like your input about the five underpinning elements of TEEP. Approaches for sharing could come from a variety of areas, for example a focus on an innovative and effective use of ICT or how you have used music in the classroom to enhance learning.

Teaching a la TEEP

PedEx is published termly

by All Hallows Catholic College Teaching & Learning Group.

Assessment for Learning - Pose, Pause, Pounce Bounce (PPPB) PPPB is a simple, yet sophisticated, AfL questioning technique to help teachers move from good-to-outstanding. It also helps address differentiation in the classroom and encourages teachers to slow down, take risks and tease out understanding.

1. POSE • Give the context of your

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PPPB approach to the class. It is important they know what is happening before it becomes common-place…

Insist on hands down before the question is delivered.

Provide a question or a series of questions, ensuring that you ask the students to remain reflective.

Pose the question to the class; not an individual.

Then Pause…

2. PAUSE • This is the difficult part. To • •

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stop talking…

Ask the class to hold the thought... think... and think again...

If students are captivated and engaged, try holding the silence for a little while longer (take a calculate risk) and...

Still push the boundaries.

Keep the reflection for as long as possible….before you.

3. POUNCE • Insist that the answer to

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the question comes from student A and possibly student B, directly and as fast as possible!

Of course plan in your mind who you are going to ask, before speaking to the class.

The tools: A soft ball that will be passed to the students to be questioned, it makes the activity dynamic . Lollipops sticks with the name of students, it provides a bit of “suspense” to the activity and the “lucky” ones feel like they could not refuse.

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Name student A to respond and don't move from the student…

Possibly don't speak and nip any comments, grunts or noises in the bud! It’s magic when you can hear, see and feel a captivated learning audience. We've all seen it.

Wait for an answer... pause... decipher the support needed, especially if no response is evidently on its way.

If student A does manage to answer, the fun part starts here...

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4. BOUNCE • Ask another student B

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their opinion of student A's answer (immediately) after the Pounce response.

This can be developed by asking student B and C their opinions to student A's response, irrespective if the answer is correct or not.

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This ensures the teacher is engaging a significant number of students with the question at hand, whilst using this strategy.

It also ensures the entire class can be called upon at any given time by just returning to Pose or Pounce.

From my experience as a practitioner I found that one way to ensure the strategy works is to make sure that ALL the students are aware that anyone could be the next A or B, moreover the pace should be challenging and if some movement is involved IT WORKS BETTER! I hope you find this strategy useful and I truly recommend you to try it!

(Pablo Calvo-Garcia)

Keeping it real - using ultra-real role play to provide a rich Apply to Demonstrate activity I have a very quiet Y12 AS Biology group and was thinking about how I could get a more engaged and dynamic response from them. I decided that realism and the opportunity to role-play and discuss ideas might do the trick.

After teaching the lung diseases pulmonary tuberculosis, emphysema, pulmonary fibrosis and asthma I set up series of six patient cards all showing symptoms.

All but one of the cards indicating one disease; the final card had symptoms or reasons to diagnose all four diseases.

The students paired up and went round a carousel of the case studies. First they listed the symptoms they could extract and then tried to diagnose the disease. They were instructed that one of the case studies would have more than one disease. They had to give justifications for a single or multiple diagnoses. This then went on to the review where

Chest x-ray for Patient A, symptoms included persistent cough and lethargy.

This depth of detail really enriched the conversations taking place within and between groups of students.

each group commented and diagnosed the patient they were with to the rest of the group. The rest of the group were than able to comment on the diagnosis and if they had any extra information that might support the diagnosis.

The communication between

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the students was fantastic to see with all groups participating fully. I feel this could be used in other areas such as deciding on genres of music or literature. (Rob Mirrlees)

Above is an example of one of the Patient cards. The detail and graphic nature of the material all enriched the activity and gave those students that are stimulated by visual prompts access to the learning.

Ef fect i ve us e o f I C T Triptico: IWB Toolkit This is an excellent resource for teachers to use in conjunction with their interactive whiteboards that currently contains around 20 different interactive resources – all of which can be easily edited, adapted and saved for later use.

Since Triptico is an application that runs in your computer (it runs on Adobe Air, so it’s compatible with both Macs and PCs), it can be used with any make and model of interactive whiteboard. This and the fact that it is free makes Triptico an absolute must have for every teacher wishing to make better use of technology in the classroom to engage students and foster classroom participation. My year 10 students particularly like the ‘What’s the question?’ game.

“Think Twitter is just a waste of time? Think again. Its organizational structure makes it an effective tool for connecting with students and others online. Teachers should have the skill set to build their own personal learning networks to be global.”

Alan November World-renowned educationalist

s p e t s t Nex Where it’s @: Twitter?

I was a complete sceptic and determined to avoid Twitter at all costs until I heard Alan November describe the value of creating my own personal learning network using the power of Twitter. I am now a convert, I have learned so much so quickly through Twitter.

Socrative This is a smart student response system that empowers teachers by engaging their classrooms with a series of educational exercises and games. The app runs on tablets, smartphones, and laptops.Student responses are visually represented for multiple choice, true/false and Short Answer questions.

Results are emailed as Excel files. (John Shropshire)

If you are interested in any of the articles on this page, below are directions to help support your next steps.

Triptico This app needs to be installed on each PC you want to use it on.

You will need to ask the esystems support team to install it on your machine. When you create a file you save it remotely and then load it it in for use.

Twitter You will need to set up a Twitter account and then you can access it from many devices. I only use my Twitter account for professional matters, and I strongly recommend that social and professional use are kept separate.

Socrative This app can be downloaded directly from www.socrative.com, it is free and there is a teacher app and a student app.

It’s best to download both and check out how it works. You can make tests, quizzes (True/False or multi choice), and there are games and also exit tickets all readily available. The quizzes have been very motivational for those students with internetready phones.

There is a simple overview guide video to be found on the shared area in the eLearning folder marked ‘Socrative’. you

ar orum ne F a o t Coming oon! ... very s

Maximising the ‘interactive’ in IWB An interactive writing frame revealed (1 of 3) I wanted to create a writing frame to take advantage of the interactivity of Notebook. Using the first slide on the right, I gave students nine key words and 10 minutes to answer the question. Each pair of students had to come to the board and contribute to the writing frame within the 10 minutes.

To differentiate, I told students who had achieved an A/A* in their most recent homework that they had to contribute a new key word to the board whereas other students had to either increase or decrease the size one of the words dependent on how relevant they were to answering the question.The continual evolution of the writing frame meant that students were much more active when self assessing their progress as were not checking their work against a concrete set of criteria that I had considered important, but against what their peers had considered

This page from my lesson is part of resources available on the shared area in the Issue 1 of the PedEx folder.

important. This meant that the learning was more engaging, assessable and challenging to all abilities. (Nick McCaul)

The snapshots above show some of the changes that take place as a result of each student making a modification to the size of each word on screen. The changes make this activity really dynamic.

“Should I stay or should I go?”

This worked very well as they knew that they had a time limit to work to and the music added an extra auditory element to the lesson which engaged the students. (Alistair Scott)

This task worked well in my Year 10 lesson. The lesson was about 'Super Storm Sandy' and what the causes and effects were. For one of the tasks I played a piece of music by the Clash 'Should I stay or should I go' and the students had to write down whether they would stay at home or evacuate, before the song had finished.

Why don’t you be a contributor to the next issue? Think about an aspect of your practice that you would like to share with colleagues. Then think about making the linkage to the underpinning elements or stage in the Learning Cycle explicit. All contributions gratefully received.

Tea c h i n g a l a T E E P ( Al l H a l lo w s s ty l e)

I n g r e d ie n t s 1 Cup of nutrition 1 Cup of Christia n love 4 level tbsp rout ine

"Tell me and I forget.

Teach me and I remember. Involve me and I learn."

Benjamin Franklin Polymath

5 tbsp repetition 1 Cup of stimulat ion 7 oz consistency A pinch of persev erance A sprinkling of hu mour

Mix all the ingredie nts together. The grea t thing about this recipe is that it doesn't matter w hat order you add the ingre dients. You can even be a bit loose with the quantities just so long as you make sure everything's inclu ded!