TEACH HORIZON RAISING ASPIRATIONS FOR ALL THROUGH QUALITY, EXCELLENCE AND INNOVATION
I’m going SOLO
What’s the Big Picture..? - in the latest issue of Teach Horizon we continue our series on the different aspects of the planning cycle by looking at the Big Picture and consider its place at the start of a lesson. The focus is then on strategies to encourage student-led learning. If our goal is to ensure that students work harder than the teacher in a typical lesson (the ‘80:20 rule’), then this issue offers some ideas to help us move towards this aim.
FLIPPED learning - an approach that encourages students to do more of the learning outside of the classroom, so that deeper learning can take place within... The theory and some suggestions Page 7-8
HOME AND AWAY - not the trashy Aussie soap, but a simple technique to encourage group work. Page 11
THE PLANNING CYCLE - ideas for the ‘Big Picture’ part of the cycle. Page 9
TEACH HORIZON Issue 2 The theme of this issue is that of encouraging students to do most of the work. No bad thing, we’re sure you’ll agree. Strategies such as ‘flipping’, SOLO taxonomy and ‘Home and Away Teams’ are featured. Add a pinch of Thoughts and Crosses, along with a dash of Videoscribe, season lightly with Frog and we have a recipe for a teaching and learning feast. Having fully exhausted the cookery analogy, here are the contents of this issue. Many thanks to all contributors. The next issue will be published in September. If you want to contribute a resource or an article, or give details of a strategy that has worked for you, do let the Staff Learning Coordinators know.
CONTENTS ISSUE 2 PAGE 3
Training Opportunities - Staff Learning Co-ordinator Nargis Ola details this term’s training programmes. Plus ...
PAGE 4 PAGE 5
An introduction to Wikis - Anthony Copeland Thoughts and Crosses - a approach to questioning Christine Malson and Gemma Stoyles
SOLO Taxonomy - Hannah Smith provided a summary of how this technique can be used in class. Kevin Harris then considers
m s f ro urce o s e r are All zon Hori h c Tea taff in S d e t ch hos >Tea at T d e r Sha zon Hori
‘hooking’ the learner.
PAGE 7-8 PAGE 9-10
Flipped Learning - Keith Hirst Big Picture - second of a series of articles on the different stages of the Horizon Planning Cycle.
Page 11 Page 12
Home and Away Teams - Steph Eaton e-Learning update - Helen Stokes
OUGH QUALIT Y, HR T L AL R FO NS IO RAISING ASPIRAT INNOVATION EXCELLENCE AN D
Horizon training Nargis Ola Staff Learning Co-ordinator Training, coaching and NQT induction •••
A variety of professional development opportunities have been made available for staff this half term. Our NQTs took the opportunity to attend an evening teach-‐meet session run by Worsborough Common Primary School. NQTs from across the borough presented their ideas. Here are some of the ideas shared: 1) QR code to hunt for answers. Download by searching QR code treasure hunt. Classtools one is best. 2) Scaffolding using pictures for those with sensory difJiculties. 3) Enterprise challenge. Set numeracy, literacy and problem solving tasks using a challenging enterprise activity. Students are given responsibility for money, writing letters of application etc. Check out Rotherham – R U ready. The school has also been on the BBC. 4) 3 wins in the classroom: iMovie app to create your own movie clip,
Tried Videoscribe yet? For an innovative and creative way to present information - and let’s be honest, as a change to Powerpoint - Videoscribe is worth a try. It is loaded on all school computers. Create a free trial for your own access. For school account details contact Brett Webster. For an example of a school ‘scribe’, go to: Staff shared>Teach Horizon>Issue 2
Animoto (iPhone app) and Voice thread. Each app brings teaching to life. 5) Body language and its effect on behaviour and classroom management. 6) Red, orange and green – cups used so students don’t have to put their hands up. Lolly sticks with names on; these can be used so you aren’t using the same students each time.
7) Voice/morph (morfo) add voice to an editable face e.g. William Shakespeare and get that clip to introduce the topic. 8) The ‘Fantastics’ – literacy based exercise to allow students to ask deeper questions. If you would like further information on these, please see me or any of our fabulous NQTs who I know will be very glad to help.
FOCUS OF THE SESSION
Thursday 6th June
Organising a School visit.
Nargis Ola-Craig and Charlie Brammer
Wednesday 12th June
P4C: developing thinking and reasoning skills
Wednesday 19th June
Developing literacy in the classroom
Literacy development session 2. Strategies to encourage literacy development in the classroom
Thursday 27th June
Evidence for the final assessment
NQT and Mentors
Completion of the final assessment form. The mentor’s role and the NQTs role.
Wednesday 3rd July
How to maximise the use of the learning environment.
Making effective use of learning spaces.
Thursday 11th July
Successful strategies put forward for the teaching and learning extraordinaire – Kagan.
Wednesday 17th July
Short session at some point in that week – at a time most suitable for our NQTs.
NQT to begin planning a visit for students. Who to see, how to organise this . P4C training number 2. Next stage in the development of P4C in the classroom.
A Beginners Guide to Wiki’s... Anthony Copeland NQT - Science •••
As an NQT I’ve tried s1cking to the ethos that it’s important to try something new every once in a while. Even if it scares the pants oﬀ you! And by far the scariest thing I’ve done recently is to embrace the “Classroom Wiki”.
sec1on (Click the liRle “+” next to “Members”)
And Cinally – Let your students
Top Tip: AVerwards, I no1ced the op1on to “Export e-‐mail lists” in the seWngs tab – it might be worth exploring this as this step can disrupt the start of your lesson if the students don’t have a task to get on with whilst they’re wai1ng their turn to enter their e-‐ mail.
Top Tip: If your students create a link to the sub-‐topic page, and then edit the sub-‐topic page, there is no risk of them crea1ng a fantas1c page which is not linked to the home page.
Some of you will laugh as you read this from the pdf copy you accessed on your tablet through the cloud. This ar1cle isn’t for you. This ar1cle is for anyone asking “What’s a Wiki, and how easy is it to use?”
Step 1 – Create an account with a site oﬀering a free Wiki (I used Wikispaces.com) Top Tip: It’s worth taking the 1me to think of a memorable name so that your students will always remember the web address to visit this page.
Step 2 – Create a home page for your students to start from. Top Tip: Here, I chose to paste every topic and sub-‐topic in our physics unit. This allowed the students to create a link from that sub-‐1tle which directs them to the page that they were crea1ng.
Step 4 – Now group your students and assign them speciﬁc sec1ons of the Wiki in which to work on (To start with – you can let them wander the site adding and edi1ng once you have a basic structure). For me, my students were already in groups so I assigned each group a major topic and a group leader, who was tasked with delega1ng sub-‐topics to their team members.
Top Tip: Students are very familiar with using MicrosoV Word. They Step 3 – Ask your students to sign will probably be very unfamiliar with using a Wiki edi1ng page – It up and ﬁnd your class. might be worth asking your As a beginner I opted to just ask my students to ﬁrst write up the students to come up to the informa1on for their page on computer and enter their e-‐mail Word, then copy and paste onto address into the “Invite People” the site later.
create their site!
Next Steps? On ﬁnding that you can aRatch downloadable documents to speciﬁc pages, I intend on asking my top set year 10’s to share quizes and worksheets that they created during a previous project to their relevent pages. This will allow students to download material that tests their understanding. As we draw nearer the Physics exam date, I intend on asking students to work on this Wiki outside of lesson 1me as we focus on group revision and exam techniques in class. The good thing is, I’ve only got to look at the “Revisions” tab on the Wiki dashboard to see who’s been doing exactly what and when! Anyone who wants to check out our Wiki can ﬁnd it at hRp:// year10physics1.wikispaces.com/
Get in touch with Anthony at email@example.com For a limited time only, mind, as he’s on his way to Dubai at the end of term...
progression.’ Ques1oning is crucial throughout every stage of the Christine Malson - Maths lesson Gemma Stoyles - DT ••• and so AS PART OF THE DRIVING we OUTSTANDING PRACTICE decided PROGRAMME (DROPP) THEY TOOK to focus on using Bloom’s PART IN THIS YEAR, CHRISTINE AND Taxonomy to help us develop a GEMMA EXPLORED ASPECTS TO task we called ‘Thoughts & ENSURE HIGH QUALITY TEACHING Crosses.’
Thoughts and Crosses
HERE THEY SHARE We wanted the task to be ONE STRATEGY THEY DEVELOPED...
taught. Below is resistant materials example. As the task becomes embedded within the curriculum we hope to naturally develop this into a blank grid within which pupils can write their own Bloom’s-‐based ques1ons to evidence their understanding and progression. firstname.lastname@example.org
transferable between subjects to show that as a college we can share, develop and adapt resources easily. You can see Christine and
As part of the DrOPP course we decided we really wanted to focus on ques1oning as Ofsted had indicated this was an area the College needed to focus on, sta1ng We started with a basic thoughts that ‘…ques1oning needs to extend and crosses board and built on this understanding and aid pupils’ so it ﬁt within topics we each
Gemma’s ‘Prezi’ they delivered at the showcase event here... http://prezi.com/w4bnrzoyf0en/ dropp/?amp=
Extended Abstract – The student is able to link the aspects together to see the I bigger picture. They are have tried able to look at ideas in a Hannah Smith Subject Leader - PE b o t h S O L O new and diﬀerent way. ••• Sta1ons and Hexagons. SOLO taxonomy is a hot I have been using SOLO with my year S O L O s t a 1 o n s i n v o l v e topic in educa1on at 10 GCSE P.E group and have been students moving to diﬀerent tables the present 1me. the really pleased with the progress they which each focus on a diﬀerent stage DrOPP implica1ons of this approach for of SOLO. They assess their Solo Taxonomy Horizon -‐ with its emphasis on understanding at the beginning of Based on what you have wri en independent and student-‐led the lesson and then start at the table for the starter ac vity ,use the chart to the le to iden fy where learning -‐ are massive. A pioneer at t h a t i s r e l e v a n t t o t h e i r you think you are with your the College is Hannah Smith, who learning. understanding. Hexagons (see video outlines below how it is being used in link below) allow groups to make For example—If you have wri en nothing about respira on, you PE... links between topic areas are at the prestructural stage of a n d t h e n l i n k learning. SOLO taxonomy stands for Structure informa1on to the of Observed Learning Objec5ves. I bigger picture. The To make sa sfactory progress, was ﬁrst introduced to SOLO this year the work you complete will allow p h o t o g r a p h s b e l o w you to move one stage. by some fellow ‘tweeters’. It is a show some example of this. method of structuring ac1vi1es in Good progress = 2 stages I am most certainly not an expert in rela1on to their stage of learning or Outstanding progress = 3 stages SOLO but I’m enjoying experimen1ng understanding of a subject area. or more with its use in my classes. The next There are 5 stages to SOLO: challenge is to see how I can apply the principles to prac1cal lessons. I Prestructural – The student has no have made. It is a bit daun1ng at ﬁrst would encourage you to use the SOLO knowledge of a speciﬁc topic. but the structure allows the lesson to taxonomy and would be more than run itself and the direc1on of it is happy to provide any support you Unistructural –The student has an completely inﬂuenced by the students. need. understanding of one relevant aspect This allows you to step back and listen to the discussions that are going on as -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Mul5structural – The student has an well as ques1on students to assess understanding of several aspects but p r o g r e s s . I t i s f a n t a s 1 c f o r If you would like further informa1on they are not able to connect them. diﬀeren1a1on as the students can on SOLO, get in touch with Hannah at Rela5onal – The student has been able work at a level that is suitable to them email@example.com to link the diﬀerent aspects into a and it also allows the higher ability l resources coherent response. students to provide support to others. Usefu eo
SOLO resources and further reading: http://www.learningandteaching.info/learning/solo.htm http://www.youtube.com/watch?v=IgJw-FTedhk Useful article by Pam Hook: http://pamhook.com/solo-taxonomy/ SOLO taxonomy: giving students a sense of progress in learning (blog post) http://edu.blogs.com/edublogs/2012/08/solo-taxonomy-giving-students-asense-of-progress-in-learning.html
ons - vid Using Hexag atch? outube.com/w http://www.y cF4 v=Ixmmr-nn m TES) sources (fro Hexagon re chinges.co.uk/tea http://www.t o-Taxonomyresource/Sol 17968/ Hexagons-63
Note - our Staff Learning Co-ordinators are trialling SOLO too. Get their views and experiences, or catch them to plan a SOLO lesson with them.
Flipping wonderful! by Keith Hirst
further students’ learning. This is where flipping can help.
Vice Principal - Teaching and Learning •••
‘Flipped’ learning is a strategy to encourage deeper learning by requiring students to undertake some of their learning outside of the classroom. Those of you familiar with Jim Smith’s work around ‘lazy teaching’ will perhaps be familiar with the idea of giving more responsibility to students to carry out work in their own time. the aim of this article is to offer an overview of the approach.
The idea of flipped learning is not new. At heart it is a development of the use of homework to encourage consolidation of skills, knowledge and understanding introduced in class. Setting a research task for homework, to use as the basis for the next lesson, is a flipped approach. We typically spend lots of time in most lessons explaining concepts, ideas and terms. In addition, time is spent on giving instructions to students. In short, too much time is spent on aspects which will not
A flipped approach The diagram below illustrates the flipped approach and compares this to the traditional model. The idea of getting students to undertake some are of their learning outside of the lesson useful. is perhaps easier said than done. If new Thought and creativity needs to be technologies are given to identifying resources and not your thing, more traditional activities that students will want to methods might include providing do in their own time. text or pictorial sources, or instructions to watch a particular There is little doubt that modern TV programme. technology - increasingly second nature to students and teachers can help in delivering flipped lessons. Creating video clips or podcasts (see Issue 1), or recorded instructions, as the basis for the work out of school can help. Similarly, offering opportunities to use web applications to research or to work collaboratively (such as www.muraly.com , http:// en.linoit.com/ or www.popplet.com)
Tip - it is worth spending time getting this part of the lessons right if students are to engage with this approach. On the next page is an example of an approach to a flipped lesson.
An example of a flipped lesson resource is in Staff Shared>Teach Horizon>Issue 2
Student assimilation of instruction
Student completes activity to support assimilation
Takes place in lesson time
Homework to consolidate
Takes place outside the lesson
Flipped Classroom Model
Introduction delivered through homework
Student assimilation of instruction
Takes place prior to the lesson
Student completes activity to support assimilation
Teacher support to student
Takes place in lesson time
Flipping continued... Outline approach 1. Start small - select one lesson from an upcoming scheme of work that you want to ‘flip’. Plan the lesson itself based on what students should know when they arrive. 2. Select a method of delivery for the flipped part. There is no best method of delivery. Whether it is you recording your instructions or pointing to a blog, select the method that will work for your class and the particular topic. 3. Provide the resources to students. 4. The lesson itself. Be realistic. Some students will have done what you wanted - some will not. You will have a highly differentiated classroom and need to plan for the different levels of knowledge and understanding. 5. Prepare activities that stretch those that come equipped with the knowledge from the flipped activity. 6. Teacher can spend time working with those didn’t/couldn’t access the flipped lesson
of Tweets wisdom
The real value of the flipped lesson is that it allows the teacher to move away from the traditional model of instructor and become more of a coach, focussing on students who need support or stretching. This can happen for virtually the whole lesson, and not just 20-30 minutes. In addition, students can have permanent access to the resources produced to facilitate the flipping and so can review these after the lesson and beyond. A flipping example: GCSE Business Studies 1. Topic - an introduction to exchange rates (a notoriously tricky topic for Year 10 students). 2. Teacher prepares two resources: i) a video explaining exchange rates and how to calculate different exchange; ii) booklet to accompany the video. 3. Video is hosted on YouTube to avoid the possibility of students not being able to access VLE-based resources.
4. Flipped activity - students, in their own time, watch the video and complete the booklet as they go along. They are encouraged to rewind and re-watch if they find any difficulty. In addition, students can email the teacher if they are struggling with any aspect. 5. The lesson - (most) students arrive at the lesson with the knowledge they need. Lesson is organised into different stations (a la SOLO - see p8) with students choosing where they begin and which activities they choose. 6. Learning outcomes are based on the number of stations students progress through in the lesson. For example - ‘Outstanding progress will involve you completing three stations...’ 7. Teacher worked predominantly with students who had not completed the flipped part of the lesson. 8. Review - check the learning.
The key principles for ‘Big Picture’
The Horizon Planning Cycle: The Big Picture... Horizon Lesson Planning Cycle
Accelerated Learning in Practice Alistair Smith, 2001
Always give the ‘big picture’ o v e r v i e w b e f o re chunking down the content.
the ‘white socks principle’ to signal the type of learning that will take place in the lesson.
Use strategies to build a sense of expectation in the lesson. Get students thinking about what they will lea rn from the outset.
Help students to answer the question, ‘What’s in it for me?’. Make it relevant.
This series of articles is designed to offer some rationale behind the planning cycle, plus strategies that teachers might consider for each. we continue by following the connection phase with the ‘Big Picture’... Students find it easier to learn when they can relate new learning to what they already know. In ‘Accelerated Learning in Practice ‘, Alistair Smith gives the example of the ‘white socks rule’ to show how students’ attention needs to be focussed at the start of any lesson. The example goes like this. When students return from break, ask them how many students they saw wearing white socks. In all likelihood, they would not have noticed. However, signalling before break that we want them to be aware of the numbers wearing white socks - readying them for they they need to understand - will yield better results. The principle is known as pre-processing. This is based on the idea that the brain searches out patterns of meaning and does so as part of learning. As part of planning for the ‘Big Picture’, we need to think about strategies that allow such pre-processing.
WHERE BIG PICTURE MEETS THE LAZY TEACHER...
... Next time Learning s. O utco me
Why not use the opportunity of contextualising the lesson by combining Big Picture strategies the ‘lazy’ approach’*? By recording - audio or video - early instructions in a lesson, students will be required to listen/watch and are potentially likely to be more engaged. (Image below shows a still from a short video explaining the context of a lesson on creative thinking using de Bono’s ‘thinking hats’). Using multimedia in this way can be used to provide stimulus material and ideas to get students predicting what might be to follow in the lesson - and pre-processing - whilst putting into context the lesson (following the connection phase). *Lazy Teacher’s Handbook - Jim Smith. (Not what the name suggests and a highly recommended read.
Hooking the learner by Kevin Harris Staff Learning Co-ordinator •••
THE ‘BIG PICTURE’ IS A KEY ELEMENT OF THE START OF A LESSON. THE IMPORTANCE OF ‘HOOKING’ STUDENTS INTO A LESSON IS EXAMINED BELOW...
Introduction Every lesson should have a clear and purposeful start. This will always be by grabbing the student’s attention, getting the students motivated and then giving an overview of the lesson. I have explained how this can happen in the bubble, which can easily be “stuck on the front of your planner”.
Note - no goldfish were harmed in the production of this article
The purpose of the motivation element is to offer the students the lesson objective. Also, you specific reasons why the lesson should avoid a long apologetic content is important to know, understand, apply, or perform. For example, you may talk about an occurrence where the knowledge in the lesson was applied. Or you may remind the students of an upcoming test on the material. This motivation should appeal to each student personally and engender a desire to learn the material.
Attention The purpose of the attention element is to focus each student's attention on the lesson. You may begin by telling a story, making an unexpected or surprising statement, asking a question, or telling a joke. Any of these may be appropriate at one time or another. Regardless of which is used, it should relate to the subject and establish a background for developing the learning outcomes. Telling a story or a joke that is not related
TI A R BO L A LL TOO CO
in some way to the subject can only distract from the lesson. The main concern is to gain the attention of everyone and concentrate on the subject.
Every lesson introduction should contain an overview that tells the group what is to be covered during the lesson. A clear, concise presentation of the objective and the key ideas gives the students a road map of the route to be followed. A good visual aid can help you show the students the path that they are to travel. The introduction should be free of stories, jokes, or incidents that do not help the students focus their attention on
introduction, because it only serves to dampen the students' interest in the lesson. Kevin is a keen advocate of creative approaches to teaching and learning. Contact him on firstname.lastname@example.org
Muraly.ly - ‘a place to grow ideas together’ What’s that? You want to get students to work in a genuinely collaborative way for homework or as a research task? But you cannot find the right way of setting such work? You must try mural.ly (and that’s an order!). mural.ly is a web-based package that provides teachers with a way of allowing students to co-construct diagrams, mind-maps, etc, or to collaborate in sharing ideas. It is much, much better than can be conveyed in this short space, honestly. See https://mural.ly/ Watch an outline of mural.ly here: http://www.youtube.com/watch?v=k5tpMyGumgQ
English NQT, Steph Eaton, oﬀers a simple but eﬀec5ve strategy to encourage eﬀec5ve group work which diﬀeren5ates the learning.
HOME AND AWAY TEAMS
ques1oning and diﬀeren1a1on is easily implemented as to push and support all Steph Eaton NQT learners towards achieving at least English teacher their target grade at every learning ••• opportunity. Further, this can be As a result of the moved from Co-‐opera1ve learning to “Teaching and Learning Group” further Collabora1ve learning with pupils in the exploring methods by which staﬀ can “Home Teams” taking on roles implement eﬀec5ve group work, the themselves and/ or working out how to no5on of having two sea5ng plans as to approach a task with minimal teacher target groups of learners, originally input. stemming from explora5on into diﬀeren5a5on, has progressed into becoming an “easy way” by which to embed group work within a lesson. This strategy is simple, beginning with the sea1ng of pupils grouped together in similar abili1es forming “Home Teams”, for example all learners with an Aspira1onal Grade of an A will be seated and work in together. The teacher or learners can then choose to name the “Home Teams” using colours/ numbers/ team names as to encourage pupils to take ownership of their own learning. By using target grades and individual star1ng points as the method to inform a sea1ng plan; the direct targe1ng of pupils via task,
However, to ensure that all groups of learners are then able to interact with pupils working at a diﬀerent ability (ensuring for the modelling of higher level thinking and demonstra1on and / or ensuring that pupils remember their previous learning before developing ideas) pupils have a second sea1ng plan
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to encourage So you want ... to ink, to ponder students to th o ‘n Instigate a deliberate? m, your classroo hands rule’ in d by lengthy an underpinned r fo ments severe punish s! transgressor
consis1ng of mixed ability groups, this becomes each pupil’s “Away Team”. This may be used to facilitate a New Learning Ac1vity such as analysing a poem-‐ which can be directed via guidance cards or again be made more collabora1ve via the pupils deciding on their own roles/ approach to the task. Further, this combina1on of employing two sea1ng plans to enable both diﬀeren1a1on and eﬀec1ve group work creates the opportunity for a points/ rewards system to facilitate a compe11on element [perfect in assis1ng with engaging reluctant boys] as the person is responsible for taking their learning back to their “Home Team” and teaching/ sharing what they have learnt. Finally, this use of sea1ng can be adapted to suit the make-‐up of all classes alongside being varied within the tasks/ lessons to suit the learning needs of each pupil. Contact Steph at email@example.com if you would like to discuss ‘Home and Away Teams’.
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Reducing the amount of ‘teache
/image and a Start the lesson with a video clip ate. No teacher question to spark an initial deb input required!
e-Tools... Adobe Connect - a webcast package that we have purchased for Horizon. Connect will allow you to run online webinars and revision sessions for your classes out of school time. you may want to go through some key revision the night before an exam. Connect is the ideal resource for this. As this is an Adobe product, and something widely used by industry and HE providers, it is a very robust product that does not need any specialist software.
Frog update As highlighted in Issue 1, Frog is a major development for Horizon. Here Helen Stokes outlines the progress since the last issue, and plans for the implementation of our new VLE.
The 2nd half of the summer term will see the initial roll out of our new Frog Virtual learning environment. Frog will provide a reliable, easy to use and totally customisable VLE which will allow staff to support learners beyond the classroom. Why do we need a VLE? It was felt that the VLE provided as part of the BSF program was not Jit for purpose. There were issues around reliability, functionality and usability. When implemented properly, VLEs provide an opportunity to: • • • • • •
Extend the classroom (home learning, absentees, extension work) Make use of media rich resources, SCORM content (e.g. online quizzes) Collaborate (Learning, Planning) Flip the learning Increase communication (Staff:Learner, Staff:Staff) Engage parents
Each department area will identify a champion who will lead in the development and use of the VLE and will act as an ambassador for Frog across the College. Phase 1 department champions will be attending their Core 1 training at the end of June, with a view to using the VLE from the Jirst day back in September. Phase 2 departments will begin their engagement in September.
Year 10 tutors are using Connect as part of the weekly quiz. This exposure will hopefully get staff thinking creatively about how they might use it as part of their planning. More information - video here. If you would like to use Connect, speak with Brett Webster. If you have any training needs relating to ICT/e-Learning contact Helen for advice or to arrange training. firstname.lastname@example.org
This is very exciting change in culture of our use of e-‐Learning and will take a large amount of work initially but the potential gains are endless. If you have any questions about Frog then please feel free to come and see me in 10.1 or email me on email@example.com
Frog staff fr ont page...