DHSB TEACHMEET PRESENTATIONS PART 4

Once again I had a great night at the teachmeet. I’m always amazed by the quality of ideas in the room. On Wednesday night I left feeling enthused and charged.

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teachmeet 7

teachmeet 8

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If anyone wants more information about my presentation or wants to discuss anything feel free to contact me via twitter @createach

Grant Taylor

Saltash.net

DHSB TEACHMEET PRESENTATIONS PART 3

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People are always asking me “What is a Chromebook?” A Chromebooks is simply a low cost, fast, internet ready laptop. If you already use Google Chrome on your existing device e.g. Laptop then you already know how to use a Chromebook. There is nothing new to learn. To make the most of the Chromebook you will need to use Google Apps/Drive to make your life more productive :)
Ben Forte @ben40forte
Director of Learning Commons

DHSB Teachmeet Presentations Part 2

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The new Computing curriculum for primary schools has shifted hugely in the recent curriculum reshuffle. There are words and terms which can make a teacher or trainee want to run screaming from the room rather than attempting to get out the dictionary. However, unplugging the technology and concentrating on the underlying principles to begin with, through activities such as those on www.csunplugged.com can give confidence to the educator and a different experience for the student. Step away from the technology and concentrate on the principles.

You can see Tyla’s full blog post here

Tyla Elworthy 

University of Plymouth

DHSB Teachmeet Presentations Part 1

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My presentation was, once again, about assessment and giving students opportunities to reflect on and improve their work.  (Is this a teacher obsession or is it simply assessment time?)  Our 4W stickers were shamelessly stolen from a Primary model, and we have adapted them to suit our needs.  Students are given time, and guidance to improve their work following a key assessment point.  This also works very well for self and peer assessment too.  Feel free to use and adapt.

Here is an example below:

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Melissa Dennis

Eggbuckland Community College

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DHSB Teachmeet Curry Night

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We hosted a wonderful Teachmeet this week which brought together a fantastic group of 80 people in education. There were people from Devon, Cornwall and Torbay, from all phases including the next generation of teachers. You can catch up what happened by visiting the feed at #TMDHSBCurry.

We will also be posting more about the presentations over the next few weeks, a special thanks for all those who supported to make the event such a success. We will also be posting details of the next event soon.

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Professional Exploration – attending the Yad Vashem in Jerusalem

Holocaust

“Intellectual growth should commence at birth and cease only at death.” 
Albert Einstein

I read a recent blog post that discussed the importance of professional exploration for teachers in schools. As the lead learner in a classroom a teacher needs to lead by example to try to ‘get better’ and to develop their practice, it has been great to read about Dave Riggs new CPD adventure has already started which will lead to a international event attending at the Yad Vashem in Jerusalem. It is an extremely exciting opportunity and you can read more on his blog as it progresses in the next couple of weeks.

http://daveriggsholocaustcourse.wordpress.com/

The marking treadmill

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I profess to be no expert when it comes to marking, although I work with colleagues who excel at it and seemingly enjoy the process.   After reading a number of blog posts and tweets this weekend, alongside an increasing number of late nights due to marking I am left wondering where the balance lies and who we are marking for.

A few weeks into term and I have already marked hundreds of pieces of work, remarked work and set time aside for marking scrutiny’s and there appears to be no sign of the treadmill stopping. I read a blog post this week, in which each teacher was being told to keep a record of their marking, including when worked had been marked again, presumably to allow for the students making changes or becoming involved in a dialogue. I wonder who this record is for, how will this benefit the student, will the marking not be evidenced through discussions with the students or even observations of lessons?

I have also experienced fervent parental engagement this week; parents rightly, have their own children uppermost in their thoughts and actions, but this doesn’t mean they are qualified or have enough understanding to make effective judgements.  In fact, when parents start posting their children’s books on social media – perhaps we have to question if we are even marking for our students at all.

I see the value of marking and enjoy the creativity and effort students put in, however I feel there is a fine line between marking to assess or moving learning forward and ticking boxes in an admin driven evidence trail. I feel in some situations the second has taken the lead and I wonder how it can be reversed? This pressure is not coming from my school leadership, I am fortunate to work in a place where staff have complete autonomy and are given the professional space to make their own judgements.  So perhaps it is coming from the students – well I am confident that whilst they like making progress and want to learn, they would be happy with less formal work to complete.

So I suppose the final thought is how do we ensure marking is sustainable and how do we ensure it’s for the benefit of our students and their learning journeys? Answers on a postcard please*.

Rachael Green @DHSBGeography

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