Website 3
Tags: skills
Reaction Time
Monday, 26 January 2009 @ 12:04 GMT
This is a good website to measure reaction times
Tags:
e learning forum
Thursday, 22 January 2009 @ 09:32 GMT
Self Evaluation form
Self%20Assessment%20of%20the%20use%20of%20ICT.docx
Tags: e learning
fruit flash
Tuesday, 20 January 2009 @ 09:03 GMT
The Basics
FlashVeg1%5B1%5D.swf
Bring the fruit to life FlashVeg2%5B1%5D.swf
Playing with emotions FlashVeg3%5B1%5D.swf
The First Grape FlashFruit1%5B1%5D.swf
The Grape Family FlashFruit2%5B1%5D.swf
Tags:
Victorian Britian
Monday, 19 January 2009 @ 14:44 GMT
Health%20through%20time.pp
Public%20health.ppt The%20Diseases%20of%20London%20Webquest.doc
Tags: skills
Samual Pepys Diary
Tuesday, 13 January 2009 @ 10:58 GMT
samuel%20Pepys.wmv
Tags: skilla
Gun Slinger - reaction times
Wednesday, 07 January 2009 @ 13:22 GMT
gunslinger.swf
Tags: Biology , KS3
Improve your Typing
Tuesday, 16 December 2008 @ 11:33 GMT
arachnidfalls.swf
Tags: games
Improving your spellings
Tuesday, 16 December 2008 @ 11:29 GMT
aj.swf
Tags: game
5 food groups web links
Friday, 05 December 2008 @ 08:37 GMT
You need to create an information leaflet about the 7 different food groups. You must include
The names of the groups Examples of different foods you might find in each groups why they are needed by the human body the effect of too little or too much would have on the human body. You have 2 lessons to create this leaflet.
Table of the different food groups
Food Groups and the Food Pyramid
NHS Healthy Eating
Different food groups
Different food gorups site 2
Bitesize
Tags: biology , KS4
challenge Curriculum Week 5
Monday, 01 December 2008 @ 09:14 GMT
You will be creating within today’s lesson your own group charity gifts (between 3-5) which will promote your championed charity.
THE RULES You will have 30 minutes to plan your gifts (your teacher will time this!) at the end of which you will show your teacher your group plan of what you will make, and have your resources given to you as a group. You will have 60 minutes to make your gifts (your teacher will time this!) You must, as a group, decide based upon your predictions of your Team Worker skills abilities (letter to future self) if you will be able to make 2, 3 or 4 gifts within your 60 minute making time. For example, if you do not feel you will work well as a team you will need to make fewer gifts. You will have the following resources that you can use: Badge kit 2009 Calendar Coloured paper White paper White card You can make any of the following gifts:
Postcards (hand drawn or computer designed) Calendars (hand drawn or computer designed) Badges (hand drawn) T-shirts (computer designed) Posters (hand drawn or computer designed) Links to your Team Worker sub-skill today:
You are going to take responsibility as a group for choosing how many gifts to make You will take responsibility for any role you are given within the group to create your gift You will show confidence in yourself as you plan what you will makeYou will contribute to the group plan for your gifts T-Shirt Template:
tshirt%20template%20week%205.docjn
Or Orgami T-Shirt
This it the link for Mission Nutrition
This is a brilliant example from the Apollo 13 film when
the shuttle gets into trouble and the ground team try to find a
solution!!
Tags: challenge curriculum
Punnett Squares and Ethetics
Wednesday, 26 November 2008 @ 18:19 GMT
Useful Website for Punnett Square
This is another website that is quite good
Simpleton Ethetics Activity Simpletons%20ethical%20decision%20making.ppt
Tags: Biology , KS3
Designer Babies
Wednesday, 26 November 2008 @ 17:17 GMT
Designer Babies, what are your thoughts?? Activities for Pupils
Designbabies-wksheet.doc
Power Point to work through
designerbabies-PP.ppt
Tags: Biology , KS3
Strechy Sweats
Wednesday, 26 November 2008 @ 09:40 GMT
strechy%20sweats.xlsx
Tags: KS3
Skills Curriculium
Monday, 24 November 2008 @ 20:18 GMT
Team Worker Assessment Sheets
KPI - TEAM WORKER
KPI - EFFECTIVE PARTICIPATOR
Self assessment
TeamWorkerSelf Assessment.docx Peer Assessment
TeamWorkerPeeAssessment.docx
These are the documents that you will need for todays lesson
Whats a charity
1Whatischarity.
Children in need charity help sheet
Skills%20Curriculum-%20children%20in%20needl%20charities%20help%20sheet.doc
Children in need Dream come true Help sheet
Skills%20Curriculum-%20Dreams%20come%20true%20help%20sheet.docx Great ormand Street charity help sheet
Skills%20Curriculum-%20great%20ormond%20streetl%20charities%20help%20sheet.docx Oxfam help sheet
Skills%20Curriculum-%20Oxfam%20charities%20help%20sheet.docx Poppy appeal help sheet
Skills%20Curriculum-%20Poppy%20Appeal%20charities%20help%20sheet.docx RSPCA help sheet
Skills%20Curriculum-%20RSPCA%20help%20sheet.docx NSPCCI Help sheet
Skills%20Curriculum-NSPCCl%20charities%20help%20sheet.docx
Tags: challenge curriculum
What is a blog
Monday, 24 November 2008 @ 09:36 GMT
BLOGS It has been noticed that the BLOGs are not being use appropriately.
You must remember that a Blog is PUBLIC and everyone can read it, this means that although you may use it to publish thoughts and opinions you MUST consider the impact that this might have.
If you Publish anything that might be thought of as racist, bullying, nasty or unpleasant then the school will take action against individuals.
So what should you publish on a blog Blogging is a way of collecting links to webpages and sharing thoughts and ideas with people online.
Blogs (or Weblogs) are basically online journals or diaries which are great for sharing information and ideas.
Earn REWARDS for GOOD Blogs
Some examples of good blogs Tags: blogs
Cannon Photostich
Tuesday, 18 November 2008 @ 22:08 GMT
Is this better than the photosynth one??
Tags:
Photosynth
Tuesday, 18 November 2008 @ 21:38 GMT
Bit disapointed with this, the photos need some enhancing but I wanted to see the 3D effect that this would give me.
What I have realised is that the really good ones of these that are on the Photosynth site have about 200+ photos! so I think that is why this one isn't as 3D as I would like because I have only used 9.
This does limit its use in education.
Tags: photosynth
New Reward System
Wednesday, 12 November 2008 @ 19:44 GMT
Tags: reward points , schoolbuk
Displacement - equations
Monday, 10 November 2008 @ 18:45 GMT
Tags: chemistry , KS3
Challenge Curriculium week 3
Monday, 10 November 2008 @ 15:20 GMT
Recycling and waste bins
Composting bins
Signs
Signs 2
Budget SheetLitter%20-%20budget.d
The school pays about £1300+ per
month to have or waste taken away from site,
The waste paper/cardboard i have a
special deal with a company & we pay nothing.
Tags:
Heredity trates
Thursday, 06 November 2008 @ 11:10 GMT
WEBSITE 1
WEBSITE 2
WEBSITE 3
Tags:
Challenge Curriculum Survey
Monday, 03 November 2008 @ 13:41 GMT
Click HERE for Survey
Tags: ast
Organic Vs Intensive farming
Monday, 03 November 2008 @ 09:35 GMT
You Tube Web Link
Tags: ast
Chromotography
Thursday, 16 October 2008 @ 11:37 GMT
Website 1
Website 2- easy KS3 Recap
Website 3 - Higher tier - shows you how to calculate R- Values
Tags: Chemistry , KS4
Pedigree Dogs Exposed
Thursday, 16 October 2008 @ 08:53 GMT
Selective Breeding
This is a clip so that you can look at the difference between our modern day pedigree dogs and what they used to look like 100 years ago.
Leave a comment to describe the difference in the modern day dogs and those from Victorian times
Ridge Back You Tube CLip
Tags: Biology , KS4
Acids and Alkalis quiz
Monday, 13 October 2008 @ 08:14 GMT
Acids%20and%20Alkalis.swf
Tags: Quiz
being Healthy
Thursday, 09 October 2008 @ 08:09 GMT
Being Healthy Web Links
BBC Bitesize
Body Mass Index
Tags: Biology , KS3
Food chains and Food Webs
Tuesday, 07 October 2008 @ 20:56 GMT
Tags: Biology , KS4
Rate of Photosynthesis
Thursday, 25 September 2008 @ 07:49 GMT
Weblinks
Skoool
BBC Bite Size
Brain POP
Tags: Biology , KS4 , Photosynthesis
Example of Learning video Blog
Thursday, 10 July 2008 @ 10:08 GMT
What I have Learnt today.mov
Tags: Discovery
Teachers TV
Friday, 27 June 2008 @ 16:24 GMT
Check out teachers TV Schoolbuk and how it works can be
found on Teachers TV.
New Line Learning Academy is an early adopter and
supporter of schoolbuk.
The support of the New Line Learning and
Cornwallis Academy has allowed two members of their Staff, to use within
the Academies, an ICT solution that they created in their own time.
TEACHERS TV Next showing on TV
Sun 29 Jun 14:00 Wed 27 Aug 12:00 Thu 28 Aug 02:00 Tags: TV
Heart Weblinks
Monday, 23 June 2008 @ 17:58 GMT
In todays lesson you are going to create a book about the Heart.
Check out 2 Online books and name 5 things that you find in each of these books
Biology Books Online
Decide what you should include when you make a book? Put this into your blog.
Websites about the Heart that will help you build your book about the heart. Bitesize The Heart Skoool.co.uk the heart
Skoool.co.uk heart as a double pump
S cool this is GCSE LEVEL but look at the diagrams!
How Stuff works
Heart Disease
Tags: Heart
NLL Year 7 8 and 9 Survey
Tuesday, 17 June 2008 @ 12:39 GMT
Click here to complete the survey
Tags: Survey
Funny video
Friday, 13 June 2008 @ 21:18 GMT
You Tube Funny Animals
Tags: funny video
The Heart
Monday, 09 June 2008 @ 19:19 GMT
Ethics.pptx
new heart.docx
The Heart.pptx
Tags: Biology , KS3
Kursk
Monday, 09 June 2008 @ 19:12 GMT
Dissapearing Cross Investigation card sort.docx
Kursk.ppt Bubble bath tower demo.pdf
What sank the Kursk project.docx
Kursk Information.docx
Card match investigation keywords.docx
Tags: chemistry , KS3
Microsoft School Discussion
Monday, 09 June 2008 @ 13:26 GMT
Focus on what we need to provide pupils with that will equip them for the world of work.
Skills; communications; negotiation. multitasking online Sky News site having lots of snippets of information; adaptability with regard to the technology and life; Use of mobile phones as a resource in lessons; ICT literacy - equipping pupils the skills to use ICT wisely Students need to become socially responsible surfers The use of mobile phones in the classroom was a hot topic and it was widely agreed that they are very powerful tools within the classroom when used appropriately.Learning should be fun with an underlying deep learning that equips pupils with the skills they need to acquire for later life.KS3 Skills curriculum is a hot Potato at the moment along with Staff buy in and managed change.
Tags: microsoft
Microsoft Peer Coaching
Monday, 09 June 2008 @ 12:45 GMT
Vision for the classroom that was discussed included;
Simple and ease of use Personalised experience for the user teaching and learning comes first and the ICT is an enable. We then looked what barriers that would prevent a school achieving these goals included;
Different pedagogical backgrounds Evidence to prove it improves teaching and learning technical barriers Continuously changing Questions raise:What is effective use of ICT across the curriculium?Peer coaching is running through partners in learning. The Coach - initial training
3 - 4 days of training develop coaching plan develop communication improved lesson design 6 months requires a follow up training supported online A school will have a team of Coaches that will be working with other teachers within the school to support and progress the use of ICT.How could this help to embed the use of Effective ICT within a school? How would you choose who became a coach and who needs coaching?
Tags: microsoft
Microsoft Innovative Schools and Teachers Event
Sunday, 08 June 2008 @ 21:28 GMT
This event has several objectives:
To bring together Microsoft sponsored Key schools and innovative Partner schools into a community, to share best practice and learn from one another
To provide me with an online community that I can use for communication and collaboration with other schools after the event
To introduce me to some free curriculum, resources and practical advice that you can begin using right away
To use my expertise and leadership to help grow our new Innovative Teachers Network and Programme
Innovative teachers Programme - will be used as a communication portal creating an online community.
Introductions - lots of the schools at present are grappling with integrating share point and the learning gateway. Some schools are using share point effectively for administration, but not with students. There are a wide range of experiences and view points ranging from management through to teaching and to technical.
Innovative Schools Kirsten Weatherby Academic Programme Manager
Holistic school reform
roadmap for technology
Currently there are 12 innovative schools around the world, issues that these schools shared in common include:
getting staff to buy into the education vision
curriculum
The 6 i process is a way for schools to evaluate themselves.
introspection
investigation
inclusion
innovation
implementation
insight
http://innovativeschoolsonline.com
http://microsoft.com/education/innovativeschools
Innovative Teachers Programme Is designed to help create CPD programme, online communities, and an innovative virtual classroom.There are 3 phases of an innovative teachers programme
Teacher - Self Evaluation
Creator - Creating resources
Developer - becoming a coach
Innovative Teachers Forum could be a great platform for promoting the use of web 2.0 technologies within the classroom.
Tags: microsoft
Need Help with Schoolbuk
Tuesday, 03 June 2008 @ 20:23 GMT
Getting Started with Schoolbuk.pdf
Tags: Tutorials
UMPC What do you think
Tuesday, 13 May 2008 @ 20:51 GMT
What do you think about this Ultra Mobile PC?
Tags: future
Surface Demo
Tuesday, 13 May 2008 @ 20:42 GMT
Imagine the potential for education
Tags: Future
Hydration is good for Brains
Tuesday, 13 May 2008 @ 20:33 GMT
Tags: Fun
How would you survive the Burmese cyclone
Wednesday, 07 May 2008 @ 10:13 GMT
How would you survive the Burmese cyclone?
Aim:- To come up with a plan in the aftermath of the cyclone that will mean that you can survive until aid arrives.
Some questions that you might to answer:-
What is it like living in Burma before the cyclone hit?
Where is Burma?
What is a cyclone?
What do you need to survive?
What hazards might you encounter after the cyclone has hit?
What resources might you have around you?
These are only some questions that you might answer. You need to come up with your some of your own.
You will present your findings in a way that you feel would give the best results.
These are some web resources that you will need to use.
Cyclone News
What is a Cyclone
Information about Burma as a country
Burma Cyclone - Video news link
Times - Burma Cyclone
Information about Burma the Country
News of the Cyclone that Hit Burma
Tags: KS3
OCR Nationals Lesson
Thursday, 24 April 2008 @ 10:21 GMT
Today you need to complete these tasks:
Task 1-How does the body respond to the environment and to safeguard itself
and
Task 2 The Electromagnetic Spectrum
and
Create a PowerPoint explaining the water, rock and carbon cycle.
Tags: ocr nationals
Tablet Survey
Thursday, 03 April 2008 @ 07:41 GMT
If you are in years 7,8 or 9 Please click here to complete this survey
7 Life Processes.pptx
Tags: survey
A04
Wednesday, 02 April 2008 @ 19:22 GMT
How does the body respond to the environment and to safeguard itself.
Task 1
What is the task?
Produce images to explain how the human body responds to one environmental factor to safeguard itself
What needs to be covered?
Choose an environmental factor from the list below (alternatively you can choose your own)
Starvation
Danger (fight or flight response)
Cold
Use the relevant information sheet, text books and the internet to produce at least 6 slides explaining how the body responds to protect itself from your chosen factor.
Each slide must contain:-
written text and 1 image.
Use the internet to find a real life example from the news where this has occurred. For example if you choose the environmental factor ‘cold’ you may want to find an example in the news of when someone has got stuck up a mountain and suffered hypothermia.
How do I present it?
I suggest that you do this on PowerPoint and dedicate 1 slide to one key point or example. You will need to produce a minimum of 6 slides.
Alternatively, you could create a table in word with 2 columns, one column containing the written information and the second column containing the key image.
Are there any other resources?
This is a bit dated so you can have a giggle at the way we all used to dress but it was a TV series that the BBC did in the 90s called 999.
AO4danger.docx
AO4starvation.docx
fightorflight.pptx
Starvation.pptx
There is a detailed information sheet available to get you started but individual research is also required.
There are a number of useful websites.
NHS DIRECT Hypothermia
Hypothermia Symptoms
BBC Information on Hypothermia
Human Bodies Adaptive Responses to Starvation
Flight or Fight
Bodies reaction to Danger
the Biology for you text book also contains lots of relevant information.
Tags: ocr nationals
3 Parent Baby
Monday, 31 March 2008 @ 12:37 GMT
Download this PowerPoint to refresh your memory
3parentsB[final].ppt
Tags: ks3 , science
Electromagnetic Spectrum
Wednesday, 12 March 2008 @ 17:09 GMT
Electromagnetic Spectrum
Task 1
What is the task
Produce a preview article for the programme "Meet the Astronomer - how do you detect space objects?"
Learning Objective
To know and understand the Universe we have to be able to "see it". Astronomers detect the electromagnetic radiation emitted by space objects to decipher Space. Information for this, again, can be found on the BBC website which has interviews with Sir Patrick Moore the presenter of 'The Sky at Night'.
The NASA website also supplies a great deal of information on the use of the electromagnetic spectrum in the detection of space objects .
The range of waves within the electromagnetic spectrum allows astronomers to gather information.
For example:
radio waves 'see' through clouds of dust to reveal objects
microwaves are the background 'noise' of the big bang
infrared penetrates dust into the centres of galaxies and starburst regions
visible light is the oldest and best known branch of astronomy allowing us to see space objects
ultraviolet is emitted by hot objects such as stars
X-rays are not absorbed by dust so hidden regions can be revealed eg the Chandra Observatory revealed a hidden huge black-hole in the centre of our galaxy
gamma-rays, which are given off by very hot objects or particles moving at very high velocities.
Using instruments that detect these ways, astronomers can detect objects in terms of colour, temperature, composition and velocity.
Information in the form of visible light, radio waves and electromagnetic radiation from space reaches the surface of Earth. However, astronomers have striven to improve the effectiveness of their communication receivers. This has been accomplished by:
rising above the Earth's atmosphere using aircraft and rockets
increasing the sensitivity of instruments, so the information communicated from the full range of space’s electromagnetic radiation can be accessed.
This has resulted in new instrumentation such as the Hubble Telescope, NASA's Swift and HETE satellites and in missions, for example NASA's launch of the New Horizons mission to Pluto, improving the detection of space radiation.
With the growth in use of satellites exploring space, candidates would have the opportunity to examine the methods of communication that might be available or improved on.
How do I present it
Produce an article for a TV listings magazine, summarising all the Knowledge, understanding and skills for Assessment Objective
Produce a preview article for the programme.docx
This will support your written communication skills, as they will need to detail a number of ideas and concepts into just a few sentences.
Resources I might need
Electromagnetic Spectrum 1
Electromagnetic Spectrum 2
electromagnetic spectrum 3
EM-spectrum(2).ppt
Tags: Em Spectrum
Science Games
Monday, 10 March 2008 @ 14:35 GMT
Games 1
Games 2
Games 3
Games 4
Tags:
Science Literacy
Tuesday, 04 March 2008 @ 22:05 GMT
Weblink
Tags: literacy
Supersize vs Super Skinny
Thursday, 28 February 2008 @ 15:01 GMT
In the lesson we discussed different ways of keeping fit.
Using this website Supersize vs Super skinny
I want you to write a comment about what you notice about their diets and lifestyles.
Tags: KS3 , Science , year 8
Fitness videos
Thursday, 28 February 2008 @ 12:41 GMT
video_sb_10.wmv
Tags: science , year 8
Child obesity doubles in 10 years
Wednesday, 27 February 2008 @ 20:53 GMT
Child obesity doubles in 10 years
Atricle from CBBC Newsround
The amount of seriously overweight children in England has doubled in the last 10 years, according to research.
One in four kids is obese, says the Health and Social Care Information Centre after quizzing 2,000 children.
Campaigners said England was facing a "health timebomb", and the government should do more in order to stop the rise of childhood obesity by 2010.
Being badly overweight can lead to things like diabetes and heart problems in later life.
Click here to find out more about obesity
Professor Colin Waine, chairman of the National Obesity Forum, said there was a danger that kids would not live as long as their parents.
The government says it has already made big steps towards dealing with the problem through campaigns to feed kids more fruit and veg and to promote school sports.
You the comment box to write down your thought on child obesity.
does it worry you?
what can you do prevent this?
what can the school do to prevent this?
Is it all rubbish?
Tags: Topical
Lanway Training Part 1
Tuesday, 19 February 2008 @ 14:26 GMT
Using the The Water Cycle weblink I want you to download and complete this worksheet.
When it rains.doc
Tags: Training
Lanway Training
Tuesday, 19 February 2008 @ 14:17 GMT
Tap Water Vs Bottle Water
PANORAMA 18 FEBRUARY AT 8.30pm
"A jug of tap water will be fine thanks..."
Water tasting from Panorama
Renaud from Claridges gives Tom Heap advice on bottled water. On hearing these words uttered at the neighbouring restaurant table, what do you think? Puritan tightwad or sensible free thinker, resistant to the marketing hype?
Our investigation might give you something to chew on.
Back in the 70s we drank hardly any bottled water. I remember distinctly going to 'the continent' on holiday back then and viewing the inhabitants with a mixture of pity and superiority as they drank from the bottle and mistrusted their tap.
But who's laughing now?
We drink 200 times as much bottled water today as we did back then and the market in Britain is worth close to £2 billion.
'Eau' chic
Ironically it was those very European associations that gave bottled water its marketing cachet.
COUNCIL WATER SPEND
We asked English and Welsh council's how much they spend on water, here are the results
Brilliantly exploited by Perrier in their 'Eau' campaign, it brought Mediterranean chic to our tables from Hounslow to Harrogate.
And once that high class link was established, British brands took off too - Buxton, Malvern, Strathmore and the rest. Today, to be truly exclusive, water is sourced from even further afield - Hawaii, New Zealand and Fiji.
So, now should we stand back and admire the brilliant machinations of capitalism and its ability to create wealth and jobs from nowhere or shout out that the emperor has no clothes?
Health and hydration
The bottled water business itself makes no claims for the healthiness or safety of their product above what flows from the tap and in our blind taste test tap water performed quite well.
But the industry does insist that they're encouraging people to drink more water rather than sugary soft drinks, thus helping the nations health and hydration.
But I sense a sea change, driven by an undercurrent of environmentalism which now questions economic activity rather than celebrates it.
Bottles of mineral water
The bottled mineral water market is worth £2 billion
Producing and delivering a litre of bottled water emits hundreds of times as much greenhouse gas as a litre of tap water.
Then you've got the plastic, only one quarter of which is recycled or the glass that eats so much energy to make and re-use.
Our environment minister, Phil Woolas, cited all these as motives for returning to the tap (although he did admit to being still partial to a drop of the fizzy stuff).
But it was something else which led him to claim that bottled water was "morally unacceptable" - the discomforting fact that while we have perfectly good tap water we spend approaching £2 billion on bottled water when a billion people around the world don't have safe water.
In effect, we treat water as a luxury bauble while others die from its absence.
Fiji Water
One of the places we import bottled water from Fiji.
Called Fiji Water, it travels 10,000 miles to be sold in restaurants and upmarket shops such as Waitrose, Harvey Nichols and Harrods.
Fiji Water bottling plant
Fiji Water's bottling plant supplies London's restaurants and shops
But on the South Pacific island one-third of the population don't have access to safe clean drinking water.
We visited villages where bad water had triggered an outbreak of typhoid - 20 people had been infected and one had died.
We saw hospitals reporting a constant flow of patients laid low by dodgy drinking water.
The Fiji Water company is not responsible for the islander's supplies.
They provide water to some villages near the plant and they are putting some money towards clean water projects across the islands.
Indeed Fiji Water would make the case that if you really care about the plight of Fijians you should buy Fiji water as it provides jobs and income for the islands.
But tell people here on the street that we buy bottled water from Fiji and most will still roll their eyes and ask: 'Why?'
Panorama: Bottled Water - Who Needs It? BBC One 8.30pm Monday 18 February 2008
Tags: Training
Save the Giant Panda
Monday, 11 February 2008 @ 09:43 GMT
LO: Create a Poster that will advertise Save the Panda
Use this website about Panda's
and create a poster that tells me about where panda's live, what they eat and why the are worth saving.
Tags: china week
Saved By Dolphins
Friday, 08 February 2008 @ 20:49 GMT
Saved by dolphins
Fri 8 Feb 8.00pm BBC Two
and Sat 9 Feb 6.05pm
Since ancient times there have been stories of dolphins rescuing humans at sea. But is there any truth behind them, or are they just myths and legends?
Set against the stunning backdrops of the Red Sea and New Zealand's North Island, the film dramatises two events where dolphins apparently saved humans from shark attacks.
This was amazing the Dolphins circled humans that had been swimming and a shark was going to attack them.
The Dolphins circled the humans for 45 minutes until the shark dissapeared.
Scientist have since discovered that Dolphins have a brain that is capable of feeling empathy and could have therefore understood how the humans where feeling and wanted to protect them.
Tags:
China Week
Wednesday, 06 February 2008 @ 21:43 GMT
Using this website I want you to create the 13th Chinese Zodiac animal.
Chinese Zodiac
Use paint to chop up some of the original 12 animals to create your new animal.
Post the picture on your blog and write about where it would live and what it would eat.
How do you think it might be adapted to its environment.
Just like this
This is a Dragullse
It is a very scary creature that eats small animals, fish and grass.
It lives in the caves in Scotland and really enjoys going for a swim in the nearby locks.
Dragullse uses its wings to help it swim, it also uses its horns to spear small animals like cats and dogs :-) and its tail to swosh away flys
Tags: china week
ipod Touch Project Reflections 2
Wednesday, 06 February 2008 @ 13:06 GMT
Project update....
To date the pupils have carried out several tasks, mainly based around them finding out about their learning styles, and how they might study to the best of their abilities.
Two pupils have been removed from the project due to poor work ethic within the project and across the subjects that they have been studying. This has had a positive effect on the other students within the project.
Interestingly these are both females, the other female pupils are responding well although they do not seem to use the technology as intuitively as the boys. An example of this is the ipods where given to students over Christmas to get used to using, the boys came back with loads of really cool widgets that they had put onto their ipods.
The pupils English teacher is really impressed with the students work ethic, he commented on how proactive the pupils are being towards their studies and is impressed with the functionality of the ipod for research based activities.
A big part of the project is changing the pupils attitudes towards their education and enabling them to take control of their studying and currently this appears to be happening.
The latest additions to the study skills library is a selection of revision resources. These include English Poetry Revision section, which I am going to get the pupils to add audio pod cast of the poem. To go with the English revision I have put together some science revision resources, based around the exam, the main issue that I have had with this is that I have some excellent resources which use flash, but these will not be able to be viewed by pupils.
On the horizon....
Set on maths revision resources
Tags: itouch
THE BATTLE OF JUTLAND
Wednesday, 06 February 2008 @ 12:07 GMT
The Battle of Jutland & the Sinking of the Lusitania
L/O: To know how the war spread to different areas.
Research the following and produce a profile on Word about what happened at these two events:
Title
Map showing place of incident - Where did the event happen?
Why did the event happen?
What was the result of the event (i.e. what happened afterwards)
BATTLE OF JUTLAND
FIRST WORLD WAR - for the sinking of the Lusitania.
Research and find out:
When did the Americans join the war?
Why did they join the war?
Where did they first see action?
What impact do you think this had on the outcome of WWI?
Tags: HISTORY
Primary Liasion
Thursday, 31 January 2008 @ 19:07 GMT
Cox Heath Primary School
This was fascinating, I was amazed that funding for ICT was shared with the budget for school buildings. This made it difficult to justify spending money on ICT if a school as a leaky roof.
I was really impressed with the amount of different ICT equipment that the school was using, although there is a lack of desk top computers the school was managing the use of these effectively.
The school had a range of programs for pupils to access, although pupils did not have emails or access to a VLE (Virtual learning Environment) predominantly due to cost.
Assessment of Pupils ICT skills from KS1 through to KS2 was good.
Tags: Primary Liasion
itouch project reflection
Thursday, 31 January 2008 @ 08:27 GMT
First Reflection
I should have written this before and I will try now to keep a weekly reflection of the project and the activities that I have set the pupils.
Project Plan.doc
The Aims
Encourage independent learning;
Encourage proactive attitudes towards studying;
Motivate students;
Develop students study skills.
Week 1
I introduced pupils schoolbuk and how to use it on the ipod. It was a good training session which I used a combination of desk top computers and the ipod (The training took 75 minutes which was less time than I had expected.) The session also included introducing pupils to the project and setting clear expectations of what they would be required to do.
The First Activity that pupils had to do was to find out what coursework they have outstanding and which subjects they have got exams in. Students responded well to this activity and it gave them an opportunity to speak to their teachers to find out exactly where they are within each of their courses.
Teacher that I spoke to also commented on the politeness and maturity that the students approached this task.
Tags: itouch
Plant and Animal cells
Wednesday, 30 January 2008 @ 13:39 GMT
Plant and Animal Cells
Tags: animal , cells , plant
Solids Liquids and Gas Revision
Wednesday, 30 January 2008 @ 08:05 GMT
Change of State: Activity, Revision and Quiz
Change of State Activity
Change of State Revision
Change of State Quiz
Solid, Liquid and Gas: Activity, Revision and Quiz
Solids, Liquids and Gases Activity
Solids, Liquids and Gases Revision
Solids, Liquids and Gases Quiz
Solid and Liquid: Activity, Revision and Quiz
Solids and Liquids Activity
Solid and Liquid Revision
Solids and Liquids Quiz
Tags: gases , ks3 , liquids , revision , Solids
Space the final frontier - revision story
Tuesday, 29 January 2008 @ 08:32 GMT
Space the final frontier - revision story.pptx
Check out the start of this story and create your own
Tags: KS3 , Space
Schoolbuk Training Handout
Sunday, 27 January 2008 @ 20:42 GMT
PDF Handout
Schoolbuk Handout.pdf
Word Handout
Schoolbuk Handout.docx
Tags: tutorial
Red Group Revision
Friday, 25 January 2008 @ 08:49 GMT
Bitesize
Tags: gases , ks3 , liquids , revision , Solids
Solids Liquitds and Gases Revision
Friday, 25 January 2008 @ 08:47 GMT
Particle Model revise
Particle Model Test
Separating Liquids
Changes of State
Particles change of state
Tags: gases , ks3 , liquids , revision , Solids
chromatography
Wednesday, 23 January 2008 @ 14:35 GMT
chrom
Tags:
Distillation
Wednesday, 23 January 2008 @ 09:28 GMT
Learning Objective
I will know how I can make pure water from salty water.
Starter
TRUE OR FALSE
Leave a comment and for each number let me know if it is true or False.
All solids hold their shape unless something is done to change them.
It is difficult to change the volume of a gas.
When liquids are mixed together, it is usually difficult to separate them.
Evaporation is the process of a liquid turning into a gas.
Heating a liquid causes its molecules to move closer together.
Solids take the shape of the container they are placed in.
The molecules of a solid are packed tightly together.
Main Activity
Green Group
Survival on a desert Island - Green.ppt
Amber Group
Survival on a desert Island - Amber.ppt
Red Group
Survival on a desert Island - Red.ppt
Tags: Distillation
Free Range Rules
Sunday, 20 January 2008 @ 18:51 GMT
Do you know about the life your fresh supermarket chickens led before they reached the table?
Few people know about the conditions suffered by most broiler chickens - those reared for meat.
95% of the chicken eaten in the UK has been intensively farmed.
Farmers are under pressure to produce poultry as quickly and cheaply as possible - which means birds live short lives, in cramped conditions, without ever seeing natural daylight. They commonly develop severe injuries and disabilities, associated with unnaturally fast weight gain and restricted movement.
The plight of egg-laying, battery caged hens has received much attention in recent years, and consumers have responded, greatly reducing the proportion of bought eggs which come from intensive systems. 27% of UK egg production now comes from free range farms. Now it's time to do the same for broiler birds.
Tags: Topical
Solar System
Tuesday, 08 January 2008 @ 08:19 GMT
Create a PowerPoint show, each slide should contain a planet and you need to answer the following questions for about each planet:-
The planet Name?
How far is the planet from the sun?
How big is this planet?
How long is a day on this planet?
How long is the year for this planet?
Write down something interesting thing you found out about this planet?
You can use the Websites below:
The Solar System
StarChild The Solar System
Planets
3D Solar System
Solar system game
Solar System Video
Information about planets
Alien Safari
Tags: KS3 , Space , year 8
The Workbook
Thursday, 13 December 2007 @ 12:11 GMT
Tags: tutorial
The Profile Tutorial
Thursday, 13 December 2007 @ 12:10 GMT
Some simple internet RULES.
Never post details about yourself (address, telephone number or what school you go to.)
Never use a photograph of yourself in your profile.
Never write anything that is slanderous (horrible) about anyone.
Tags: tutorial
The Blog Tutorial
Thursday, 13 December 2007 @ 12:09 GMT
For more check out Michael Watts blog
Tags: tutorial
The Locker Tutorial
Thursday, 13 December 2007 @ 10:02 GMT
Tags: tutorial
Introduction to Genetics
Tuesday, 11 December 2007 @ 08:19 GMT
Your task is to convert this website BBC Bitesize into a video, like this.
genetics.wmv
Tags: Biology , Genetics , KS3
Chemcial Reaction WorkBook
Friday, 07 December 2007 @ 10:58 GMT
Chemical Reactions Workbook
Tags: Chemical Reaction , KS3
Climate change
Thursday, 06 December 2007 @ 13:30 GMT
Energy Workbook
Tags: climate change , energy resources , ks3
Group 5
Monday, 03 December 2007 @ 21:07 GMT
Tags: energy project , Ks3 , Plaza
Goup 4
Monday, 03 December 2007 @ 20:54 GMT
Tags: energy project , Ks3 , Plaza
Group 2
Monday, 03 December 2007 @ 20:53 GMT
Tags: energy project , Ks3 , Plaza
Group 1
Monday, 03 December 2007 @ 20:51 GMT
Tags: energy , Ks3 , Plaza
Group 3
Thursday, 29 November 2007 @ 14:52 GMT
Tags: Energy Project , KS3 , Plaza
Literacy
Wednesday, 28 November 2007 @ 09:43 GMT
Literacy games
Science Games
Literacy Games
Numeracy Games
science literacy
BBC literacy games
Tags: literacy
How do Chemicals React Revision
Monday, 26 November 2007 @ 08:17 GMT
REVISE Solids, Liquids and Gases
REVISE Chemical Reactions
REVISE Chemical Reaction Physical change
REVISE Periodic Table
Create your own revision quiz using this template
WhoWantstobeaMillionairetemplate.ppt
Level 3
Classify simple materials as either having one or more components
Observe and describe simple changes of state re. ice melting
Recognise that some changes can be reversed e.g. ice melts into water then water back to ice
Level 4
Describe how some mixtures can be separated
Recognise when a chemical change has taken place
Describe observations of chemical changes
Describe the difference between a chemical and physical change
Name some metals and non-metals and their features
Level 5
Describe the difference between element, mixture and compound.
Describe the terms melting point and boiling point re. changes of state
Recognise symbols of common elements
Identify the elements in simple compounds from simple formulae
Recognise the positions of elements in the periodic table
Level 6
Identify evidence for chemical reactions e.g. colour change linked to new products formed
Begin to use particle models to explain how elements, mixtures and compounds are different from one another
Identify elements , mixtures and compounds from pictures showing atoms
Describe some features of groups of elements in the periodic table
Tags: Chemical Reaction , chemistry , KS3
Wall of Fame
Friday, 23 November 2007 @ 10:12 GMT
This is a Wall of Fame for outstanding work.
Oldborough Plaza Groups
For the Last 2 lessons this Student has done outstanding work and these are her wind turbines.
Tags: Wall of Fame
Alkali metals
Friday, 23 November 2007 @ 09:22 GMT
Alkali metals Video Clip
Alkali Metals Info
Tags: Alkali Metals , Chemistry , KS3 , KS4
Blogging from my phone
Thursday, 22 November 2007 @ 22:14 GMT
Cannot quite belive this but I am writing this on my mobile phone!
It looks great as well.
A truly accessable website for education!
And this is a picture uploaded from my phone and added to this post on my computer
Tags: phone
Periodic Table
Tuesday, 20 November 2007 @ 21:03 GMT
Use the worksheet below to find out about the periodic table.
Periodic Table Worksheet.doc
Tags: Chemistry , Ks4 , Periodic table
Gas Collection Measuring cylinder
Tuesday, 20 November 2007 @ 20:57 GMT
Tags: Chemical Reaction , Chemistry , KS4
Atoms Reacting
Tuesday, 20 November 2007 @ 20:55 GMT
Tags: Chemical Reaction , Chemistry , KS4
Gas Collection Syring
Tuesday, 20 November 2007 @ 20:52 GMT
Tags: Chemical Reaction , Chemistry , KS4
Rates of Reaction Low Temperature
Tuesday, 20 November 2007 @ 20:43 GMT
Tags: Chemistry , KS4 , Rates of Reaction
Rates of Reaction Low Concentration
Tuesday, 20 November 2007 @ 20:41 GMT
Tags: Chemistry , KS4 , Rates of Reaction
Rates of Reaction High Temperature
Tuesday, 20 November 2007 @ 20:40 GMT
Tags: Chemistry , KS4 , Rates of Reaction
Rates of Reaction High Concentration
Tuesday, 20 November 2007 @ 20:34 GMT
Tags: Chemistry , KS4
Fritz Harber
Tuesday, 20 November 2007 @ 20:22 GMT
Tags: Chemistry , KS4 , Scientists
Enzymes in Action
Tuesday, 20 November 2007 @ 20:20 GMT
Tags: Chemistry , Enzymes , KS4
Dissapearing Cross Experiment
Tuesday, 20 November 2007 @ 20:17 GMT
Tags: Chemistry , KS4 , Rates of Reaction
iTouch resources
Tuesday, 20 November 2007 @ 11:33 GMT
Onion Street BBC
Study Skills
Flash animation
Mind Tools
Basic Study Skills
Study Skills
How to Study
Helping you Study
Tags: itouch , Study Skills
SOW Route Through year 7 and 8
Monday, 19 November 2007 @ 08:38 GMT
Route Though.docx
Tags: KS3 , SOW Route Through
Investigate what happens when a range of acids is added to a range of metals
Monday, 19 November 2007 @ 08:32 GMT
Aim
•to record relevant observations
•to identify and describe patterns in qualitative data
•to identify results which do not appear to fit the pattern
Use this word document to help you with your investigation.
Investigate what happens when a range of acids is added to a range of metals and to record.doc
Tags: Chemical reaction , KS3 Chemistry
Global Warming Lesson 9 - 12
Friday, 16 November 2007 @ 21:45 GMT
Aim
You will have an understanding of the Greenhouse effect and global warming.
Starter
NEWS FLASH - SEVER WEATHER CONDITION HAVE HIT THE WORLD!!!
You are the Science reporter for the NNL NEWS team and it is your job to give the public and explanation as to why the world is experiencing these extreme weathers.
HELP Pages 1 - 11 of your energy project book.
Complete an activity at the beginning of each lesson.
Pages 13 - 19
Main Activity for each lesson.
Produce as a group, in pairs or on your own a NEWS Presentation about Global Warming. Use pages 1 -11 of your energy project book for help.
Slide 1 = Greenhouse effect
Slide 2 = Greenhouse Gases
Slide 3 = Global Warming
Slide 4 = The Effects of global warming
Slide 5 = What is at risk.
Slide 6 = What can we do to slow it down.
Plenary
You will have your news report recorded and Published as a video pod cast.
Tags: Energy Project , KS3 , Plaza
What do you think Lesson 8
Friday, 16 November 2007 @ 21:35 GMT
Aim
Express their your views about renewable and non-renewable energies
Key Words
Coal-burning power station, wind turbine, wind farm
Resources
Red and Amber Page 36
Green Page 46
Starter
Recap coal burning power station and a wind farm are before: use Information cards
Main Activity
Red and Amber Some people feel very strongly about the pollution caused by coal power stations, and that other people do not like wind farms because they think they spoil the landscape. Other people support coal power stations because they produce cheap power, while others like wind power because it is clean.
express your own views on the sheet and circled a face in each case, count up the 'votes’ and discuss why the children expressed particular views.
EXTENSION
In your group you could complete a poll/survey to find the class’s favourite renewable. You could plot the data on a graph or in columns, using smiley faces.
Green
Why new wind farms are being built, but not new coal-fired power stations?
Fill in the activity card on page 46, with as much detail as possible.
EXTENSION
You can make large speech bubbles of the groups opinions, to put on display.
Plenary
Red and Amber Discuss where each person in the group the different opinions in the group.
Green Discuss where each person in the group the different opinions in the group.
Tags: Energy Project , KS3 , Plaza
The Right Place for Renewable energy Lesson 7
Friday, 16 November 2007 @ 21:27 GMT
Aim
Understand why renewable energy projects need to be located in certain places
Key Words
Coal-burning power station, wind turbine, solar panels
Resources
Red and Amber Page 35
Green Page 45
Starter
Red With help from your group teacher complete worksheet on page 32
Amber Complete worksheet on page 32
Green For each renewable energy source write down how it works, this should be a recap of your last few lessons.
Main Activity
Red and Amber Talk about the picture on page 35; identify the various elements in the drawing, such as the town, the hills, the sea and the forest.
In your group discuss the power lines leading from the power station to the town: what are they for? Why are they dangerous? Point out that cables can also be routed underground.
EXTENSION you can add more detail to the picture, or work on
a large version of it, adding pictures of renewable energy projects located in the most appropriate places.
Green
Using the information cards, briefly run through how each of the renewables generates electricity.
For each renewable energy answer this question ‘What is the most important factor in choosing where to site the
project?’
You can now complete the activity on page 45 of your energy project book, in pairs discussing the issues of where you should place each renewable energy.
EXTENSION
You can draw your own landscape with the six renewables in place, each labeled.
Plenary
Red and Amber Discuss where each person in the group has placed the each type of renewable energy project and why.
Green Discuss where each person in the group has placed the each type of renewable energy project and why.
Tags: Energy Project , KS3 , Plaza
Tidal and Wave Power Lesson 6
Friday, 16 November 2007 @ 21:01 GMT
Aim
Understand tidal and wave energy and how it works
Key Words
Tidal energy, tidal barrage, dam, turbines, pressure, force, gravity, renewable, wave machine, acetate,
Resources
TIDAL = Two 2-litre plastic drinks bottles, strong cloth tape, a pair of sharp compasses
WAVE = Plastic tubes or wooden dowelling, OHT, acetate, elastic bands, plasticine, scissors
Starter
Recap what students can remember from lesson 2 about what they found out about Tidal and Wave Power. If you are struggling to remember look at the information pages in your energy project book.
Main Activity
Teacher will demonstrate how the tidal and wave power models work.
TIDAL
The greater mass (or weight) of water in the full bottle exerts a greater downward force (due to gravity) and so there is increased pressure on the water, pushing it out of the small hole with more force.
Plenary
Red Draw a diagram of the two demonstrations that you saw.
Amber Draw a diagram of the two demonstrations that you saw and label it
Green Draw a diagram of the two demonstrations that you saw and try to explain how each model works, (you may need help from your group teacher.)
Tags: Energy Project , KS3 , Plaza
Water Turbine Lesson 5
Friday, 16 November 2007 @ 20:52 GMT
Aim
understand hydroelectric energy and how a water turbine works.
Key Words
Hydro, hydroelectric energy, water turbine, blades
Resources
Cardboard tubes, long thin rods, scissors, stapler
Starter
Recap what students can remember from lesson 2 about what they found out about Water Turbines. If you are struggling to remember look at the Tidal Power information page in your energy project book.
Main Activity
Red with help from your teacher carry out the practical on page 33 of your energy project book.
Amber Carry out the practical on page 33 of your energy project book.
Green Carry out the practical on page 41 of your energy project book.
Plenary
Red as a group write down 3 improvements that you can make to your water turbine.
Amber as a group discuss 3 improvements that you can make to your water turbines and on your own write these down on page 34a
Green complete step 5 on page 42 of your energy project book.
Tags: Energy Project , KS3 , Plaza
Solar Power Lesson 4
Friday, 16 November 2007 @ 20:48 GMT
Aim
Understand what solar power is and how active solar panels work.
Key Words Solar power, solar panel, electricity, heating, light.
Resources 3 empty CD cases, black paper, and white paper.
Starter
Recap what students can remember from lesson 2 about what they found out about Solar Power. If you are struggling to remember look at the solar Power information page in your energy project book.
Main Activity
Red with help from your teacher carry out the practical on page 33 of your energy project book.
Amber Carry out the practical on page 33 of your energy project book.
Green Carry out the practical on page 41 of your energy project book.
Plenary
Red as a group write down what you found out through your investigation and fill in page 34 of your energy project book.
Amber as a group discuss what you found out through your investigation and on your own fill in page 34 of your energy project book.
Green Complete the worksheet on page 41 of your energy project book.
Tags: Energy Project , KS3 , Plaza
Wind Power Lesson 3
Friday, 16 November 2007 @ 20:32 GMT
Aim
Understand how a wind turbine works, by making a simple model.
Key Words Wind turbine, wind farm, pinwheel, blades, force, spin
Resources
RED and AMBER = Bendy plastic straws, paper fasteners, scissors, hole punch
GREEN = scissors, a pencil, a ruler, a piece of sticky tape, a long paper fastener, 2 large card wheels, 4 small paper clips, a range of card materials to test (e.g. paper, thin card, thick card, rigid plastic, thick aluminum ‘take-away’
foil), pupil record card to record results.
Starter
Recap on what pupils found out in lesson 2 about wind power
Main Activity
Red Make the model wind turbine using page 33 of you energy project book, with help from your group teacher
Amber Make the of the wind turbine using the instructions on page 33 of you energy project book.
Green Make the model of the wind turbine using the instructions on page 40 of your energy project book.
Plenary
In your groups Judge who made the best wind turbine model.
Examples of work
This student compared three different sizes of her windmill, but which one was the best?
This student thought that going massive would be really good, but the material he was using wasn't up to it. Make sure you think about the material that you are using before you make your's
Tags: Energy Project , KS3 , Plaza
Renewable Energy Lesson 2
Friday, 16 November 2007 @ 19:18 GMT
Aim
Learn the names of different Renewable energy sources.
Skills
Team Work
Independent learner
Ability to work to deadlines
Key Words Biomass, solar panel, dam, sea snake, tidal energy
Starter
Discuss with your group Teacher about how we need to find new ways to make electricity owing to:
a) fossil fuels running out;
b) pollution.
We are now producing some of our electricity, heating and hot water using forms of energy that do not run out, provided by sources such as the weather, plants and the sun.
Main Activity
Red Read through with your group teacher pages 25 - 30 of you energy project booklet
Amber Read through on your own pages 25 - 30 of you energy project booklet
Green Read pages 23 - 38 of you energy project booklet
Using the information choose 1 renewable energy source and create a factoids (small chuncks, snips of information, diagrams and pictures)about your chosen energy.
Plenary
As a group you need to put all your factiods together to create a wall display about Renewable energy resources.
Examples of Work
Amber group
Green Group
Red Group
Tags: Energy Project , KS3 , Plaza
Fossil fuels - Lesson 1
Friday, 16 November 2007 @ 18:07 GMT
Aim
To you understand what non-renewable energy is, and become aware of its main limitations.
Key Words Renewable energy, non-renewable energy, power station, electricity, coal, pollution
Starter
Begin by discussing what electricity is used for and why it is so important.
Electricity has to be made and can be made in lots of different ways; and most of the UK’s electricity is supplied by power stations, and that these are like factories that burn fuel (coal, oil and gas).
Main Activity
RED Read through with the teacher in your group the Information card Page 23
Amber Read independently the information on Page 23
GREEN can use the following Website to find out about Fossil Fuels. Fossil Fuels
Fossil fuel power stations use the fuel to heat water to make steam, like a giant kettle, and that the steam turns a big machine called a generator. The generator makes electricity as it spins very fast.
RED and AMBER Complete the worksheet on page 31 of your booklet.
Green Answer the following questions in full sentences.
1. What things need Electricity?
2. List fossil Fuels
3. Where does coal, oil and gas come from, and how much is used up each day?
4. What will happen to stocks of fossil fuels one day one day?
5. What are the 2 types of energy produced when we burn fossil fuels?
EXTENSION TASK (FOR ALL GROUPS)
Pupils can create a PowerPoint about all the different things that we use that need electricity.
Plenary
Group recap about Fossil Fuels.
Tags: Energy Project , KS3 , Plaza
Energy Project Resources
Thursday, 15 November 2007 @ 14:52 GMT
Climate change
Activity card RED.pdf
global warming activities RED AMBER.pdf
Global_Warming.pdf
Gobal Warming activity GREEN.pdf
Information cards RED AMBER.pdf
its only natural golbal warming.pdf
Tags: Global Warming , KS3 , Plaza
Stop Watch
Tuesday, 13 November 2007 @ 19:34 GMT
This is a stop clock you can download that you can use in lessons.
Tags: teaching , Templates
Menu Template
Tuesday, 13 November 2007 @ 15:47 GMT
You are going to create a menu for your party.
You need to make sure that it contains a balance of food types (starch, Fats and Proteins)
You can create your own template or use the ones below.
Menu Template.docx
Menu template 2.docx
Tags: Digestion , KS3 , Plaza
Templates
Tuesday, 13 November 2007 @ 12:40 GMT
These are some Templates from the Kscience site.
You might find them useful to use in your teaching
bingo-1.xls
random_names.xls
stopwatch.xls
Tags: teaching , Templates
Element Pairs
Tuesday, 13 November 2007 @ 12:06 GMT
Check out this game and see if you can match the element with its symbol
Element pairs
Tags: Chemistry , Element , KS3
Web Links
Tuesday, 13 November 2007 @ 11:31 GMT
Science Animations
Tags: Web links
Adaptation - greyhound
Monday, 12 November 2007 @ 19:03 GMT
Everything living thing we see around us has adapted to its environment .
This is a video clip of my greyhound and shows you some adaptations that she has for running really fast, can you write some of them down?
Tags: Adaptation , Biology , KS3
Is food Acid or Alkali.
Monday, 12 November 2007 @ 18:48 GMT
acids and alkalis.doc
Aim : - Know that different foods can be acid or alkali
Learning Outcomes : - Know the difference between Acids and Alkalis , know which foods are acids and alkali
Starter for your teacher to do with you Acids and Alkali Starter.ppt
Instructions
• You are to put different foods into different Boiling tubes.
• You will then put some universal indicator in each of the foods.
• You need to record what colour the liquid goes.
This is the Worksheet that goes with this lesson Is food Acid or Alkali.docx
If you can describe as an acid or alkali you are working at a level 4
If you can explain Acids and Alkalies using the PH scale you are working at a level 5
If you can Analyse why some foods might be acidic or alkali you are working at a level 6
Tags: Acids and alkalis , Chemistry , KS3
Inside Your Ear
Monday, 12 November 2007 @ 13:33 GMT
This is a picture of the inside of your ear
The different parts of the Ear do different things, use this website to find out about each part of the ear.
Your Ear
If you can describe what each part of the ear does then you are working at a level 4
If you can Explain how each part of the ear does its job you are working at a level 5
If you can analyze how the ear changes vibrations into electrical signals you are working at a level 6
Tags: Biology , Ear , KS3
Acids and Alkalis
Sunday, 11 November 2007 @ 20:13 GMT
This is a good website for explaining basic Acids and Alkali.
It shows how we can use indicators to tell if something is acid or alkali.
Acids and alkali
When you get to this page click on the foot.
Tags: Acids and Alkalis , KS3
What is a Chemical Reaction
Sunday, 11 November 2007 @ 19:57 GMT
In this lesson you are going to investigate chemical reactions .
The aim of this lesson is for you to record what you see when you mix different things together. Then you are going to try and work out what this might mean or try to explain what has happened.
For this lesson you need to download this file and complete the table
What is a chemical reaction.doc
If you are describing what happened (writing down your observations (what you see)) you are working at a level 4
If you can explain what is happening you are working at a level 5
Tags: Chemical Reaction , chemistry , KS3
Collision of Chlorine and Hydrogen
Friday, 09 November 2007 @ 19:27 GMT
Animation of atoms colliding
Tags: Chemistry , Collision theory , KS4
Activation Energy Animation
Friday, 09 November 2007 @ 19:25 GMT
Animation to show Activation Energy
Tags: Chemistry , KS4 , Rates of Reaction
Activation Energy
Friday, 09 November 2007 @ 19:22 GMT
Animation to show activation energy from crocodile clips.
Tags: Chemistry , KS4 , Rates of Reaction
Xylem
Friday, 09 November 2007 @ 19:20 GMT
Diagram of the Xylem
Tags: Biology , KS3 , KS4 , Plant
Skin Under attack
Friday, 09 November 2007 @ 19:19 GMT
Explanation of what happens when your skin is under attack from Nasty bacteria
Tags: biology , KS4
Virus Cell
Friday, 09 November 2007 @ 19:17 GMT
Diagram of Virus cells
Tags: Biology , Cells , KS3 , KS4
Villus
Friday, 09 November 2007 @ 19:17 GMT
Diagram of Villus
Tags: Biology , Cells , KS4
Transpiration
Friday, 09 November 2007 @ 19:15 GMT
Animation of transpiration in plants
Tags: Biology , KS3 , KS4 , Plant
Leaf Structure
Friday, 09 November 2007 @ 19:13 GMT
Structure of a leaf showing how water moves
Tags: Biology , KS3 , KS4 , Photosynthesis
Structure of a Leaf
Friday, 09 November 2007 @ 19:12 GMT
Explanation of the Structure of a Leaf
Tags: Biology , KS3 , KS4 , Photosynthesis
Stomach
Friday, 09 November 2007 @ 19:11 GMT
Your Stomach
Tags: Biology , Digestion , KS3 , KS4
Sperm Cell
Friday, 09 November 2007 @ 19:10 GMT
Diagram of a Sperm Cell
Tags: Biology , Cells , KS3 , KS4
Small Intestine
Friday, 09 November 2007 @ 19:09 GMT
Diagram of Small Intestine
Tags: Biology , Digestion , KS3 , KS4
Red Blood Cell
Friday, 09 November 2007 @ 19:08 GMT
Diagram of Red Blood Cell
Tags: Biology , Cells , KS3 , KS4
Pumping Heart
Friday, 09 November 2007 @ 19:06 GMT
Animation of how the Heart Pumps
Tags: Biology , heart , KS4
How a Root of a Plant works
Friday, 09 November 2007 @ 19:04 GMT
Explanation of how the Root of a Plant works.
Tags: Biology , KS3 , KS4 , Plant
Plant Organs
Friday, 09 November 2007 @ 19:02 GMT
Diagram of Plant Organs
Tags: Biology , KS3 , KS4 , Plant
Osmosis
Friday, 09 November 2007 @ 19:01 GMT
Explanation of Osmosis
Tags: Biology , KS4 , Osmosis
Parts of Digestive System
Friday, 09 November 2007 @ 19:00 GMT
Diagram of Parts of the Digestive system
Tags: Biology , Digestion , KS3 , KS4
Pancreatic Juices
Friday, 09 November 2007 @ 18:59 GMT
Diagram of Pancreatic Juices
Tags: Biology , Ks4
Nerve Cell
Friday, 09 November 2007 @ 18:58 GMT
Diagram of a nerve cell
Tags: Biology , cells , KS3 , KS4
Your Mouth
Friday, 09 November 2007 @ 18:56 GMT
Diagram of the Mouth
Tags: Biology , Digestion , KS3 , KS4
Immune system
Friday, 09 November 2007 @ 18:55 GMT
Diagram of the immune system.
Tags: Biology , immune system , KS3 , KS4
Human Organs
Friday, 09 November 2007 @ 18:53 GMT
Diagram of Human Organs
Tags: Biology , KS3 , KS4 , Organs
Valves
Friday, 09 November 2007 @ 18:52 GMT
Diagram of how Valves works
Tags: Biology , KS4 , Valves
Food and Nutrients
Friday, 09 November 2007 @ 18:51 GMT
Food and the Nutrients that it contains
Tags: Biology , KS3 , KS4 , nutrients
How Enzymes Work
Friday, 09 November 2007 @ 18:50 GMT
Animation of how an Enzymes work
Tags: Biology , Enzyme , KS4
Enzyme
Friday, 09 November 2007 @ 18:49 GMT
This is a diagram of an Enzyme
Tags: Biology , Enzyme , KS4
Double Circulation
Friday, 09 November 2007 @ 18:48 GMT
This is a diagram of our bodies Double circulation.
Tags: Biology , circulation , KS4
Double Circulation of the heart
Friday, 09 November 2007 @ 18:41 GMT
This is an animation of the double circulation system
Tags: Biology , circulation , heart , KS4
Heart
Friday, 09 November 2007 @ 18:37 GMT
This is a diagram of the heart
Tags: Biology , heart , KS4
cilia
Friday, 09 November 2007 @ 18:35 GMT
This is a digram of cilia
Tags: Biology , cillia , KS4
Capilliary
Friday, 09 November 2007 @ 18:30 GMT
This is a diagram of a capillary.
Tags: Biology , Capillary , KS4
How we Breath
Friday, 09 November 2007 @ 18:28 GMT
This is an animation of how we breath
Tags: Biology , breathing , KS3 , KS4
Break Down of Starch Molecule
Friday, 09 November 2007 @ 18:27 GMT
This is a diagram of the breakdown of starch.
Tags: biology , Digestion , KS4
Break Down of Protein molecule
Friday, 09 November 2007 @ 18:26 GMT
Diagram of the breakdown of Protein
Tags: biology , Digestion , KS4
Break Down of Fat Molecule
Friday, 09 November 2007 @ 17:39 GMT
This is a diagram of how a fat molecule is broken down.
Tags: Biology , Digestion , KS4
Bacteria
Friday, 09 November 2007 @ 17:38 GMT
This is a picture of a Bacterial Cell
Tags: Biology , cells , KS4
Artery and Vein
Friday, 09 November 2007 @ 17:36 GMT
This is a diagram of an Artery and Vein
Tags: Biology , Heart , KS4
Tablet Coaching
Friday, 09 November 2007 @ 17:00 GMT
This is a 5 stage CPD coaching model for teachers. 5 stage model.pdf
Stage 1
Consists of an initial meeting, where the coach will establish the experiences that the E-teacher has had using ICT in their teaching and where they want to be using ICT in their future teaching.
The coach should arrange an observation with the E-teacher at this stage. This will allow the coach to evaluate the self assessment of the teacher.
Stage 2
The e-teacher needs to highlight the strengths and challenges that they have with regard to using ICT within their teaching so far. (This can be covered in the areas of challenge and build on their strengths highlighted in the initial meeting)
The E-teacher needs to produce an action plan that will target the challenges highlighted in the first meeting.
Stage 3
Second meeting, the coach should review the action plan produced, using their observations of the E-teachers lesson to dovetail the action plan.
The Coach may need to arrange:-
1.CPD session that will allow the E-teacher to meet a challenge highlighted.
2.Lesson Planning support.
3.Team teaching support.
4.Creation of Resource materials Support.
Stage 4
The third meeting should be to review the action plan, this may require a second observation, review of the team teaching, or evaluation of resources produced.
The E-teacher needs to be critical and reflective of their achievements and future challenges they face.
The coach may recommend at this stage that further CPD or support maybe required.
Stage 5
The Support should not stop with the final meeting, follow up conversation or electronic support should continue until both the coach and the E-teacher feels that they have enough skills to continue to develop as an e-teacher.
This is a coaching model that I have developed from my teaching and experience with CPD of teachers ICT skills.
This is not a stand alone model and group CPD sessions are still and essential part of the e-teachers CPD. What individual coaching offers it personalised CPD to target an e-teachers specific teaching needs.
Tags: Coaching , CPD , Mobile Devices and E-Learning , tablets , Teaching
Finger on the Pulse
Friday, 09 November 2007 @ 16:31 GMT
Finger on the pulse.
•Your heart pumps blood around the body
•Blood carries oxygen to the muscles and carries carbon dioxide away
You are going to investigate to see what happens to your pulse rate before and after you take exercise.
Use this Writing frame to help you.
Yr 9 WS Finger on the pulse exp.doc
Tags: Biology , Heart , KS3
Environment Project
Friday, 09 November 2007 @ 15:01 GMT
This is a project that will take you 2 weeks. There will be three parts that you need to complete. Too need to compile a report that will be presented at the end of the two weeks – you need to manage your time including your homework.
Environment.doc
Tags: Biology , Environment , KS4
first ipod entry
Tuesday, 30 October 2007 @ 20:45 GMT
This is my first entry from my ipod touch!
Takes a while to get used to the keyboard, but you get quicker with use.
What is the itouch learning project about? The aim is to use a "blog" style interface to deliver a study skills programme, from jan to july 2008.
The students will have to reflect on their revision and the study skill each week on their blog.
Each student will be provided with an individual study plan to follow which will be reviewed every 3 months.
I will post more as the project develops and the flipping swearing filter is very cleaver!
Tags: itouch
Web 2.0
Monday, 29 October 2007 @ 14:11 GMT
What is web 2.0 and how is it different to the first generation dot.coms?
In this section I have mainly used internet-based research to write about Web 2.0, as it has been difficult- if not impossible- to find any academic articles on the subject. I believe that this is due to the fact that it is still an emerging concept, rapidly evolving and developing; therefore anything that has been published through the paper medium would be out of date before it went to press. The essence of web 2.0 is publishing work, ideas and thoughts on the internet, so why publish anything in a book?
In 2001, the original ‘dot.com bubble’, as it has been dubbed, burst, and the Internet was deemed in some circles to be over-hyped. What appears to have actually happened is that the web started to evolve; some companies survived the ‘bubble bursting’ and these companies generally had one feature in common: they provided a service that the majority of other companies did not: they provided software for the consumer.
Both eras of the web (1.0 and 2.0) are based on the web acting as a platform, but the users of this platform have evolved and want more than just software that provides a service. For example, Netscape was a web browser that used the web as a platform for its software. Whereas websites such as Google, which has evolved since web 2.0, is a website that is a set of specialised tools that manages a data base or a collection of databases. Google provides an interface for users to interact with and utilise; it is not simply a search engine. Google can provide users with an electronic calendar, web mail, online document and spreadsheet creator that can create documents similar to Microsoft Word or Excel. Web 2.0 is about a move towards websites that delivered a service, and does not just uses the website as a platform for an individual company to promote itself.
Web 2.0 can be difficult to define, as its boundaries are not clear. Tim O’Reilly of O’Reilly Media, the company that claims to be the founder of Web 2.0 (although this is disputed by a variety of blogs and internet sources,) states that Web 2.0 has a ‘gravitational core’.
“Web 2.0 is much more than just pasting a new user interface onto an old application. It’s a way of thinking, a new perspective on the entire business of software - from concept through delivery, from marketing through support. Web 2.0 thrives on network effects: databases that get richer the more people interact with them, applications that are smarter the more people use them, marketing that is driven by user stories and experiences, and applications that interact with each other to form a broader computing platform.” (O’Reilly 2006)
Markus Angermeier has created a visual interpretation of the web 2.0 concept; it shows how the concept radiates from the core (web 2.0), through to principles and on into practice.
Web 2.0
http://nww.nerdwideweb.com/web20/index.html#web20en (Sept 2007)
For example, Web 2.0 is about the standardization of web design, which has been achieved in practice through the use of CSS (cascading style sheet) and standard XHTML (extended hypertext mark up language.) Some excellent examples of this type of standardisation can been seen in websites such as Zen Garden, which is a website that you can alter the appearance of, at a click of a button. http://www.csszengarden.com/ (July 2007)) Firefox is another example: a web browser totally customisable to suit individuals’ online browsing needs ( http://en.www.mozilla.com/en/ (July 2007))
This diagram was created by Don Hinchcliff, and published on his website about Web 2.0. Although this may not be an entirely accurate depiction of Web 2.0, it gives a good, albeit technical, visualisation of the interactions regarding Web 2.0.
Image2
http://web2.socialcomputingmagazine.com/visualizingweb20.htm (Sept 2007)
Web 2.0 is primarily concerned with the interface; whether this is through RSS feeds, Podcasts or HTML texts. This is then backed by the technology which enables the user to create the content.
Another striking difference between Web 1.0 and 2.0 Web is that the web was originally thought of as an area for publishing information; this has now developed into an era where people are actively participating in the Internet. The web as we know it is now being driven by the consumer, not the advertiser. Amazon is an excellent example of consumer- driven marketing; they have developed an online shop which is customized to individual shoppers. An Amazon shopper will log into his or her account- a personalised account which will then suggest products that may be of interest to the shopper. Based on previous purchases, the site makes recommendations as to other products it believes the customer would enjoy
Another function of Web 2.0 is the blog. The major development within this area is the ability to subscribe to and comment on other blogs. The main feature of the blog is the facility for others to interact with what has been posted; creating discussion, and, sometimes friendship. The use of RSS feeds [1] has also given users the ability to keep track of changes to websites. RSS feeds give users the ability to subscribe to a website and, using reader sites like Google, to easily track changes made to favourite websites and news pages.
This is a screen clipping of my Google Reader. You will see the subscriptions on the left-hand side, and a blog on the right-hand side detailing what is new to the website the user has subscribed to. I will use this facility in my own teaching, as a means of tracking students’ work. To easily track when the students have made changes to their Elogs, I will subscribe to their RSS feeds. This means that, instead of having to type in 30 individual URL addresses, I can log into Google Reader, where the sites that have been changed are highlighted in bold.
Image 3
Another part of the new generation web is the use of links from one site to another. This could be described as forming networks, similar to the brain’s neuron pathways, that lead the browser through a variety of recommended links.
Increasing the databases behind the web site is becoming a massive commodity , and companies are realising this, giving them the edge over other companies which do not have such comprehensive data bases. Web 2.0 is an interesting development, and the progression of companies facilitating individuals to publish ideas, work, and links to other web addresses, is creating user-generated content on the web. Web 2.0 is not just concerned with publishing work on the Internet; it is about sharing opinions.
The ‘BeBo’ website, is a good example of user-generated content and was featured on the BBC National Evening News on the 14th June 2007, because a group of teenage girls were using it as a way to commemorate the lives of their friends that had been killed. BeBo is a social networking [2] site aimed at the younger generation; the site enables the user to build online networks with friends, post pictures, and many other functions. In this particular case, friends of the teenagers used BeBo as their medium for celebrating and sharing with others, the life of their friend. This example shows that Web 2.0 is very much about the consumer, and the popularity of a site often comes about via web user’s recommendations .
I am interested in the impact that this might this have on Education. Children are swamped with an explosion of information to process and analyse; they are faced with an ever-changing technological world, and what pupils are experiencing and learning about the world is constantly changing. Pupils can easily create content on web sites about anything that interests them and it is a medium with which they are becoming increasing familiar.
I strongly believe that the internet can be an educational tool. In my opinion, the web is far more than simply a medium for the publishing of material developed by big companies, the Government, or ICT literate teachers; it is about enabling teachers with poor ICT skills to develop their own online resources, using websites that facilitate the user to produce interactive online resources that they can use to enhance their own teaching.
I also believe that pupils should be encouraged to publish work on the web, thereby developing their own learning portfolios, which will include their experiences of learning, and a show case of their best work. These should be multimedia rich; (e.g. pod and video casts) bringing their experiences to life. R
Blogs and Elogs
It is difficult to pinpoint exactly when blogging began- some accounts suggest it started as early as 1996; others as late as 1998 and it appears to be a phenomenon that will not disappear: with predicted growth in 2003 of 5 million to 10 million in 2004, Armstrong et al, (2004). Although according to the search engine and measurement firm Technorati, (a company that tracks the number of current blogs and the number of blogs that are being created) that at the end of July 2005 they were tracking 14.2 millions blogs. The company asserts that the number of blogs is doubling every 5.5 months, with roughly 1 new blog being created every second of every day (Appendix 2). If this projection is correct, there are currently around 170 million blogs in the World Wide Web. (Sifry D 2005) Currently, journalists are the main group that seem to have carried out research, and they are sceptical about the use of blogs, because it gives everybody, regardless of background, the skills to publish work. (Armstrong et al 2004)
Blogs have moved on since they began and are now seen as a content development and management technology that enable the interactive and intercreative engagement amongst creators and readers.
The blog’s popularity may well be due to the fact that they are a different style of communication from that which we are used to, such as the traditional email, in which the communication is controlled solely by the sender. The way we approach communication when using a blog is quite different. The information is generated and the user (the person reading the blog) can interact and communicate with that information, creating a cyclical communication between creator of information and the person using that information.
Blog Email
Image 4
Farmer et. al. (2005)
It is useful to define the characteristics of a blog. Duff et.al. (2006 pp 31-38) have identified eight distinctive elements of a blog :-
1. Post date – the date and time of the entry;
2. Category – a post can be entered in to one or more areas;
3. Title – main title of the post;
4. Body – main entry;
5. Trackbacks – links from other sites;
6. Comments – added by readers;
7. Permalink – the URL of the individual article;
8. Footer – date, time, number of trackbacks, category, and number of comments.
All blogs have similar, defining characteristics or elements, but the use of a blog can vary dramatically. Bartlett-Bragg (2003) has defined 8 different types of blogs that the user can exploit it and each is used in a slightly different way:-
1. ‘Conventional ’, which enables the user to create short entries on the blog, that can be regularly updated.
2. ‘blogs O Sphere’ which is a collection of similar blogs,
3. ‘Educational blogs’ are used by educationalist (not students) to search for a deeper level of learning connections between concepts and contextualised meanings.
4. ‘Group blogs’ are created by multiple contributions to one point of entry.
5. ‘Published writing blogs’ people are using blogs to publish written materials
6. ‘Field note blogs’ People working in the field will keep a record of activities.
7. ‘Research blogs’ are used by researchers to publish unformulated ideas that can be shared so that fellow people can comment on these ideas.
8. ‘Learning Journal blogs’ these are used a reflective these are about the individuals’ experiences and they are not generally knowledge based.
The main reason I like the concept of blogging is the “simplicity of the mechanism of blogging as a public space for comment and information dissemination” Armstrong et.at (2004). The simplicity of the blog for both teacher and pupil is key as it means that the technology does not create a barrier
In my experience, teaching is a very busy career and you have to juggle many different elements to create a successful lesson. This often means that a teacher’s time is limited, therefore it is important for the software and the technology to be easy to use so that is does not become the focus of a lesson. This is why the development of blogs in general into the Elog could be a helpful resource for teachers to use. My untried hypothesis is that the use of blogs within classroom(s) could have some very interesting implications/applications.
“The chief purpose of this paper is to comment, critically, on the potential for blogs as ‘learning spaces’ for students within the higher education sector.” Would the potential, identified by Armstrong et al (2004) , be the same for secondary education especially as there are some very real differences in how learners are taught and the curriculum offered.
This article written by Armstrong et al (2004) continues to comment on the use of blog being concentrated in the areas of teacher training and other professions where the use of reflective journals as a learning tool is accepted custom and practice, and where, as a consequence, there is an increased likelihood of a favourable disposition to blogs in the first place. I am not interested in using the Elog as a reflective journal; to find the true potential of this software for use in education, I want to investigate its use in an unconventional way; I want to use the technology and thinking behind the blog, and develop the Elog so that it can be a useful tool for educators and for learners.
All of the literature that Armstrong et al (2004) have reviewed regarding blogs talks of the use of blogs as a reflective learning tool. Still using the blog as a journal, I want to discover whether the Elog could enable desirable practices, such as collaborative content creation, peer assessment, formative evaluation of student work, individual as well as group reflection on learning experiences, and up-to-date information regarding changes in collaborative spaces, and can be used in the development of authentic learning resources. (Duffy Et al 2006)
Another example of how blogs are being used in education is the ‘Edublog’ this is a Blog-O-Sphere style blog. This is the “biggest educational blog on the web” James Farmer (founder of Edublog). Ray (2006 p….) had identified the different ways that the blog is being used; firstly they are being used as a simple communication tool, similar to an electronic notice board. Secondly teachers and parents are using them to overcome homework hurdles using them as a link between school and home. Thirdly students are using them as a collaborative tool; enabling students work easily together on projects and finally the blog provides a platform for pupils to publish their work, creating a showcase for their best pieces of work.
When introducing the use of a blog into the classroom Bartlett-Bragg (2003) has identified 5 stages to ensure that the teacher and the students gain the most from the use of a blog.
Image 5
Stage 1 is identified as setting up the blog and establishing its usage. It is suggested that giving students scaffolding for their initial entries, guides students to use the blog in a particular way and enables them to become familiar with the technology. Students should also be encouraged to share their URL address (website address), as this enables others to co-create a blog community where they can comment on each other’s blogs. From my professional experience of secondary school students, I believe that peer assessment of work is best conducted within friendship groups. This builds the student’s confidence in themselves and in each other, as they have trust in their friends not to write inappropriate comments on their work.
Stage 2 In this stage students are encouraged to continue to record their learning experiences on the blog by giving pupils time at the beginning of each lesson using more structured questions to guide students in their entries.
Stage 3 Students become more autonomous with the reflective blogging process moving away from just answering the structured questions.
Stage 4 Reflective blogging time is now allocated within class time, for example when students are carrying out a discussion activity within lesson time.
Stage 5 Students move away from publishing personal knowledge to reflecting on knowledge gained.
The aim of this 5-stage process to introduce blogs is to develop learners who are not only authors but also readers of blogs. Although their writing can be strongly opinionated they display traits of critical thinking and reflective writing.
[1] RSS (Rich Site Summary or Really Simple Syndication) is a format for delivering regularly changing web content. Many news-related sites, weblogs and other online publishers syndicate their content as an RSS Feed to whoever wants it.[2] Social Networking Sites provide a service that allows individuals to construct a public or semi-public profile within a structure allowed by the provider (i.e. Facebook, My Space or BeBo) these sites formally articulate lists of relationships, allow users to communicate with other users and some providers enable users to add video, pod cast etc to enhance their profiles.
Tags: Mobile Devices and E-learning
Why Mobile Devices
Monday, 29 October 2007 @ 14:10 GMT
Government E-learning Objective
The Government’s e-strategy (March 2005) clearly sets out what their strategic approach to ICT in the 14-19 curriculum. The report states that the Government “wants every child to achieve their full potential by ensuring that every school in England makes full use of ICT for learning and teaching, to improve standards across the board”. By having a strategic approach the government believes it can achieve four main objectives, two of which are related to the use of ICT: -
1. Build an open accessible system, with more information and services online for parents and carers, children, young people, adult learners and employers; and more cross-organisation collaboration to improve personalized support and choice
2. Achieve greater efficiency and effectiveness, with online research, access to shared ideas and lessons plans, improved systems and processes in children’s services, shared procurement and easier administration.” (DFES March 2005)
For these goals to be realised at KS4 it is important that pupils, parents and teachers engage with these systems at every stage within the school.
Personalised Learning through mobile technologies
Personalised learning includes ‘high expectations of every child, given practical form by high quality teaching based on a sound knowledge and understanding of each child’ Milliband, D (MP) (2004). This is a new and different perspective on the way teachers have been teaching in the United Kingdom. Personalised learning has started a debate about how we teach recognising that it will require not just organisational changes, but changes to the way that teachers teach.
Personalised learning became a major feature of the public policy debate during the autumn of 2003. A series of speeches by the Prime Minister and David Milliband, the Minister of State at the DfES, emphasised its status.
The title of the conference where David Milliband gave his speech (choice and voice in personalised learning) was ‘Personalising Education: the Future of Public Sector Reform’. Milliband explained that the reforms are not just happening to education but throughout the public sector, a point that was reinforced by the Prime Minister who said ‘that our entire welfare system has been designed to fit people to a system and what he’s challenging us to do is to fit the system to people’.
‘Personalised learning is not a matter of tailoring curriculum, teaching and assessment to ‘fit’ the individual, but is a question of developing social practices that enables people to become all that they are capable of becoming.’ Pollard A and James M, (2004)
In the 21st century educational imaginary there will be a new emphasis on customisation. Schools will move away from the ‘Henry Ford’ model (you can have any colour as long as it’s black) to a ‘Toyota’ model where students are offered a customised package of activities and programmes to meet their individual needs. Hargreaves sees personalising learning as:
• A version of customisation in education
• The core of educational transformation
• Involving incremental and radical innovation
• Demanding a new approach to development and research. Hargreaves (2004)
As we all know Hargreves suggests that the personalisation of teaching and learning is realised through nine interconnected gateways. He continues by saying that these nine gateways demand leadership from teachers and leaders at all levels.
Hargreaves acknowledges that no one school is excellent in all 9 areas and that possibly the curriculum gateway is the easiest of the nine gateways to personalise learning.
In both examples the interpretation of the government’s five key components of personalised learning put that the centre and provide a clear indication of the issues. That educators should be working on to successfully implement personalised learning. To do this Hargreaves suggests that new technologies play an essential role. Mobile learning devices such as Ultra Mobile PC or tablets are excellent tools for facilitating personalised learning if used effectively.
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Add comment October 28th, 2007
Tags: Mobile Devices and E-learning
Mobile Devices and E-Learning
Tuesday, 23 October 2007 @ 16:14 GMT
Learners today are faced with the issue of an information overload. In order to better prepare students for further studies or for work, it is not sufficient simply to teach them subject-specific knowledge in the traditional way. To truly meet the needs of students, a school should provide varied teaching and learning approaches and deliver a curriculum that is challenging, integrative, and exploratory. However, in most schools, computer skills are taught in computer classes and therefore the students learn them out-of-context (Eisenberg et al. 2004:8).
On 21 May 2003, Education Secretary Charles Clarke launched ‘fulfilling the potential’, a document clarifying the directions in which schools should be moving with ICT and e-learning, and the outcomes they should be seeking. This document sets out that ‘ICT must become an integral and natural part of the learning process. The next stage is to ensure that for all schools ICT makes a significant contribution to teaching and learning across all subjects and ages, inside and outside the curriculum’ (DFES 2003).
At NLL we are trying to address two issues: that of learning ICT as a discrete subject; and the notion that ICT should have a significant impact on the teaching and learning process.
Tags: Mobile Devices and E-learning
