An interesting take on Gagne’s 9 stages of instruction.
Since I still cannot find a minute to upload my own post here is another from someone else.
The excellent Steve Wheeler discusses Pedagogy on his brilliant blog, Learning with ‘e’s. “True pedagogy is far more than someone instructing. Pedagogy is leading people to a place where they can learn for themselves.”
I recommend you have a good look around Steve’s blog
“Michael Wilshaw made a speech in February 2012 claiming there was no OFSTED teaching style and praising a “didactic” maths teacher which was confirmed in a new draft of the OFSTED handbook in summer 2012 which indicated there was no preferred teaching style and said that inspectors would not be looking for ‘independence’ in every lesson”
An interesting view of the OfSTED inspection process offered by the blog Scenes from the Battleground
In the oldest and largest computing department in the world I explored the theory of CPD and how this could be put in to practice. Ali Redmore expertly guided us through the most recent research, and experiences, in CPD from research carried out by the Science Learning Centres. The dirty, leaking toilets and creaking air conditioning told me this was the oldest department in the world before the presenters started their introduction. However, the content of the session was certainly not tired and frayed.
The session explored everything from the structure of a CPD session to personal communication skills. Even though I started as what Ali called a sceptic, I stuck to her mantra that teachers are learners, and as soon as we stop learning we can no longer be called teachers. I certainly was not one of her INSET terrorists; though she did leave me alone with the marker pen one too many times
I learnt so much from the session. In some cases it positively reinforced what I was already doing and other times give me insights into research I had not read. I particularly liked the work of Guskey, and the study on Believers, Seekers and Sceptics by Wellcome Trust (2006). I will definitely be taking the Nutshell tool for Learning and Evaluation, and impact evaluation form into my everyday practice.
In the afternoon I got a taste of my own medicine as Ali got us all to develop a 10 minute micro-teach. My group was a little ambitious and tried to fit too much into the session, but we got our point across. The other groups came up with some fantastic teaching resources.
I particularly liked the paper computer for demonstrating binary numbers.
As usual the greatest impact, other than the very nice sandwiches and coffee, was the opportunity to network. I have met some fantastic, enthusiastic teachers from across the education sector and will certainly be keeping in touch.
Using images to tell a story is a very powerful way of transmitting information. When I saw www.thinglink.com in action I was confident that this was a tool that could replace the rather text heavy and restrictive PowerPoint in the classroom. I liked they you could have a central image as a theme and then embed other media as hot spots within that image. My belief was that including striking images the learning would be anchored in the brain. Also, the reduced screen estate of the hot
spots would force me to be succinct with the information I was trying to convey.
However, the reality is that it is difficult to present using www.thinglink.com as the text in the hot spots and the media player are quite small, requiring a bit of zooming via browser. To view the information in the hot spots the mouse must remain hovering over them, causing issues with the interactive whiteboard.
The students also complained that
they struggled to follow the work for revision. Also, after seven days the hot spots disappeared from the embedded image. They could still be seen on the image in the Thinglink.com account.
I still believe that increasing the use of images, in conjunction with a compelling story, is a great way of presenting information to students. However, www.thinglink.com is not that tool.
Once upon a time there was an old dilapidated college, which had crumbling walls and leaking windows. Then one day the Funding Fairy waved her magic wand and the college started to transform into a fresh, new, environment filled with clean air, open spaces and fantastic technology. The King and Queen loved the plans for their new college and sang its praises across the land. As the builders and cranes moved in, young people from far and wide came to sign up to learn at the bright, new college.
However, floating around the part-built corridors and creeping in out of the shells of classrooms was something dark and scary. The Timetable Terror worked into everyone’s minds, leaving rumours about lack of rooms and un-bookable resources. People became anxious about where they were going to store their kit and where they were going to sit. The darkest murmur of them all was the niggle of need to put everything online.
Now the King and Queen were aware of the Timetable Terror, but had never seen or heard it. They tried to calm the people with talk of fabulous Flipping and the power of the Internet. However, the Terror was strong and it was his images in filling their minds. The only way the people could stop the terrible images was to either carry on as normal, singing ‘LA LA LA’ at the top of their voice or bury their heads deep in the sand.
The King and Queen’s only hope was a small group of warriors who appreciated the weaknesses of the Timetable Terror and knew of ways of defeat the foul beast. They had been working in vain to convince the people that the Terror was beatable and now their time had come. One warrior put on surgeries to support the people develop skills to defeat the beast, another offered weapons of learning that could give people strength to combat the evil force and another preached of pedagogy change that offered freedom and flexibility from the tyranny of the Timetable Terror.
But was it too late? In one year the doors of the new college will open and the Timetable Terror will be released. Can the warriors help the people to go on the offensive or will the people be too scared to act? Watch this space and find out…
Thanks to James Clay for sharing a video found on YouTube that describes the concept of Augment Reality very clearly.
Where do you think this technology could fit within education?