Wednesday, 9 December 2009
Parents should also make sure they ask the teacher how they could help their child at home, she says.
But more than three quarters arrive at parents' evenings without having made any preparations or thought about what information they want.
The survey also claims that two thirds of parents have been unable to attend a meeting because of work commitments - and one in three fathers think that going to a parents' evening is a job for their partner.
A majority - 57% - would rather receive an e-mail update about their child's progress and the same number would like to have more frequent informal meetings.
Wednesday, 18 November 2009
Monday, 16 November 2009
Many of the 227 10 and 11-year olds questioned said they used social networking sites, even though users are meant to be over 13.
It defines cyberbullying as deliberately upsetting someone using information technology, especially the internet or telephone.
Almost a quarter (23%) said they would allow their child of 10 or under to go on the internet unsupervised at home.
These steps are given if cyberbullying is happening:
The group tells children:
• Don't give out personal details such as your mobile number, address or email online
• Regularly check and clean your friends lists on social networking sites
• Keep evidence - callers and mailers can be traced
• Find the "report abuse" or "block sender" options on your favourite websites
• Remember that sites you create and emails you send can be traced back to you
• Protect your password to keep your files and information safe
• If you are being bullied in any way you must tell someone who can help - a teacher, parent/carer, friend, sister/brother or other relative
Saturday, 14 November 2009
Tuesday, 27 October 2009
Yesterday at a parent teacher coffee afternoon some mums of sons were looking for ways to enthuse their children into reading. Here's a website which offers some advice and a downloadable booklet.
Please send me any comments if you get the chance to read it.
Sunday, 25 October 2009
The first is below:
The second is a story about a school in Oklahoma which is handing out ipod touches to all teachers and students in the school...for grades 3-12.
It would be interesting to know how they are being used and how it is affecting their classroom learning and home learning.
Wednesday, 14 October 2009
Google - http://www.google.co.th/
- wonderwheel - search for term sieving
- google squared -
search for term pharaohs
diigo - https://secure.diigo.com/sign-in?referInfo=%2Fpost
teaching the latest - http://groups.diigo.com/group/patana-teaching-the-latest
Blogs - Teaching the latest - http://teachingthelatest.blogspot.com/
- 3W - http://3wbps.blogspot.com/
Monday, 12 October 2009
A great video below which should make you question every magazine picture you ever look at.
Thanks to Wes Fryer's blog, Moving at the Speed of Creativity
Friday, 9 October 2009
Lots of good ideas here.
Thursday, 8 October 2009
Wednesday, 7 October 2009
Tuesday, 6 October 2009
Saturday, 3 October 2009
Friday, 2 October 2009
This form is a way of sharing good practice. If you go to watch another teacher's lesson informally, and you see some great ideas then please share!
Please add details of lessons which you have seen.
Thankyou for your feedback.
Thursday, 1 October 2009
Tuesday, 29 September 2009
Sounds too good to be true?
Have a look at the stop frame animation here which I'm going to use in my Year 3 class, knowing that the annoying adverts will not be there.
Monday, 28 September 2009
There's a good web2.0 teacher toolkit here at ChangED, by Angela Cunningham.
This is a collection of webquests organised by 9 big museums and gelleries in England.
Twurdy is a search engine based on Google BUT it has a readability score, from 0 (easiest to read/simplest language) to 1000. Seemed effective from what I saw.
Using Technology to Support Creativity and Critical Thinking has a good selection of ideas.
Saturday, 26 September 2009
Anyway I stumbled on a few gems.
One of them is the Education Resources Information Centre.
There was no cost and I didn't need to register. It seemed very easy to use and had a wide range of academic studies.
The other was the article I was able to download This pdf is titled Providing Curriculum Alternatives To Motivate Gifted Students. The part I was interested in, which looked at compacting a curriculum into a shorter period of time, was very clear and well worded. The idea was developed by Renzulli, Smith and Reis in 1982. It seems to be set against a teaching background in which there is little differentiation, seemingly dumbed down textbooks and a tendency for all teachers to teach by the textbook. The idea is not rocket science (speaking od which look at this for some rocket powered action) but tries to:
- Identify the key learning objectives of a unit.
- Identify children who have sufficient mastery of these even before they have started the topic.
- Provide these G&T children with other opportunities for learning, at the same time as a giving them a study guide to develop new concepts. Eligible students will be expected to learn the study guide material, but it is understood that they will spend the majority of their school time working on their extension tasks. Students should not be required to write out the answers for the content of the study guide. They may use any means they choose to learn the material, but must be able to demonstrate mastery.
How much work would it take to do this for a subject? I'm not sure, but wouldn't it be good to have a framework to support teachers to develop these materials. It would certainly allow more able children to broaden their knowledge and understanding of the world. Non contact time for teachers to develop curriculum materials to support the G&T. The materials could be based on the QCA guidelines and learning outcomes.
Also part of the PDF was a good section on contracts and independent study. This could really support PBL (project based learning) as a small scale part of classroom activity.
I'm sure that this is the way forward if we want to make learning more relevant, interesting and useful for a life after school.
Tuesday, 22 September 2009
Here's an extract from Reflections on teaching in which Ms Mercer describes a lesson in which she shares children's perceptions on the link between effort and results:
Larry Ferlazzo did a post on an interesting lesson he did with his students to get them to think about their own brains. He wrote about it here, noting that many of his lowest students felt they were just “stupid”.
It's an interesting reminder of what goes on in some children's heads.
Monday, 21 September 2009
This google for educators training material is a good start. It has 3 levels and 3 areas in each. Google doc presentations with embedded video make it more animated.
There are also accompanying teacher notes.
Thursday, 3 September 2009
According to Heinneman, 25 % of children in UK primary schools read only 1 complete book a year in class. See linked BBC article.
If this means children's own reading books then it is really shocking. If it means class readalouds, then I'm less shocked. I'm sure the Literacy Strategy's focus on a wide range of genres potentially reduces the amount of time that teachers have to read single stories to the end.
Maybe it is due to the number of National Curriculum subjects which have been taught by Primary Schools since the mid 90s.
Michael Rosan, Children's Laureate, added: "No extract has the power of books. Extracts deny children the meat of the story.
"If by the age of 11 you have read 50 or 60 books, school is a whole lot easier."
Monday, 31 August 2009
Sounds amazing...I had a thai email message and copied it over into English...the results were average to poor, but I got the gist of the message.
You need to have a google account, but with the wealth of cloud-based software which is available from Google, you'd be missing out on lots of freely available software...text documents, spreadsheets, slides and photos.
Tuesday, 25 August 2009
... communicating your values and expectations about education; pointing out connections between schoolwork and current events; encouraging children to set goals and follow their dreams; discussing learning strategies, and preparing and making plans for the future. Basically, it means helping your kid make good decisions about school, with an understanding of what those decisions will mean to him or her, and linking class work with students’ interests and goals.
This factor overshadowed the impacts of helping with homework, visits to museums, School-based involvement included attending parent meetings, volunteering for school activities or communicating with school officials.
Saturday, 15 August 2009
Wednesday, 22 July 2009
Monday, 13 July 2009
for some great ways to use wordle in your classroom. I found this set of slides through clif's notes. I'll definitely use it early on in the new academic year to display children's own self descriptions.
Thursday, 18 June 2009
Sunday, 7 June 2009
Friday, 27 March 2009
Thursday, 12 March 2009
Monday, 9 March 2009
Saturday, 28 February 2009
- Importance of making memories
- make time for stories
- make connections
- As a learner, I like to know where I'm going
- Actively participating helps me to learn
- There is a crack in Everything, That's how light gets in (Leonard Cohen, Anthem)
- It's not your experience which is important, it is what you do with it.
- Teachers and children have to develop trust and you can do this through telling stories, including about yourself
Friday, 27 February 2009
This site also has some great primary whiteboard games and links.
Monday, 2 February 2009
- easier to use - single button press
- more powerful - tagged and so allows greater search capability
Ben showed this blog and was excited to see the feeds from the diigo site had come through...set up last week.
Ben also mentioned his month long experience of twitter. Following the right people definitely saves time.
Jackie will talk to John about the possibility of monitoring usage of link and learn.
Could we use social bookmarking better at BPS?