26 items | 10 visits
Resources gathered by Warrick Wynne for presentation at the 2014 Oxford Education Conference (Melbourne, AU)
Updated on Jul 04, 14
Created on Feb 10, 14
Category: Schools & Education
URL:
Warrick Wynne's List: Oxford_2014
-
-
Apr 13, 14
"I believe that every educator should have their own web toolbox of sites that they can turn to when they are looking to engage students in their classrooms. You can’t rely on the same one to do what you need in all scenarios, and your students will probably appreciate some variety from time to time, so I wanted to share some of my favorites and hopefully introduce a few new ones for teachers to take back to their classrooms."
-
I believe that every educator should have their own web toolbox of sites that they can turn to when they are looking to engage students in their classrooms. You can’t rely on the same one to do what you need in all scenarios, and your students will probably appreciate some variety from time to time, so I wanted to share some of my favorites and hopefully introduce a few new ones for teachers to take back to their classrooms.
-
-
-
Apr 11, 14
"eduCanon is based around a really simple concept; it really only does one thing – but it does that one thing very well. It allows you to embed questions into any screencast (or any video for that matter) hosted on YouTube, Vimeo or TeacherTube, and it tracks your student’s responses to them."
-
Apr 11, 14
"The guide includes ideas and directions for using Padlet, Socrative, and TodaysMeet. "
-
Apr 11, 14
"Earlier this evening I hosted a free webinar on using backchannel and informal assessment tools. In the recording embedding below I demonstrate how to use Kahoot, TodaysMeet, Socrative, and Padlet. I also answer a bunch of questions from the participants in the live session. A copy of the guide that I mention in the beginning of the recording is "
-
Apr 10, 14
"Twitter is another exciting teaching aide that is highly under-utilised by lecturers and teachers in the education sector,'' Mr Novak said.
"Hopefully it would lead to fewer passengers in the classroom and allow those students who are less likely to engage with teachers, for social or cultural reasons, to participate.''
Under the recent study, students were able to send anonymous tweets to teachers asking for better explanations or more detailed answers to questions during university lectures.
The tweets were sent directly to the teacher's computer and accessed through PowerPoint presentations." -
Apr 10, 14
-
Time to Pose, Pause, Bounce and Pounce!
-
It is a simple, yet sophisticated, AfL (Assessment for Learning) questioning technique to help teachers move from good-to-outstanding. It also helps address differentiation in the classroom and encourages teachers to take risks.
-
-
Apr 10, 14
"Instead of lecturing during class and leaving students to figure out assignments on their own at home, flip your class and give students the opportunity for hands-on activities and meaningful learning in class. Flipping doesn't have to be difficult or expensive. We'll find the right solution for your classroom, then help you begin."
-
Mar 20, 12
Those who raise their hands listen in class, engage with the topic and so achieve more highly. The others, often, let their attention drift. "They're foregoing the opportunity to get smarter," says Dylan Wiliam, deputy director of the Institute of Education.
-
Feb 27, 14
"Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning?'. An effect-size of 1.0 is typically associated with:"
-
k Hattie has made clear that ‘feedback' includes telling students what they have done well (positive reinforcement), and what they need to do to improve (corrective work, targets etc), but it also includes clarifying goals. This means that giving students assessment criteria for example would be included in ‘feedback'. This may seem odd, but high quality feedback is always given against explicit criteria, and so these would be included in ‘feedback' experiments.
As well as feedback on the task Hattie believes that students can get feedback on the processes they have used to complete the task, and on their ability to self-regulate their own learning. All these have the capacity to increase achievement. Feedback on the ‘self' such as ‘well done you are good at this' is not helpful. The feedback must be informative rather than evaluative. See the feedback page on my website or Teaching Today chapters 6 and 43.
-
-
-
-
-
-
Apr 02, 14
"Bring the classroom to life with interactive mobile presentations
that teachers create and customize themselves. And it’s free." -
-
Perhaps the simplest way to improve classroom questioning is simply not to ask for volunteers, but instead to choose a student at random. Students raise their hands only to ask questions, not to answer them. Such a move is unpopular—teachers find it difficult to manage, students who used to raise their hands in response to every question can't show off their knowledge, and students who used to have a quiet life now have to pay attention. But in terms of small changes that can have big effects, "no hands up" may be the most significant thing a teacher can do.
-
These three ideas—no hands up, all-student response systems, and planning questions—are not the only, or even the most, important aspects of teaching. Trying to manage the learning that is happening in 30 different minds at the same time will always be extraordinarily challenging. But by increasing the engagement of students, and thus improving the feedback from the teacher, we can make a real difference. One teacher described the process as making the students' voices louder and making the teacher's hearing better. Sounds like a good place to start.
-
List Comments
(0)
List Info