Towards sanity

A refreshing look at how we keep focused and upbeat amidst the challenges of our profession by Nige Armitstead.

cynthia-magana-110471-unsplash.jpg

As we ignite the afterburners to get the academic year off the ground, an almost private letter to a teacher who nearly gave up last year – a real and indeed quite special person…

Dear Kay

You have a pretty good life all things considered.  I have always admired the drive you bring to everything you undertake.  Perhaps the balance of things is open to improvement: from a touchline perspective I think your game is nearly all attack with poor quality defense.  I hope you won’t mind me saying so. We all have things in our lives of great value to us; things we should defend with as much strength and vigour as that with which we attack the try line of life.  It’s a rugby metaphor… Go Kay!!

What is it that needs defending?  My list would include health, home, and happiness of relationship.  Your list might be different, although I hope not entirely different.  The important point here is to be clear in your mind what the things are which have great value to you, that may sit in the background somewhat, that may be the foundation from which your zest for life springs, and which need your active attention to sustain the quality they give your life.  Your relationship of course is also a quality factor in another person’s life whose happiness you may want to defend.

You work extremely hard Kay, and towards the end of last academic year you began to say that it was defeating you: that perhaps you should give up teaching. To balance working hard you try to play hard, but it is all just too hard.  You have not burned out, but you know that you are risking it, even though you are still in your twenties and regarded as a ‘super teacher’ by your managers.

So enter a kindly old friend with some suggestions for an alternative but still high quality of professionalism…

Exhausted Coping is NOT OK

Teachers need their wits about them to keep one step ahead of the event mania of the school day.  The rolling problem analysis, judgement in an instant, and clocking of follow up needs that is continually present whilst in contact with students requires the mind to be in top form all the time.  Otherwise there is vulnerability to professional hazards. So making sure that you are at no point exhausted should be an absolute priority in order to do the job well. Do these things…

  • Prioritise sleep hygiene. Hours before midnight have double quality!
  • Get to school with time to relax before the students arrive.
  • Always go to the staff room at break time, and for at least half of the lunch hour.
  • Never see students outside lesson time.  Have a spare chair by your desk, and summon a student to it for a quiet chat during the lesson.  If necessary take a student outside the room for a quiet chat during the lesson. Beyond that, catch up with them during lessons you are not yourself teaching.
  • Always go home by 6.00pm
  • Never take marking home, ever.  (cf my suggestion on marking below)

Teaching can be an enlightened enjoyment rather than a dire enslavement.

It is so much more enjoyable to do the things your are interested in.  So be interested in teaching, and in particular…

  • Follow education in the news or in professional magazines.  Read books.
  • Stay in touch with and try out ideas: for example our ‘educationalhipsters’ blog.
  • Stop doing the dark brooding that teachers sometimes do that involves a low opinion of students, a disenchantment with school managers, and an embittered hard luck story of the self.  You can do better: make it your professional business to like students; work positively with managers; and take responsibility for positive self beliefs in relation to your role as a teacher.
  • Reflect on your classroom practice, always looking for what seemed to go well and therefore you might want to do more of.

Use a SIMPLE feedback mechanism for students to make progress.

For any year group the main aspects of the curriculum for any given subject should be possible to simplify on to one side of A4 paper, with room underneath for recording assessments that have been made.  The following is half of a feedback sheet which I used to hand out to GCSE students so that they knew what to aim at for different grade levels. It is derived from the GCSE curriculum but reconstructed as a set of statements which complete the sentence starter –  ‘In order to improve you need to…’

GCSE GRADE: 3 and 4 5 and 6 7 and 8
ACCURACY OF EXPRESSION (writing)
Spelling and
Punctuation
[SP]

Vocabulary
[VC]


Phrasing
[PH]


Paragraphing
[PG]

to spell high frequency words accurately; to use capital letters and full stops to apply spelling rules accurately; to use speech punctuation and indents to spell unusual words accurately; to use punctuation for sophisticated phrasing
to use basic vocabulary with some qualifiers (eg. very, extremely etc.) to use extended vocabulary without qualifiers to use elaborated vocabulary to convey precision meaning, subtlety and fine nuance
to write correctly structured sentences including commas for basic phrasing to use sophisticated phrasing in order to embed one sentence inside another to use specific phrasing for analytic writing; comparisons and contrasts
to indent the first line of a paragraph and use as a larger unit of meaning to give clear internal structure to paragraphs; topic sentence, details and completing sentence to use well structured paragraphs to organise the development of a story/essay

Of course this is the template for feedback which suits my mindset on the exam course assessment objectives.  Your template might look different. The thing is to explain it to the students and then use it to give feedback on their work, although in line with the comments below on marking.  For example, using impression only as an adequate analysis, I might put at the end of a piece of work PG 5/6, and the student would be able to consult their sheet and see what this involved, and furthermore what they needed to do better (in the box next door) to improve their grade.  Thus a useful feedback process is managed in a simple way with a low cost to time and effort (once the sheet is produced and put in student books).

STOP MARKING

Well, OK, not entirely stop, but let’s remember that if the feedback process is good, it is the poorest use of a teacher’s time to wade through yards of student work trying to grade every inch of it.  Instead…

  • Check at a glance that the work expected has been properly presented.
  • Ask students to put a mark by any aspects they want you to look at more carefully, up to a maximum of three.
  • Comment by those marks, extremely briefly.
  • At the end of the work record your impression of it, using the system offered above for feedback or something like it.  (Students should know in advance what the particular line of grading was going to be relevant, eg ‘Spelling and Punctuation’ etc.
  • NEXT!

Allow a MAXIMUM of two minutes for each student’s work, and aim for it to be one minute.  Take the obvious short cuts such as asking students to hand in their exercise books stacked open at the page on which the work is to be found.

Marking wastes time.  There are more important things to be good at.  Cut through it as quickly as you can. Talk to students about their work rather than writing long comments.

School managers should be helping to protect you.

So if they aren’t insist that they do.  Find a fair and reasonable way to address issues to senior managers.  If you fear that you will not be treated well then get support. But having said that, my experience is that when managers know you are a good and committed teacher, they will be only too happy to listen and help.  After all, nothing I have said above would erode good learning, and therefore all of it should help sustain or improve a school’s examination results.

The conclusion is the same as the start, and that is that you can only sustain good teaching in the long term if you are enjoying what you do.  What I have tried to offer above are some suggestions about taking this into account, and having a good life alongside a good career. It isn’t about work life balance, as they aren’t ever likely to balance, not when you are a teacher.  But there is plenty you can do to make the imbalance acceptable and even happy.

 

 

Neuroscience of Executive Functions

By Nige Armitstead

Following Nige’s 7 minute talk at the Teach Meet last week, here is a blog on the neuroscience of executive functions. Enjoy!

Educational neuroscience (cf Learnus: www.learnus.co.uk) is a pioneering collaboration between academics at the forefront of neuroscience and specialists in the arena of education and its future.  The aim is to make our growing understanding of how the brain works both accessible and useful to teachers in classrooms, now and tomorrow.

This presentation was concerned with executive functions.  These are the self regulating means by which we promote fluency and effectiveness in our thinking and behaviour.  We need executive functions most of all in situations where intuition and/or direct responding may not be entirely effective.

Screenshot 2018-10-13 at 7.39.29 PM

I have appropriated this diagram to give some idea of how phenomena of mind rely on the networking of different brain areas.  Coloured areas are those shown through research to be involved in self regulation. In the article from which this diagram comes the focus was moral self regulation, but the executive functions which we are looking at are fully implicated.

The prefrontal cortex is that which lies just behind the front of the brain.  Its dorsal lateral area is that which appears to initiate executive functions, regulating the chaos of mind by instigating the brain networks needed.  In general terms the dorsal lateral area is essential to managing and adapting to variation of meaning and context. It is the part of the brain which has the slowest rate of structural maturing, this not being completed until after adolescence.  Hence we should view it as a maturing process on which we can have an impact as educators. We can help build strong executive functions.

Screenshot 2018-10-13 at 7.41.16 PM

These are considered the three core aspects of self regulation.   Inhibiting refers to the suppression of distracting thoughts. Switching refers to changing from one way of seeing things to another.  Working memory should really be called something else, such as ‘thought holding and processing since it allows a brief hold on the existence of a thought whilst the mind processes it with other thoughts.  

Screenshot 2018-10-13 at 7.43.31 PM

These are all simple creative ideas for embedding a stimulus to the growth of executive functions within the normal classroom delivery of lessons.  Other and better creative ideas will doubtless come to mind, but have a go at some of these on which I have written brief notes of explanation below.

Inhibiting

  • Simon says: the game where you only follow an instruction which begins ‘Simon says…’  However, in the classroom you only follow the instruction if a statement is true. For example…  ‘Clap your hands if tree is a verb!’ Not clapping requires inhibiting.
  • Prime students to react (hand clap again perhaps) when you speak a particular word, such as ‘examination’.  Then use similar words, such as ‘example’, every now and again during the lesson. Not reacting to a similar word requires inhibiting.  The target word could be something which you do want the students to learn about.
  • Forbidden word: Challenge students to explain something to the class without using a key word.  For example, explaining photosynthesis without the word ‘light’.

Switching

  • Hidden meaning: Students guess the word which a sequence of phrases or pictures will culminate in.  This is good for getting students interested in the topic for the lesson. For example: they are found in Africa, they are big, they have a trunk, they use it to suck up water, they have leaves!  Hopefully students switch from elephants to trees at the end, and in the process have to reappraise all the meanings they had attributed.
  • Points of view: Ask the class to list words which capture their view of a particular object or issue, such as a sports car.  Then ask them to suggest a list of words for the same thing which would be given by a class of students on a small island with no roads.  (That is not a great example, please come up with better ones…)
  • Levels of complexity: These crop up naturally in most learning situations.  The SOLO taxonomy (presented by Joe Burkmar) is a good way to stimulate switching through levels of complexity.  

Working Memory

  • Holding brief stimuli:  show a picture at the start of the lesson for a brief period, say 20 seconds.  Inform pupils they will be asked about it at the end of the lesson so they have to hold as much of it as possible in mind during the lesson.  Ask students for comments at the end of the lesson and then look to see how well they have done. Select a picture for relevance to the lesson content.
  • Visuospatial:  whilst arithmetic is thought to be managed mostly by the audio/verbal part of working memory, mathematical concepts are generally more associated with the visuospatial part.  Therefore aim to embed as much visual and spatial cuing as possible when teaching maths concepts, and help students respond to this aspect of those concepts.
  • Auditory/Verbal: unsurprisingly this part of working memory (sometimes called the ‘articulatory loop’) is involved in thinking with language.  Exercises which require a lot of verbal holding are good. For example, ask students to mentally select the fourth letters in the words chair, table and spider, but not to tell you anything until ready to say a word made out of those letters.  In this case it would be ‘lid’. Another example involves arithmetic: simply figuring out two mental sums and not responding until both answers can be given together. Only speak the question once as holding it in mind is part of the exercise. ‘Five thirteens and twenty three take away six’. Oh what fun!

 

References:

Michelle de Haan, ‘Attention and Executive Control’

In Mareschal, D., Butterworth, B., and Tolmie, A.  Eds. (2013)

‘Educational Neuroscience’

CHICHESTER: John Wiley and Sons

TeachMeet SP7: Your guide

The aim of the TeachMeet this year is the spoil your mind, from the moment you arrive until the last 7 minute talk, we hope you’ll be inspired. 

Screenshot 2018-10-06 at 7.10.12 AM.png

Here is a mini guide to getting the best out of the TeachMeet, whether it’s your first one or you are a seasoned attendee. It’s an exciting time for education and the landscape is changing and changing fast. Innovations in pedagogy and advancements in neurology form the central focus for an underlying theme of ‘connectivism’. We look to the big ideas from 2017 which are research backed and gaze forward at some of the bigger ideas due to sweep through the educational landscape next year. 

During the event we will be running a live twitter feed #teachmeetsp7

After the event we will be uploading a blog daily for 10 days about each of the 7 minute talks and links to research and ideas so you can explore them further. 

Arrive early

Try and escape from school as close to 3pm as possible and get your groove on. We open the doors at 4.30pm and there is an epic welcome hall to navigate with raffles, activities, displays, snacks and freebies. It will take you about 20 minutes to enjoy it all so aim to arrive for 4.30pm. You’ll receive a wifi log in when you sign in. No need to print tickets, the events sold out and we have your name. 

The Main Event 

The first 7 minute talk starts at 5pm on the dot. We plan to raffle off some prizes between speakers and there are 10 x 7 minute presentations in total. Here is a little insight into the main theme or idea

SOLO TaxonomyJoe Burkmar

As learning progresses it becomes more complex. SOLO, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got right.

Flipped & Blended Learning Alex More

Teachers are choosing to ‘flip their classrooms’ in increasing numbers. How we use technology and blend interaction between the classroom in real time and learning at home is the crux of this issue. A research perspective sharing insights and current thinking.

STEAM  Rhona Phelps

Was STEM traditionally but recently saw the addition of Art to the existing Science, Technology, Engineering and Maths. Rhona Phelps has an engineering degree and a PhD in biomechanics and runs graphic science. The talk will focus on how you can inspire communities and families through the power of STEAM work and make the impact truly cross-curricular.

Staff Well Being Helen Finch 

Staff well being seems to be at the forefront of teachers minds. How is your HYGGE? A unique way to view the ‘wellness of you’ and some ideas to support teacher well being will always be popular. We hope by the time you get to the end of this talk you’ll feel inspired and valued. 

Google Classroom

An epic platform that makes it easy for learners and teachers to connect. Free and forward thinking Google Classroom is easy to set up, costs zero money, saves time and paper (better for the planet!), helps you organise learning and work and really enhances communication and feedback. It’s a game changer! 

Collaborative Learning – Josh Gardiner 

In a world of escalating populations, working as a team and the wisdom of the crowd has never been more important. Josh suggests some amazing ways to embed this in the classroom with pros and cons to help you navigate the tricky art of collaboration. 

Digital Literacy – Adam Morland 

Adam works in the tech industry and will be giving you direct insight into how important digital literacy is in a fast evolving digital landscape. What skills and dispositions will our learners need to thrive and survive? An interesting talk, get ready to embrace your digital natives and survive impostor syndrome! 

Brain Based Learning which is really Educational Neuroscience – Nige Armitstead

We have no idea what Nige will be presenting on but we know it’s always engaging, current and linked to his vast knowledge of the mind and how it works. Be prepared to take away new thinking about learning, cognition and how to relate it to your classrooms. 

Gamification – James Mosely 

James will be enlightening us about a new player in town, gamification. What is it? How can we embrace it in the classroom and how can we shape our lessons to appeal to the digital natives? All good questions … 

In Utopia 

If you could create the perfect school, what would it look like? The final talk focuses on this very issue and how we might prepare an education for a 2032 child. 

Estimated finish time: 6.30 pm. We will raffle off prizes between talks so the event will close after the last talk. 

How to get involved socially? 

During the event we will be running a live twitter feed #teachmeetsp7

After the event we will be uploading a blog daily for 10 days about each of the 7 minute talks and links to research and ideas so you can explore them further. 

See you on Wednesday! 

Screenshot 2018-10-06 at 7.46.06 AM

 

 

 

 

 

Creative Learning space for teachers

By Alex More

B8B79D4D-9248-49BD-A208-AC4A476C835A

This summer we created the ‘Learning Lounge’ at Shaftesbury School in North Dorset. This is a space for teachers to relax, read, recharge and learn.  The total cost = £97-17 ($126 approx). It doesn’t have to cost the earth to reward staff, create a space and improve well being! I have been contacted by quite a few people about how we did it in a time when budgets in schools are tight, or non-existent. I reckon it would be cool for every school to have a space like this so if you are interested read on …

It started with a space. The boss was kind enough to offer a tired old staff room at the top of our oldest building. This seldom visited space offered the perfect canvas for the project. Here’s the before pictures:

After asking around, salvaging some old furniture, books, chairs and wood we created this space. It’s amazing what people throw away. Most of what we salvaged was destined for landfill. Here’s the after pictures;

Why we did it?

To create a space that staff felt was theirs. Somewhere they could relax between the madness of the school day, make a brew, read a book, listen to some music or do some work. School’s are busy places and teachers are busy people. There has been much written in the press about teacher well being, staffing shortages and the work force being stretched to capacity. When combined with headlines about restricted school funds and stressed out staff, anything we can do to provide a sanctuary for well being must be worth the investment.

Have staff been using the learning lounge? 

So far, yes! The space has been used for quiet thinking time, catching up with colleagues, focus group meetings, 1:1 meetings, lesson feedback chats, planning, marking, thinking, reading and studying. 

Inspiration for the space came from companies who value their employees; Lush Cosmetics, Google and Patagonia. One colleague joked it feels more like a coffee shop than a working space which is cool. After all, it’s more an escape place than work place. The work part is optional. 

We are hugely grateful to Marc who heads up Lush Cosmetics upcycling team in Poole. The team, under Marc’s guidance have an epic outlook on reusing, recycling, up cycling and reclaiming things. Nothing goes to waste and their ethics, values and dedication are visionary in an age where as consumers we are throwing more into landfill than ever before. Marc was able to spare some wall units, cubes and other items to help us fill the space. If more companies thought like this our world would be a better place. 

What’s in the space? 

  • A kitchen with free access to tea and coffee
  • Educational books and general interest
  • Academic Journals
  • A music station with CD’s
  • Some plants
  • A PC and lap top stands
  • Writable surfaces and lots of them
  • Paper, pens and stuff
  • Power supplies
  • Information and posters
  • Comfortable furniture

If you are interested in any of the ideas above or intrigued and want to find out more details on how we made the stuff,  Click here:

Massive thank you to Marc and the team at upcycling team in Poole. Thanks to Lush, the site staff at school and anyone that helped carry stuff, move stuff and paint! 

 

Strength in Numbers

By Adele Andre

We welcome to the hipsters’ blog Adele.  Adele has written a great blog on how to create a collaborative learning environment in your classroom.

There are many misconceptions about the notion of ‘group work’. The common belief is that requires huge amounts of preparation and can only be done with the very best of classes. The thought of ‘letting go’ and trusting the students to work together to create, develop, solve or even learn something entirely new, can be scoffed at under the pressures of time, curriculum content and behaviour management.

However, those who regularly use group work effectively will advocate that it has actually saved time, helped develop classroom relationships and allowed students to flourish both individually and as part of a team.

Humans are social animals; we are not designed to work in isolation…why should learning be any different?

How do I conduct group work effectively?

A healthy volume of studies, meta-analyses and educational academics provide evidence to show the benefits of ‘wisdom in crowds’. John Hattie with his ‘Visible Learning’ and the Educational Endowment Foundation (EEF, 2018) are two areas to look to in order to prove this point. However, this is only relevant when group work has been conducted effectively, which means it has been introduced correctly and regularly over a period of time. Unfortunately, “create a poster as a group” has never, and can never be classed as ‘effective’.

Getting technical…
The first point to clarify is the difference between ‘collaborative’ and ‘cooperative’ learning. Educational researchers use these words interchangeably despite the fact that there is a subtle difference between the two approaches.

Read on, it might just revolutionise your own approach to group work and help explain the importance of group work. 

Cooperative Learning

coll

It’s all about STRUCTURE! If you are the teacher who doesn’t feel ready to ‘let go’ this is the right approach for you! Each learner within the group has a defined and specific role, which will contribute to an end group goal.

Some teachers see this approach as slightly more labour intensive as it may require the creation of ‘role cards’ or specific success criteria for each student. On the other hand, if you have a few spare moments, familiarise yourself with Kagan Structures. Kagan Structures are content-free, they require minimal planning and should be used regularly in a classroom routine. I used Kagan structures whilst working at a ‘Cooperative’ School during my teacher training and it was amazing to see how easy a structure was to implement when students had been given the opportunity to practise it.

cd.JPG

A simple example of a Kagan Structure would be having a group of four students writing their ideas/ opinions/ answers on one-quarter of a sheet of paper (each student uses a different coloured pen). In the middle of the paper, the shared ideas/ opinions/ answers of the group are written. The different coloured pens and areas of writing highlight individual participation, whilst the centre of the paper demonstrates group analysis and cooperation. A perfect illustration of Kagan’s requirement for there to be ‘No Hogs or Logs’ – each student must equally participate and their participation is visible.

Collaborative Learning

This is different.

This type of learning is commonly used at a university level and within industries, so essentially, life beyond school. This approach centres on working together to think in a more CRITICAL and ABSTRACT way. Collaborative learning involves creating knowledge not always working with the knowledge you have already been given. In effect, it is less structured than the carefully organised approach of Cooperative Learning. With this approach, you want your groups to have developed entirely different ideas/ answers/ opinions as you are promoting creative, individual thinking.

There are many different Collaborative Learning Techniques you can use. A personal favourite of mine is linked with how you ask students to organise information:

Capture2

Which one is for you?
The answer to this question should be both! Some classes you may feel more at ease to allow for collaborative learning to take place (there is a wealth of literature on different techniques but a good starting point would be ‘Collaborative Learning Techniques’ by Barkley et al). On the other hand, if you are just finding your feet with group work, have a look at some Cooperative Structures like those proposed by Kagan (Kagan, 2013) – these are particularly useful where you need to control a specific outcome or you have a class who are slightly resistant to group work.

FINISHING WITH FIVE TOP TIPS

Capture3

Not one to work in isolation, I asked 5 different colleagues for a ‘tip’ when it came to group work:
DO NOT GIVE UP – often the first time you try a new technique, it doesn’t necessarily work the way you planned it to, this does not mean it doesn’t work. Be reflective, adapt, try again.

AVOID LABOUR INTENSIVE TECHNIQUES – Card sorts that require laminating, cutting, sorting, shuffling are not the ‘ideal’ and are off-putting to doing group work again. Try blank laminated cards that the students can write on and pass to another group to sort/ shuffle/ organise.

ROUTINE IS EVERYTHING – Once you have found 3 or 4 structures or techniques that work for you, use them regularly and often. The students need to practise them too!

PRAISE AND ENCOURAGE – For one reason or another, we can sometimes feel a little uncomfortable in group situations. The power of praise should not be underestimated.

ROLE MODEL – If you are a team leader, a middle manager or someone conducting CPD sessions, use group work too! Why keep ideas to yourself, try out some the techniques you have been using in your classroom.

References and extra reading
Barkley, F, Howell Major, C, Cross, K (2014) Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 263-267.
Educational Endowment Foundation (2018) Collaborative Learning. Edition. [PDF]. Available at: https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/collaborative-learning/.
Kagan, S (2013) Kagan Cooperative Learning Structures. California: Kagan Publishing.

5 more hip ways to start your lessons

By Alex More

Thanks for your feedback on our last blog 5 hip ways to start your lessons It seems there was some genuine enthusiasm to try some of our ideas out. So, here are 5 more ways to help you create the most engaging starts to your lessons. We hope you like them!

1: Low access, high challenge

This idea is straight from the Lazy outstanding teacher handbook and works well to engage students in critical thinking from of the off. Present students with an image and a question. The image should be powerful enough to intrigue them and perhaps puzzle them a little. I tend to use https://unsplash.com/ &https://pixabay.com/en/photos/amazing/ for the images are both sites are free and easy to use.

Below are some examples of how I have used the low access, high challenge method. It’s low access as it involves everyone, very inclusive and high challenge because you can take the conversation as far into the learning as you feel time and interest permits. As a guide I normally allow 5 minutes for this task.

Screenshot 2018-08-13 at 8.19.47 AM

I used this recently with a boisterous Year 9 computing lesson. Within seconds, everyone had an opinion and argued their logic and rationale. Conversations and disagreements were rife and everyone loved it. Who do you think would win this fight?

Here is another example used with a GCSE PE group.

Screenshot 2018-08-13 at 8.21.43 AM

Student’s were presented with the answer and had to come up with a viable question. This proved quite challenging and took a little time for students to reach logical questions but the end result was interesting. ‘If this was the learning prompt, what was the lesson about?’

Screenshot 2018-08-11 at 6.48.51 AM
I used this one in a Year 9 computing lesson to engage some thinking around how technology might change by the Year 2043. Some great conversations about hot-desking, hologram imaging and virtual reality emerged and students seemed very open to listening to the ideas of others. This image could be adapted to suit any classroom environment and works really well.

2:  Make the connection

This idea places a high cognitive demand on students and really makes them think. The idea works best if students are allowed to work in small teams (2 to 4 people max). Present students with two separate images on the screen and ask them to make the connection in 5 links. It helps if you use images related to the learning. In a recent A level PE lesson on the history of football in the UK I used this image;


Students then had to map the evolution of football as they saw it. To maximise the potential of this idea ask a spokesperson for each group to read out their 5 steps.

3: Plickers

Plickers uses technology to embrace learning and will rely on the teacher using a mobile device to scan student responses. It’s a simple concept but amazingly effective at engaging students in Q&A, short answer assessment during lessons and students don’t need their own devices!

From the Plickers website https://www.plickers.com/ or the App you can download a set of A4 paper cards. Once printed, each student is given a Plickers card. The teacher can then use the App or online version of Plickers to preset a series of questions. Student’s respond by raising their card in class. The teacher then scans the class and the answers are presented on the screen for all to see. Simple, effective assessment and highly engaging.

4: Gamification

This idea works on risk and reward. Divide the class into teams of 4. Set a series of 1 mark questions, simple answers. For example; What is the capital city of Mexico? Each group has to record their answer and hold it up on a mini-whiteboard. The teacher scans to see the answers and then offers each team the option to STICK or TWIST. If they stick and have the correct answer they bank 1 point. If they decide to twist then the teacher flips a coin and if they call it right they double their points. If they flip and call wrong it’s back to zero

5: Summarise in a tweet

This idea embraces the fact that your students are most likely digital natives and adds a social media element to the learning which they like and can relate to. Ask them to create a TWEET (280 characters now, up from 140 previously) to share with the class. You can differentiate the challenge as concise sentence structure to form a tweet in 140 characters can be more difficult than allowing them 280. Students have to work hard to grammatise a coherent tweet that they feel is worthy of sharing. Below are some contexts in which this has been applied.

  • Summarise what you learned last lesson in a tweet
  • Create today’s lesson objective as a tweet
  • Explain through a tweet Newton’s law of relativity
  • Form a tweet to describe why plastic is bad for our oceans
  • Mark your partners work and Tweet them the feedback in 140 characters

Give these ideas a try and let us know what you think.

5 Hip ways to start your lessons

By Alex More

Word up hipsters, here’s a quick fire guide to starting your lessons with a bang! These are not ‘lesson starters’ which I have always felt are a little cliche. They are simple, easy to apply ways to start your lessons and get students active, engaged and interested.

Capturing a student’s interest is vital if we are to provide engaging lessons and avoid them switching off. Often, this means working hard to create the buzz that fuels such engagement, but it doesn’t have to be that hard. The following 10 ideas require minimum teacher effort and yield maximum student energy, the dream ticket! If you are interested, read on …

1: From the register

When you take the register, insist students answer with a keyword from last lesson, instead of their name. The word could be from  a home study task or a word relating to the learning but they must be attentive and thinking to ensure the word they use is relevant. To increase the challenge, randomize the register order and insist keywords can’t be repeated, original words only. I did this recently with a year 9 science lesson on waves. Student’s responded with words like peaks, troughs, oscillations etc and it worked great.

2: The cone game

Screenshot 2018-08-13 at 7.02.28 AM

Borrow some colored hat cones from the PE team and set up this simple but active activity. It’s great as it gets students out of their seats engaging in active learning. It works best as a pairs game and can be either played in open spaces or set up with desks in a classroom. You need a set of keywords written out and a set of cones. As pairs they take it in turns to find a keyword and bring it back to their partner where the word is added to a mini-whiteboard. 3 minutes is the ideal time for them to collect as many keywords as they can. From the glossary of key words you can ask them to create the lesson objective, a tweet about what they will learn or perhaps some questions they might have about those words.

3: Flipped Learning

Flipped learning provides students with access to content ahead of time. Students can engage with podcasts, videos, online tutorials or extended reading outside of the lesson. The teacher sets the task prior to the lesson. When the lesson arrives student’s have a basic understanding which the teacher can build on. I wrote a blog recently from hip to flip which outlines some ways teachers can engage with flipped pedagogy  https://educationalhipsters.com/?s=from+hip

I tend to use flipped learning for about 50% of my classes and all of my exam groups. Students love it and this version goes by the name of ‘Flipped 101’.

4: Speed dating

Just like real life speed dating this gem of an idea involves active learning, challenge and peer collaborative learning. 

Screenshot 2018-08-13 at 7.04.51 AM

Ask students to create 3 x questions from the content covered in your lesson. They have to do this as a home study / flipped task. The questions have to be worth 1 mark each, so short answers only. It’s worth emphasizing that students must know the answer to the question, so a little research needs to happen. When students arrive in class with their questions, inform them they will be speed dating. Students then have to find another person (someone they don’t normally work with) and take it turns to ask and answer questions. They give each other a score out of 3 then move on and find a new date / partner to ask questions. The teacher just needs to time 60 seconds per round so 120 seconds per pair and call the rotations.

5: The Post-it note game

Give each student 1 x post-it note each. Ask them to write down one keyword. The word they write down will depend on the context so let’s create a context to help you visualise how it works.

Context: Year 10 English lesson on Lord of the Flies

Ask students to write down the word they feel best describes the character Jack in the book. They can only write ONE word and they have 30 seconds to do it. Once they complete the word, ask them to keep it a secret. Set up a central table in the classroom and ask all students to stick their post-it note on the table. Once all the Post-its have been placed ask them to rotate around the table and read other people’s words. Once this is done, they have to select ONE word that they now feel represents Jack. This won’t necessarily be the word they wrote which adds an interesting dynamic. Randomly, ask students to explain WHY they selected that word, what they feel it represents.

With the start of the new academic year a few weeks away, we hope you might try an idea or two and perhaps contribute one of your own. We have 5 more ideas on how to start your lessons which we will post next week.