Friday, December 21, 2012

What is a troll?



I occasionally get asked 'What is a troll?' and 'How do you deal with them?' so...


Troll ~ 
Noun
  1. A mythical, cave-dwelling being depicted in folklore as either a giant or a dwarf, typically having a very ugly appearance.
  2. The action of trolling for fish.
Verb
Fish by trailing a baited line along behind a boat: "we trolled for mackerel".

Urban DictionaryOne who posts a deliberately provocative message to a newsgroup or message board with the intention of causing maximum disruption and argument.

I'm sure every blogger will come across the troll at some point. On social media platforms such as Twitter they are even more prevalent yet hide behind their self justifying anonymity. Sometimes we take the bait they throw at us and other times we try to ignore their petulant whining. 

Teachers will meet trolls not only online but in the staffroom too. Some call them bullies others call them names that will remain unmentionable on this blog. I've met a few and exchanged posts and tweets with more, all are the same breed: attention seeking trouble makers. At first, dealing with the troll only leads to more trolling. 


Recognising a troll is quite easy
  • They are usually anonymous and pride themselves in their anonymity
  • They have bios that laughably explain why you are the fool for thinking they are a troll
  • They start arguments for no reason
  • They blame everyone for everything except themselves
  • They see you as the reason why everything is going wrong
A few steps to take when you encounter a troll

  • Never take the bait
  • Never try to reason with the troll
  • Don't engage in their mediocre nonsense
  • Block them
  • Ignore them
  • Report them as spam
  • Don't fall into the trap that they are trying to demonstrate a valid viewpoint
It's troll blocking season, clean your timelines, flush your followers and enjoy a troll-free festive holiday :-)

Sunday, December 16, 2012

YouTube Analytics as a Maths resource

YouTube analytics 

YouTube provides a fantastic analytics section for every video you upload and the information it provides could be a great resource for Maths and calculations such as:

  • Reading Graphs - line graphs and pie charts are used
  • Percentages
  • Estimations
  • Time
  • Problem solving 
Depending on the information you are looking at you can download it as a CSV file providing opportunities for spreadsheet investigations.


Have you used YouTube analytics in your teaching?

Friday, December 14, 2012

My Top Tech of 2012


Even though there are a few days remaining, 2012 has been a fantastic year for technology  in teaching and learning. And what better way to celebrate it than to give you my top tech of 2012. This list, which has no particular order, demonstrates the technology I have found to be the most effective for raising standards in teaching and learning.

  • Airserver is an over the air receiver for Macs and PC's giving you a similar experience you would get with an Apple TV but for a fraction of the price. It has been indispensable in my classroom and will remain to be so.
  • Edmodo has been a firm favourite for the past 2 years and continues to impress me and my class. It fits perfectly into the 'Virtual Learning Environment' category yet costs nothing. Why schools pay for VLE's is beyond me when Edmodo is so much better.
  • The iPad is simply the best tablet device bar none. No other tablet offers as many apps for educational use nor gives users the power to create content as easily. iMovie and GarageBand are two outstanding examples of content creation apps that make iOS devices stand out.
  • Code Academy is genius. Anyone can learn to code through easy to follow, step by step lessons that will have you coding in no time. I intend to make use of this more throughout 2013 with my class.
  • X-Ray Goggles, provided free by Mozilla, lets you see how web pages are put together and lets you tinker with the underlying code. So easy and instantly effective. Great fun and a perfect tool for teaching.
Chrome Web Apps 

  • Chrome web apps have really lit up my class this year. Math, English, Geography, Music, History, Art, Science: every subject is catered for and the apps are perfect for teaching and learning.
  • Google + has become an essential part of my daily excursion into what's happening across the world of education and technology, hangouts have been improved and are fast becoming a perfect communication tool for groups across the world.
  • Raspberry Pi is a 'cheap, accessible, programmable computer' that has made my class go 'WOW!' It's a stunning device that has so much promise. 2013 will be the year it makes inroads into many more schools.
  • Skitch is the perfect screen capture annotation tool that has now become integrated with Evernote. I have been using it since it came out as a beta tool and it has always been my first choice for capturing images.
  • My last  is not technology in the hardware sense but without him I would miss so many great ideas, tips and suggestions for using technology in the classroom. My last top tech for 2012 belongs to Tim Rylands and his fantastic contribution to teachers and learners everywhere on his blog. It is a wealth of magic and a perfect starting point for any teacher looking for that extra something for their classroom.

I'll look forward to hearing about your own top tech list for 2012.

Monday, November 26, 2012

Why international schools outperform those in England



I taught in an international school in Gran Canaria, Spain for 8 years. Almost very child was Spanish and they received a curriculum based on the National Curriculum in England. Apart from their daily Spanish class, they learned everything in English. We had no teaching assistants but we did have one SEN teacher who did the most brilliant job. At times the going was difficult but every child tried their best, teachers worked their hardest and when the SAT's in English and Maths were taken we never doubted that the results would be similar to if not better than those from England's primaries. And every year the children proved themselves by doing just that.

How could that be?

It's quite simple really. There isn't a magic bullet, no secret teaching method nor learning style is used. What that school and many other international schools do is to leave out all the nonsense from government and trust their teachers to do the job they know best. Teachers are left to teach, to use the curriculum in the way they see fit, to change and adapt to the learners in their class. The trust between teacher, child, SMT and parents keeps the school at its best. Teachers don't have to face mountains of paperwork, the goal posts never change half way through the year, there are no 'Ofsted' style inspections but there are inspections that promote teaching and learning, there are no ridiculous SMT demands nor league tables (schools work together), work scrutinies are used to pick out great ideas not to find negative issues, there's no mad fixation on formal assessment, no APP nor AfL as created by government but definitely a system in place that works for the children in the school, there's no marking in green and pink only marking and it doesn't involve detailed responses nor next steps. The list could go on but I'm sure you get the point.

Schools in England need to leave out the nonsense that doesn't benefit the learners, then we'll see our education system start to improve.



Sunday, November 25, 2012

The 21st Century teaching and learning myths


If you happen to follow the latest Education news you will have no doubt heard of the terms '21st Century Learner', '21st Century Classroom' and '21st Century Teacher'. And if you delve a little deeper to discover just what these terms mean then you may or may not come to the same conclusion as I have, they are myths.

Throughout history, we humans have used education as a means to better ourselves, to inform ourselves about the world around us, to gain knowledge and understanding, to make sense of it all, and we have used the tools and ideas around at those times to help us achieve those aims. From a rock to a piece of flint, an animal skin to the Book of Kells, fire to the atomic bomb, tools have driven our desire to learn more and more. Without the tools I wouldn't be writing this on my iPad, nor would I be able to use the Internet to publish it. You wouldn't be able to read it as it would probably be still in my head nor would you care as you wouldn't have known about any of it in the first instance. So tools are an essential aspect of any education but that doesn't make the tools of today any better than the tools that went before them.

The general theme that runs around 21st Century this and that is that those of us not open to its virtues have already failed its 21st Century Learners. Teachers not embracing the use of the latest technological tools are described as technophobes or rejectionists. Even those that do try, cautiously, to include these new technologies in their everyday teaching are seen as slow adopters. Then there are the learners themselves who have been described as *'digital natives' who are stuck in 19th Century classrooms surrounded by the inept technophobes and their ageing technology.

'How can they possibly learn!'

Well, they do. We are resilient beings and just like our ancestors we want to make sense of the world around us, to discover, to push ourselves, to use this knowledge to make connections and ask more questions. The tools we have today connect us to more knowledge and resources than ever before but having access to these tools doesn't make us 21st Century Learners or Teachers. 

Learners will continue to learn whether they have their fingers on a digitally connected universe of information or not. What we should really be discussing is the provision of a curriculum fit for a new century. Only after that has been established may we even begin to start realising the possibility of 21st Century learning and teaching.


*Don't get me started on 'digital natives', what a pile of nonsense that one is.




Wednesday, October 24, 2012

Moving from Wordpress.org to Blogger


image courtesy of nancyr478
I have moved my blog which I have hosted using Wordpress.org to its new home, here on Blogger. Why? What on earth possessed you? What have you done to my feeds!!! Well, the reasons for the move are quite straightforward.

Why I moved from Wordpress.Org

Thursday, September 27, 2012

The iPod Touch as a story teller



Creating film in a classroom might fill some educators with nervous anticipation and in some cases fear and blind panic. But it does not need to be like that. All you need is the imagination that a class of children can provide and access to an app on one device - iMovie on the iPod Touch 4th Gen. 

I have recently started the study of film as part of a class topic in Literacy. Film is part of our lives and its effects are found throughout most stories children write. Using film as the inspiration for Literacy work therefore makes a lot of sense as it captivates even the youngest of ages and provides them a platform to unleash their own cinematic ideas onto paper. Well, in my case through the digital medium of the iPod Touch and the iMovie app. I have used iMovie on the iPod Touch before but this is the first occasion that I have decided to outline how I have used it and how my class have benefited from it. 

Friday, August 17, 2012

Digital Literacies – A new framework for ICT




ICT – Information Communication Technology has been the title of the curriculum approach to the teaching and learning of technology in schools in England for the best part of this millennia. It has outstayed its welcome therefore in January of this year, Michael Gove announced that the ICT program of study was no longer necessary and schools could teach ICT as they saw fit. Finally, we were given the ‘nod’ to continue doing as we had been doing which was to ignore the old ICT curriculum only fit for the 1990′s and concentrate on approaching ICT in ways that reflected the constant change revolving around technology. Amen.

Sunday, May 20, 2012

24/7 webcam Science with IPEVO


I recently received an IPEVO Point to View USB web camera and I have been very impressed with its ease of use, sturdiness and image quality. We have been using the webcam quite a bit in class for instant displaying of student work through the projector onto the board and demonstrating activities to the class particularly art based work. The image quality is sharp, clear and colour is excellent. It also shoots in low light conditions which is a bonus and with an autofocusing lens it made sense to use this webcam for our 24/7 Science lab experiment.

Sunday, May 13, 2012

Kinect Calculations



A quick post for Sunday. Last week I started using the Kinect system with my XBox in class. I've only got Kinect Adventures but that it has more than enough options for use in many areas of the curriculum.

I used the Reflex Bridge activity to generate the numbers required for our mental calculation work in class. The game can be played by two players which involves lots of jumping, ducking and swerving to avoid oncoming obstacles whilst trying to collect pins. The total for each player is displayed at the end of the game which lasts approximately 3 minutes.

The two 3 digit numbers provide a wealth of mental calculation possibilities.

Saturday, May 12, 2012

We do make a difference


Over the last week the teaching profession, which I am proud to be part of, has once again come under attack from the Education Secretary Michael Gove and the Chief of Ofsted Sir Michael Wilshaw. The attacks have been so vile that I wanted to vent my anger and frustration here on my blog. But last night, every word they uttered, every letter printed by the media paled into insignificance when my teaching assistant called me and told me to buy the Leicester Mercury Newspaper and turn to the letters page.

I did and this is what I found.

Thursday, April 12, 2012

Digital Literacy in the primary classroom

Image courtesy of Doug Belshaw 
I've been following the work on Digital Literacy by Doug Belshaw for just over 2 years and I'm still getting my head round what it means to be digitally literate. Two years ago Doug published a post which really grabbed my interest in which he outlined his 8 elements of Digital Literacy as part of his thesis. I am reproducing these below (all rights belong to Doug).
  • Cultural [Cu]
  • Cognitive [Cg]
  • Constructive [Cn]
  • Communication [Co]
  • Confidence [Cf]
  • Creative [Cr]
  • Critical [Ct]
  • Civic [Ci]

Monday, April 2, 2012

Personalising Learning does more than get results




At the start of January of this year I embarked on a different approach to teaching and learning in my classroom, I personalised the learning of each and every learner in my class focusing on their learning not my teaching. I had read, researched and discussed this approach but I was still unsure whether it would be as effective as I hoped it would be in raising the level of attainment in my class. It not only did so but it surpassed any aspirations I had and it has made me even more determined to pursue this approach through the remainder of this academic year.

Personalising Learning is not something you can pick up and start in your own class tomorrow. You need to take into account most if not all of the following.
  • It takes a lot of thought and effort
  • It takes time to build up a clear picture of every learner in your class and where they are in their own learning
  • It takes courage to stand back as a teacher and let the learning happen of its own accord
  • It requires a vision and belief that it will work
  • It needs careful planning but still allow for change at a moments notice
  • It needs the voice of the learner to be listened to to steer the direction of the learning
  • It needs you to rethink your classroom layout
  • It needs you to rethink your approach to teaching and learning
In the last 8 weeks I have witnessed learners blossoming, growing, developing skills that would have otherwise been kept contained due to an over adherence to the 3-step teaching model (Introduction, Main Activity, Plenary). I have also been amazed at how much learners can steer their own learning towards surpassing goals that a national curriculum demands. Last week I gathered together my teacher assessments and was blown over by the level of improvement in both English and Maths. Learners in my class have taken to the use of personalised learning so effectively that they have demanded that I continue the approach during the final term of the school year.

There is room for improvement of course. I want to develop peer assessment into this approach so that learners have the opportunity to steer each others learning journeys. I would love to see another teacher follow the approach with their own class even if it was only for one week so that we could learn from each other and perhaps use available technologies to connect our learners to peer assess their learning journeys. I want to give over even more opportunities to my learners to develop their own learning by marrying national curriculum learning objectives with their own 20 time projects.

It's never been a better time to be a teacher/learner.

Thursday, March 1, 2012

Playing hide and seek with data protection

You can't hide from me
We all know the game 'Hide and Seek', I loved playing it as a kid and it's always been one of my favourite games. Yet the game's essence of hiding is apparent in some of today's internet users who are adamant they will not be found. They hide behind anonymous proxies, ip addresses that lead nowhere, servers that mask their identities. They refrain from posting anything online that will ever connect others to their real personas, they mask themselves in lies, deceit, paranoia, fear and anger. Anger that no one is taking notice, anger that our data is being taken from us, that our liberties are being eroded and that we are losing control of our real identities that some believe are being sold to the highest bidder.

The answer is very simple but one that they don't wish to adhere to - don't go online. Ever.

Friday, February 24, 2012

Education England 2015 - a warning

Here lies Freedom in Education
It's May 2015 and the General Election is upon us in the UK. The last 5 years in Education can only be described as the most destructive ever undertaken. The seismic changes that Sir Michael Gove and Lord Michael Wilshaw (ex Ofsted chief) have imposed upon schools in England from the end of 2011 are only starting to be horribly realised. 
Thousands of teachers have left the profession due to measures that have brought untold misery to millions of learners now subjected to 'teaching to the test' to keep England in the top 5 of the PISA table, and Performance Related Pay, which has failed in its promise to attract the best to the profession, has been the subject of intense scrutiny after it was alleged results were been manipulated to ensure some schools could continue offering the best salaries. Prime Minister Cameron, who survived one attempted leadership battle after his disastrous handling of the Iran crisis in 2012, now faces another as his Tory faithful realise the misjudgement of allowing two ideologues complete control over education in this country.
England may be in the top 5 performers according to PISA, which is itself facing questions over bribery allegations, but this does nothing to alleviate the crisis facing tens of thousands of recent graduates and school leavers who have no prospect of employment due to 'GoveShaw' measures during 2012 to decrease vocational qualifications to less than 20, forcing schools and universities to offer only academic subjects which present employers are no longer interested in.

It doesn't have to be like this. You are a teacher and you know your class.
You know what they require to move them on in their learning, not some government rhetoric.
You know every learner in your class, not some visiting Ofsted inspector who sees them as data.

You are the teacher.

Teach. Lead. Facilitate. Guide. Question. Reason. Listen. Learn.

Be the teacher you know you really are.


Blog ownership - Learner or Teacher?


I've been following some debate about the ownership of blogs used in classrooms. There are those that say blogs must be led by the teacher and all posts moderated for content and spelling by the teacher. Then there are those that say blogs must be owned by the learners, that they should have control over content that is posted no matter if it contains spelling mistakes but comments should be moderated by teachers.

Writing a blog is something that every class should be doing no matter what age group, there's no debating it. It's as easy or as difficult as you want to make it. It can become an essential part of the learning process throughout the school year or a noose around a teacher's neck as they deliberate over content and finding time to keep it updated. Blogging is powerful no matter way you look at it and it should not be cast aside as a fad. It's been around for quite some time and will more than likely be around for quite some time to come, so schools should embrace it. How you use your blog once it has been set up is an essential part of the decision process. On one side we have the teacher teaching from the front of the class like we always have, the other the teacher is facilitating the learning from wherever they may be.

Where do you find yourself?

Wednesday, February 1, 2012

Leashes not required

Leashes not required


For the past 3 weeks I have been personalising every child’s learning in my class. I use a weekly plan which is made up of Literacy and Numeracy targets specifically chosen by me so that the child can work towards these during the week. Every child is given the opportunity to add further targets which they feel will make a difference to their learning. These targets are taken from the Year 4 EoY targets for both Literacy and Numeracy. Children also have the opportunity to create their own ‘Most Important’ target for that week and a Personal Journey (PJ) which is Project Based Learning.

I have noted distinct and measurable improvements in every child’s learning since their introduction 3 weeks ago, for example, this week every child in my class has met or surpassed their numeracy targets. Each child is now responsible for their learning and the PJ inspires them to focus on the learning that will move them forward. This personalisation allows me more time to focus on teaching specific skills to many more children than I would otherwise have taught using a centre stage approach where I would stand at the front introducing and explaining for 10-15 minutes to the whole group before allowing them to show their understanding.

The use of a PJ has become my weekly plan. I do not blindly follow units of work or prescribed schemes as these have been written as guides and not as a step by step teaching method. I use National Curriculum objectives to focus on specific learning targets for every child. In this way children in my class may end up working on various mathematical concepts during any one lesson.

My TA has found using the PJ’s more beneficial as they have helped her focus on the needs of every child as she can refer to the PJ at any time.

Lesson times are now blended into one another and there have been occasions where some children have worked on Numeracy whilst others have been focusing on improving a Literacy target. The children are more focused, their learning is improving, targets are being met and in the next few weeks I will use written assessments to measure progress against my own professional judgements. That's when many of the readers of this blog, my colleagues and other educators and parents will discover if a personalised approach is beneficial to developing, promoting and extending learning.

Many thanks to artfulscribe for use of the image

Sunday, January 22, 2012

One week with personalised learning



One week has passed with my class using Personal Journey's, each one containing their very own personalised curriculum for the week ahead. Has the week been successful? Has learning improved? Well, one week is far too short to give detailed answers but I can say that personalising the curriculum for every child in my class has been an inspiring journey for me. I have watched in awe at children working their way through their learning, solving problems in pairs, discussing and thinking, coming up with solutions, offering suggestions and advice to their peers. It has confirmed my belief that if we give learners opportunities to follow a personalised approach they will fly.


Personalising a curriculum requires a knowledge of every learner in your class, which is why I wouldn't consider using this approach with a new class at the beginning of their school year. To ensure the approach works you must know every learner and understand their needs. A Personalised Curriculum gives every learner the opportunity to work at their own pace with challenging targets. It encourages collaboration as well as providing opportunities to solve problems individually. The use of a learning document, such as the Personal Journey my class uses, is very important as it focuses the learner throughout the week. Each learner in my class uses their own PJ which is a mix of teacher set targets and their own as you can see in the example below. You can watch a ScreenChomp presentation of me describing another Personal Journey from this link.



Observations after week 1
  • Every child preferred this approach to their learning
  • Every child was on task every day without having to be told
  • Every learner made progress in Numeracy and achieved two targets that I had set them
  • Every learner achieved at least 1 of their own targets
  • Every learner told me they are looking forward to the next week of learning in their Personalised Journey

Wednesday, January 18, 2012

Personalising Learning



If you go into a classroom at the beginning of a lesson you will more than likely find the learners facing the teacher at the front of the room. The lesson will start and 15 minutes* later the class will have been given the go ahead to do their work. If the teacher teaches in this way for every lesson during the school day, the learners will be listening for at least 1 hour or put it another way, learners in such classrooms spend just over 8 days of a school year listening to lesson introductions. That's for a teacher who manages to make their lesson introductions succinct. Listening time increases to almost 11 days for a 20 minute intro and an agonising 13.5 days for a 25 minute intro teacher. This needs to change.

Lesson introductions are important but some teachers use a lesson introduction for every lesson which cuts into learning time as you can see. If you remove the lesson introduction completely you are left with a full day of learning. Some may argue that introductions are important and I would not disagree, my issue is the time misspent on introductions when many learners know what to do and just want to go and get on with it. Yet teachers are restricted by their current planning which in many cases involves an introduction, main activity and a plenary at the end. For every lesson! I am not using this post to pour scorn on this tried and trusted teaching recipe but to encourage you to unlearn how you teach and to consider not using introductions for every lesson but allow learners to 'get on with the learning'.

Over this new school term I am using a Personalised Learning approach with my class. Every learner has received a Personal Journey which has been drawn up by both myself and the learner. The PJ lasts for one week but can be carried into another week if required. Learners use the PJ every day from the moment they come into my class. After registration they get on with their learning. There are no introductions. Every learner is on task within 1 minute and if you were to have a look around you might find some doing Numeracy, other doing Literacy and others working on their own personal learning project. They can take a break when they wish, they can walk around the room, they can use the floor or wherever around the room they feel will help them with their learning. Some will seek me out for extra help and guidance, I have plenty of time to see every child in the room and provide instant feedback on their learning. And there are no behaviour issues as we have a strong working relationship built on trust and respect.

I have never been more excited with learning than I am now, I have never had as much time to focus on teaching as I do now, I have never had as much time to spend with every learner on what they need to move their learning forward as I do now. And this is only day 3.  Personalising Learning is nothing new but it is for me. I have started my own Personal Journey and I hope you can join me as I post my findings here and on Twitter.

Sunday, January 15, 2012

Innovating learning requires innovating the classroom too



I have always liked moving classroom furniture around, mixing up tables, moving bookshelves along with reorganising the learners in the room too. I usually do this at the start of every term as a way of shaking off the last term and starting afresh, a new perspective and for some, a new partner to work alongside. But recently I have realised that not much has actually changed, the classroom is basically still the same. The mode of learning has remained focused at designated tables. I decided that if I wanted to continue looking at innovating teaching and learning I also had to innovate my classroom too.

The word classroom can be defined as a place where teaching and learning occur. It can be indoors which is normally the case or outside. Today it can even be on your PC or mobile device. Yet in almost every school we see classrooms very much alike - chairs will be grouped around tables or in rows so that each learner can clearly see the teacher who is usually at the front of the room. Victorian classrooms were not much different and we have all heard the the tale that a Victorian teacher would no likely feel very comfortable in classrooms today. That's why I threw the 'classroom organisation rule book out the window and have tried to innovate my classroom layout as much as I try to innovate teaching and learning.


The room is now our Learning Zone and there are no pre-seating arrangements. My class are free to move around, sit with whomever they wish at any time and, if they so wish, pop outdoors for some fresh air and a quick 'chill out' session if needed. The Learning Zone is divided into 5 areas.
  1. Discussion and Thinking Zone - Learners can drop in whenever they wish to talk about their learning, find solutions, help each other and just to think and chill out. It's also still the area where my class gathers for a whole group focus or an additional Creation/Show Off zone.
  2. Discovery Zone - There are 2 of these although one is missed off the top of the image. These contain laptops, pc's and other technology that the learners can use to guide them on their learning, discover answers, investigate and solve problems, collaborate on projects and create presentations.
  3. Show Off Zone - This is where the learners focus on discoveries they have made and demonstrate their understanding through writing, presentation, art work, display whatever medium they wish to present their work.
  4. Repeat Level - This has evolved from my use of Gamification of learning and an approach that my class enjoy. Whenever any learner requires help, advice, explanations and is 'stuck' this is the area they come to repeat the learning so they can move to the next level.
  5. Creation Zone - Creating content for use in their learning, creating presentations to demonstrate learning, blogging, refining, editing. It happens here and it's usually very busy.
I have used this arrangement for one week and both my class and I prefer it to any other organisation we have created. Feedback from my class has been extremely positive
I prefer this because we can move around and sit with anyone we want....You can work anywhere you want which is better than sitting in the same chair all day....I can do my work better now
This adaption has come about because I have started a personalised learning approach with my class this term too. During the Christmas holidays I came across Doug Belshaw's Daily Planner V2 which he created to help him and others to plan their day. This plan only needed a little editing to use with my own class so after checking that I could use Doug's idea (it's CC licenced) I created the Personal Journey (PJ) for every learner to use. A PJ lasts for one week and can be continued if required. Each learner receives their PJ on a Monday morning with Numeracy and Literacy targets and the Most Important area added by myself. The personal area is for every learner to complete and this is done during the morning before we start the day. Learners can add to this section during the week and there are areas where I, or the learner, can add steps to take in the next PJ as well as a section to add thoughts about the week. There is also an area each learner can use to collect their discoveries made during the learning journey. The PJ needs tweaking but like any plan it is a working document.
My planning has now become their learning journey. It is no longer trapped in a file, hard drive or online. It's there for every individual in the learning zone. PJ's allow every learner to move through their journey at their own pace so some PJ's have had additional targets added where others have remained the same.
How has this changed my teaching approach?
I no longer do whole class introductions unless it's a vital part of the learning journey for the whole group.
I have to move around as I don't have a table or chair.
I can focus on targeting every learner.
I don't follow a timetable anymore.
I am incredibly excited using this approach and I will add further posts over the next few weeks as our Learning Zone becomes our new classroom.