QR (quick response) codes are not new and certainly not just for the classroom but they have so much potential for teaching and learning – I think they are great! There are a wide range of websites and apps to create and read/scan QR codes, I would recommend the app QR Reader. If you haven’t created QR codes before they are very easy to do so, I was surprised by how straightforward and quick it was! If you haven’t tried QR codes in your classroom then it is worth trying, because again its very simple yet effective so here is another blog with some advice to get you started.
My iPad has become an essential part of my teaching toolkit; for various reasons. I am an advocate for using technology in the classroom. I always keen to learn about new technologies and share apps that can be used in the classroom to support and enhance learning.It is important to add that I believe in using technology purposefully and effectively, not for the sake of using technology or as a “gimmick”. I have undertaken research and further reading focusing on how best to use technology in the classroom to support and engage learners. I would recommend reading Perfect ICT Every Lesson by Mark Anderson, to build confidence, discover different strategies and find out about the SAMR model. You can read my review of his book here.
The app Typorama is a simple and easy app to use and I have used it in so many ways in my classroom!
I thoroughly enjoy creating teaching and learning resources. I’m also keen to embrace technology in my classroom and lesson planning. Typorama app ( a free app but it does cost to remove the watermark) transforms photos and text into amazing typographic designs on iOS. Images are provided on the app or you can upload your own from your camera roll. The images are powered by Pixabay search engine, where all images are released free of copyright. There are also over 40 different typographic styles available with photo filters, overlays and adjustment tools. I have used this app in a variety of ways. I wanted to share ten methods to use Typorama focusing on teaching and learning.
Teachers are busy ensuring pupils feel prepared and confident to sit their exams and achieve their maximum potential. Pupils will have their highlighters, post it notes and revision lists at the ready! However, I recently read an interesting article in The Guardian The Science of revision which suggests ditching highlighters, putting phones away, turning music off and instead eat breakfast, teach someone else and spread revision out over a longer period of time. A useful article, worth a read. In my opinion revision does need to be personalised and the sooner pupils realise what works for them the better! I often explore different methods to support pupils with their exam preparation and here are some of the techniques and resources I use with my classes.
In recent years teachers have started to take more control over their own Continuing Professional Development. Schools are also becoming much more creative as to how they deliver CPD to staff too. As educators we fully understand the importance of continuous learning and progression, therefore we really value and fully embrace CPD opportunities.
What is green screen?
Green screen is often associated with big blockbuster Hollywood films including many of my favourites such as Marvel Avengers and Harry Potter . However, many teachers have been using this engaging and innovative technology in their classrooms, adding a new and exciting dimension to their lessons! Green screen (or blue screen which works in the same way as blue and green are regarded as the best colours to use as they are the furthest colours away from human skin tones) allows the editor to remove the green background and replace the back drop.
I recently read an interesting article on the TES online by Alex Quigley, English teacher and Director of Learning and Research, entitled ‘How to plan for and teach tricky vocabulary’. Introducing pupils to new vocabulary takes place in all subjects and as Alex explained it is essential to the success of pupil progression. Grasping subject specific terminology naturally increases vocabulary and provides pupils with a deeper level of subject knowledge and understanding. In the Humanities subjects I teach pupils are regularly introduced to new vocabulary, it is a key feature and skill within the subject. Subject specific vocabulary can often be very challenging for pupils. Difficulties can occur with reading and pronouncing the keywords, which is why modelling is an excellent starting point such as repeating the words for pupils. Also, understanding the terminology in a contextual setting can be a struggle. Alex offers a lot of great advice and strategies. I wanted to share some resources that I have created and used with pupils, across the curriculum and with different key stages, to help expand their vocabulary whilst linking to their subject knowledge and further developing their Literacy skills. All of the resources in this post can be used and adapted for different subjects, as shown with my examples. Keywords within our subject area can also be particularly challenging for both SEN and EAL pupils. A useful strategy with EAL pupils is to encourage them to translate the word, using a dictionary to check if they are already familiar with the term in their first language. I am also working with the EAL department at my College, they offer so much support and have a wealth of experience working with pupils understanding of keywords. I have differentiated the resources to suit the needs of my pupils or seen differentiation by outcome in regards to level of depth, detail and understanding.
There are lots of different versions of Bingo that can be played. Walkabout Bingo is a favourite with my classes and this game encourages students to interact with each other and use/consolidate their subject knowledge.
Walkabout Bingo is a simple yet effective idea for the classroom. To play this game there needs to be a series of boxes, the amount of boxes can vary depending on class size or time dedicated to the activity. In each box there will be a question, focusing on the topic or lesson. In the same box a space to write the answer and underneath, still in the same box, it will say ‘name’. The aim of the game is to have all the boxes filled with correct answers but students must get their answers from other members of the class. They cannot answer the question on their sheet themselves; they can only answer for other people. Also, they can only ask someone a question once – hence the name in the box. So a student will go up to someone in their class, ask them the question, write down their answer and write down the name of the person who told them the answer then find someone else to answer their next question.
Learning grids, also known as questioning grids, are brilliant! After experimenting with the resource I felt inspired to create learning grids that I could use with my classes. Learning grids appeal to students because they’re an enjoyable learning activity. The learning grids can be adapted for any subject and different key stages. Learning grids require a class set of dice. Students will roll the dice twice – to give them a number they can use for the horizontal and vertical line (for example 2 across and 4 down).
Keyword grids are so simple and easy to create, brilliant for teachers! There are lots of different ways the keyword grids can be used, again brilliant for teachers and students!
I created my keyword grids using the Moldiv app, with the photo collage feature and the text was created using the Typorama app. However, the grid can easily be created on Word, PowerPoint or Keynote.
I often use entrance and exit tickets with pupils at the start and end of a lesson. They are fantastic for setting targets, assessment for learning, an opportunity to express learner voice, consolidate learning and reflect on the lesson. Entrance and exit tickets are often very quick, simple and easy to use yet effective. Entry/exit tickets can be made to be generic so they can be used for any topic, subject and year group. They can also be personalised for a specific topic, lesson or individual too. I discovered the exit ticket idea on Pinterest – a haven of wonderful teaching resources shared by teachers – and then I created and adapted several of my own to use with my pupils. In another post I have written about my popular emoji exit ticket, you can read here. Below are some other examples I have created to use in my classroom.
I was actually reading The Secret of Literacy by David Didau when I decided to purchase Don’t Call it Literacy! by Geoff Barton. Didau often praises Barton and credits him as being the inspiration to write his own book about literacy. I was really enjoying The Secret of Literacy, so I felt compelled to read this book by Geoff Barton, after the references made by Didau. I only recently became aware of Geoff Barton when he was involved in a very public campaign to become the General Secretary of the Association of School and College Leaders (ASCL) – and he was successful. Barton received a huge amount of support online, illustrating how he is highly respected across the educational community. Barton was previously Headteacher and Teacher of English, of course. Barton really does have a very impressive CV!
Adding captions, speech and thought bubbles can be done digitally with ease and simplicity. Although this can be achieved by Word, Power point, Keynote etc the quickest method in my opinion is using the app Balloon Stickies Plus. This great app is also FREE! The app allows the user to insert speech and thought bubbles and captions onto images very quickly (there is another free app called Bubble but most of the features are locked unless you are willing to pay). Balloon Stickies Plus app also allows the user to convert spoken word through recording into text – this has a lot of potential in the classroom for SEND and/or EAL pupils. Here I share some examples of how I have used the app with my pupils.
You could be forgiven for being confused about the title and the sherbet lemons! As well as Nina’s self-confessed personal fondness for the sweet it also refers to the fizz, fun and excitement that comes with teaching. At times all teachers, myself included, can feel that fizz has fizzled out and this book aims to bring back the fizz and sparkle into our teaching as well as providing lots of words of wisdom along the way.
Learning grids are a fantastic resource that can be used across different subjects and with different year groups/key stages. If you are not familiar with this resource it is simple; it is a grid consisting of 36 boxes ( 6 vertical and 6 horizontal). Dice are required – dice can be bought cheaply online or at stores such as Poundland or Tiger. Pupils will roll the dice twice – to give them a number they can use for the horizontal and vertical line (for example 2 across and 4 down). I have used learning grids in a variety of ways; to re-cap previous learning, support literacy, as a plenary and much more! The idea of a linking learning grid is more complex and challenging.
The Confident Teacher : Developing successful habits of mind, body and pedagogy by Alex Quigley really surprised me – as the book covered much more than I expected it to. I have never met Alex Quigley, yet I follow his educational profile online via his Twitter account @HuntingEnglish and I am a regular reader of his blog, also titled The Confident Teacher. I thoroughly enjoy reading his blogs and they have been great resource to me as a teacher, so I was very keen to read his book. Alex is a Teacher of English, that is evident as I think he has a wonderful style and use of language as well as many literature references made throughout his book. He is also Director of Huntington Research School, this book is heavily research informed and influenced which also supports many of his arguments and points. The Confident Teacher is obviously not some sort of quick fix self help guide to give teachers a transformation with confidence overnight, but it does focus on a wide range of strategies to develop confidence for both teachers and pupils. This book is filled with many stories from his career as well as anecdotes about various well known individuals from Pablo Picasso to Michael Jordan and Albert Bandura along the way!
In August 2016 I relocated to teach in Al Ain, Abu Dhabi in the United Arab Emirates. Before my move I had already made some online connections with teachers based in the UAE via Twitter and I have since been fortunate to meet many of them. I’ve also been able to stay in touch with the online educational community in the UK, keeping up to date with the latest developments and news via Twitter. If you are using Twitter you will know it is a fantastic resource for professional development with networking, sharing, collaborating and much more! I have blogged in more depth about how social media can be used for teachers’ professional development here.
In 2015 I joined Twitter with the aim of having a specific account dedicated to my professional development. I remember some of the first teachers I followed were Ross Morrison McGill, Amjad Ali and Mark Anderson. They were all tweeting about #TMLondon. I had no idea what they were on about?! I did some quick research to find out that #TMLondon was a free CPD event for teachers with a line up of experienced and diverse speakers. Fortunately, it was during my Easter break in Wales so I was able to attend. TMLondon 2015 was such a revelation for me and really did inspire me. The presenters including Mary Myatt, Stephen Lockyer and Jill Berry were all very interesting, engaging and shared something different yet relevant. I learnt so much and felt surrounded by people totally committed and dedicated to teaching.
Tonight, I have just hosted my first #Bettchat with @Bett_MiddleEast focusing on the topic of teachers using social media for professional development. If you are not familiar with #Bettchat it’s a Twitter chat, similar to the weekly #UKEdchat, where questions are posed and people respond on Twitter using the hashtag so others can read their responses and reply… simple! A Twitter chat is a powerful method of connecting educators worldwide, to all be involved in one specific discussion or debate online at the same time despite distance or time zone.