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Keep Teach and Stretch Them - using technology
The document outlines innovative strategies for supporting remote learners, including peer support through social media, tracking progress via e-individual learning plans, flipping classrooms for more interactive lessons, and utilizing formative assessments with technology. Key themes include enhancing student engagement, encouraging self-directed learning, and leveraging digital tools for enhanced communication and feedback. It also discusses best practices in teaching methods and resources for educators to improve learning outcomes.
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Keep Teach and Stretch Them - using technology
- 1. Go to View> Header & Footer to edit RSCs – Stimulating and supporting innovation in learning Keep 'em, teach 'em, stretch 'em Adam Blackwood [email protected] @Adamrsc www.jisc.ac.uk/rsc
- 2. Introduction Introduction Section 1 -This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary Adam Blackwood Email: [email protected] Organisation @JISC_RSC_SE Individual @Adamrsc eHandout: http://tiny.cc/oif2013 Hi5 Links: http://p-qr.com/rscse
- 3. Where are you? Goto the Link below and fill in the two questions asked. THEN.. COME BACK TO THIS SCREEN !! http://p-qr.com/link17 Introduction Section 1 - This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary Introduction
- 4. Using Google Forms/ Speadsheets / Docs to interact with remote learners http://p-qr.com/link17 Introduction Section 1 - This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary Introduction
- 5. Introduction Section 1 -This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary ThisLesson
- 6. ThisLesson Symbols / Featuresused in this presentation #RSCSE Introduction Section 1 - This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary ThisLesson
- 7. Go to View> Header & Footer to edit RSCs – Stimulating and supporting innovation in learning Keep 'em, teach 'em, stretch 'em Adam Blackwood [email protected] @Adamrsc www.jisc.ac.uk/rsc ThisLessonThisLesson
- 8. Introduction Section 1 -This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary PeerSupport
- 9. Introduction Section 1 -This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary Changing Friends to Learners – East Berkshire College PeerSupport
- 10. Bringing Remote Learnerstogether… Contribute to the scene… 1. Take a picture with your mobile phone / web cam of your .. • Desk or a • View of your Office or Room • View of the outside your window 2. Send your Picture as an attachment in an email to: • [email protected] • Enter the following in the subject Line: • OIF <and your name and location> • Go to the FaceBook Page at the ‘END’ of this lesson and see the learning spaces of your other students… • http://www.facebook.com/rscsoutheast Introduction Section 1 - This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary PeerSupport
- 11. Tweet to KeepStudents Connected with Their Learning – Oxford & Cherwell Valley College PeerSupport
- 12. #RSCSE Bringing Remote Learnerstogether… Contribute to the group… 1. Send a short Tweet to say Hello to the group or provide a link to a • Include the HashTag #RSCSE in your Tweet. • View of your Office or Room • View of the outside your window 2. At the END of the lesson, search the HashTag on Twitter to see and link up with other people on this ‘lesson’ 3. Follow @JISC_RSC_SE for updates on Events, Course Information and eLearning Development News • #RSCSE Tweet to Keep Students Connected with Their Learning – Oxford & Cherwell Valley College PeerSupport
- 13. Introduction Section 1 -This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary Tracking
- 14. Target Setting andFeedback to students 1. Learners and tutors alike felt that it was easy to lose track of targets and to lose focus when working towards them. 2. A new method was created to encourage learners to be more involved in setting their own targets, to give learners a priority target to work towards and tasks to complete to work towards this target, and to give learners access to their targets written down at any time, to remind them of their goals. 3. A page was set up on the e-ILP which students can access at their own convenience to remind themselves of their targets (overall aim and associated actions), which are written out clearly and concisely. The Use of the e-ILP in Learning Support – City College Brighton & Hove Tracking
- 15. Target Setting andFeedback to students 1. Learners and tutors alike felt that it was easy to lose track of targets and to lose focus when working towards them. 2. A new method was created to encourage learners to be more involved in setting their own targets, to give learners a priority target to work towards and tasks to complete to work towards this target, and to give learners access to their targets written down at any time, to remind them of their goals. 3. A page was set up on the e-ILP which students can access at their own convenience to remind themselves of their targets (overall aim and associated actions), which are written out clearly and concisely. The Use of the e-ILP in Learning Support – City College Brighton & Hove Tracking
- 16. Target Setting andFeedback to students 1. Learners and tutors alike felt that it was easy to lose track of targets and to lose focus when working towards them. 2. A new method was created to encourage learners to be more involved in setting their own targets, to give learners a priority target to work towards and tasks to complete to work towards this target, and to give learners access to their targets written down at any time, to remind them of their goals. 3. A page was set up on the e-ILP which students can access at their own convenience to remind themselves of their targets (overall aim and associated actions), which are written out clearly and concisely. The Use of the e-ILP in Learning Support – City College Brighton & Hove Tracking
- 17. Target Setting andFeedback to students 1. Learners and tutors alike felt that it was easy to lose track of targets and to lose focus when working towards them. 2. A new method was created to encourage learners to be more involved in setting their own targets, to give learners a priority target to work towards and tasks to complete to work towards this target, and to give learners access to their targets written down at any time, to remind them of their goals. 3. A page was set up on the e-ILP which students can access at their own convenience to remind themselves of their targets (overall aim and associated actions), which are written out clearly and concisely. The Use of the e-ILP in Learning Support – City College Brighton & Hove Tracking
- 18. Introduction Section 1 -This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary FlippingClassrooms
- 19. 24/7 Teaching andLearning – Oxford & Cherwell Valley College Flipped Classrooms.. FlippingClassrooms
- 20. 24/7 Teaching andLearning – Oxford & Cherwell Valley College FlippingClassrooms
- 21. Overall Questions 1. Whatis the best use of your face-to-face class time? 2. What is one lesson that you teach that is perfect for flipping? 3. As you start flipping, who will you work with? 4. Are you willing to give up some of the control of your classroom to your students? 5. If you flip, WHAT will you do in your class now that you are not lecturing? 6. Do you need additional resources since you will now have more time to do in-class higher order thinking and problem solving as a result of the extra time? 7. How will you rearrange your room as you consider flipping your classroom? 8. To what extent will you create vs curate your videos? 9. Will you completely flip your class, or just do selected lessons? 10. How much time do you have to commit to flipping your classroom? 11.How will your students access your videos? Do you have any students who will need to access the videos when NOT connected to the internet? FlippingClassrooms
- 22. Overall Questions 1. Whatis the best use of your face-to-face class time? 2. What is one lesson that you teach that is perfect for flipping? 3. As you start flipping, who will you work with? 4. Are you willing to give up some of the control of your classroom to your students? 5. If you flip, WHAT will you do in your class now that you are not lecturing? 6. Do you need additional resources since you will now have more time to do in-class higher order thinking and problem solving as a result of the extra time? 7. How will you rearrange your room as you consider flipping your classroom? 8. To what extent will you create vs curate your videos? 9. Will you completely flip your class, or just do selected lessons? 10. How much time do you have to commit to flipping your classroom? 11.How will your students access your videos? Do you have any students who will need to access the videos when NOT connected to the internet? FlippingClassrooms
- 23. Technical Questions aboutVideo Creation: 1. What software will you use to make your videos? 2. Do you need any hardware like a better microphone or a tablet to write with? 3. Where will you post your videos? (YouTube? Somewhere else?) 4. How will you link your videos into your Learning Management System? FlippingClassrooms
- 24. Technical Questions aboutVideo Creation: 1. What software will you use to make your videos? 2. Do you need any hardware like a better microphone or a tablet to write with? 3. Where will you post your videos? (YouTube? Somewhere else?) 4. How will you link your videos into your Learning Management System? FlippingClassrooms
- 25. Classroom Questions 1. Howwill you monitor if the students watched the video? 2. How will you grade their watching of the videos? 3. How will you build in interactivity into your video lessons? 4. What are you going to do when a student doesn't watch your video? 5. How will you change your assessment as a result of flipping your class? 6. How will you communicate what you are doing with your students? FlippingClassrooms
- 26. Introduction Section 1 -This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary Formative Assessment
- 27. Socking it toThem: The Innovative Use of e-Books and Socrative Mobile Technology Voting During Induction – Mid Kent College Formative Assessment
- 28. Socking it toThem: The Innovative Use of e-Books and Socrative Mobile Technology Voting During Induction – Mid Kent College Formative Assessment
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- 33. Join the StudentRoom … Room No. 20116 and Wait there please for your tutor to start the test.. http://www.socrative.com http://www.socrative.com Formative Assessment
- 34. Creative Codes -Farnborough College of Technology Students have responded positively to being ‘allowed’ to used smart phones in a class setting and discovering what each code holds. Using QR Codes to Promote and Support Learning Formative Assessment
- 35. Introduction Section 1 -This ‘Lesson’ Section 2 – Peer Support Section 3 - Tracking Section 4 – Flipping Classrooms Section 5 – Formative Assessment Summary Summary
- 36. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. Summary
- 37. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. Summary
- 38. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. Summary
- 39. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. Summary
- 40. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. Summary
- 41. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. Summar y
- 42. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. Su m m ar y
- 43. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. S u m m a r y
- 44. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://p-qr.com/oif2013 Hi5 Case Studies and Resources:….. S u m m a r y
- 45. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE http://www.facebook.com/rscsoutheast eHandout with Links: http://tiny.cc/oif2013 Hi5 Case Studies and Resources:….. S u m m a r y
- 46. Adam Blackwood [email protected] Individual -@Adamrsc Organisation - @JISC_RSC_SE Socking it to Them: The Innovative Use of e-Books and Socrative Mobile Technology Voting During Induction – Mid Kent College Creative Codes - Farnborough College of Technology 24/7 Teaching and Learning – Oxford & Cherwell Valley College The Use of the e-ILP in Learning Support – City College Brighton & Hove Tweet to Keep Students Connected with Their Learning – Oxford & Cherwell Valley College Changing Friends to Learners – East Berkshire College
- 47. Go to View> Header & Footer to edit RSCs – Stimulating and supporting innovation in learning Keep 'em, teach 'em, stretch 'em Adam Blackwood [email protected] @Adamrsc www.jisc.ac.uk/rsc