The technologies discussed and used by Simon Withey Consulting are free. Why pay thousands of pounds for schemes of work that are inflexible when after only a few hours of CPD your school could produce its very own that fits in with your curriculum now. Your staff will not need to spend days away from their classrooms and they can really personalise their schemes of work and programmes of study to fit the school and its students.
From showing how primary stage teachers can easily teach their five year olds how to code and use computational thinking, to helping the more vulnerable students by using Mindfulness, Simon's in depth, research based approach to pedagogy will enhance what the valuable people in your organisation are already doing.
Image: Williams, Beth (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE
The flipped or blended classroom quite literally turns Bloom's Taxonomy on its head with a 0.48 effect on learning with 0.4 being significant. (DesLauris et al 2011)
For teachers just starting out with educational technology, the task at hand can sometimes seem daunting. Even though tools such as the SAMR model can help, the plethora of choices available can prove paralyzing, frequently resulting in ongoing substitutive uses of the technology that block, rather than enable, more ambitious transformative goals.
The approach below is designed to help overcome this barrier and is inspired in its form by Alexander’s notion of Design Patterns , a clearly structured solution to a recurring design problem, that has been applied to education scenarios by Bergin et al. While it is not laid out exactly as a design pattern would be, it nonetheless provides a framework that a teacher could use in similar fashion.
The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom’s Revised Taxonomy i.e. as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR. The two Enhancement levels of SAMR (Substitution, Augmentation) are associated with the three lower levels of Bloom (Remember, Understand, Apply), while the two Transformation levels of SAMR (Modification, Redefinition) are associated with the upper levels of Bloom (Analyse, Evaluate, Create). In turn, within each grouping a similar ordering occur. Remember-type tasks are primarily associated with S-level uses of the technology, Understand-type tasks are associated with either S- or A-level uses of the technology, and so on.
We do not have to either re-invent the wheel nor do we have to pay thousands of pounds of ever decreasing school funds to obtain a globally recognised international standard of education that will equip all of your teachers and learners with the knowledge, understanding and creativity that we all need in our ever developing world.
Let Marcia Simmons explain how the closed social network Edmodo has changed the lives of practice and the learning experiences and outcomes of her students. Simon is an Edmodo Certified Trainer and Ambassador and liaises between the 64 million users and the Support Team at Edmodo.
In his TED Talk Sal Khan explains how his idea to help his niece and nephew on the opposite side of the USA has grown in to what is what we know as the Khan Academy. He is ably assisted by Bill Gates who explains how he used the Khan Academy to help his children learn Maths. I have had the privilege in sharing the Edmodocon 2017 platform with Sal Khan and I even got to ask him a direct question during his Q&A session.
Children explain how Mindfulness helps them. This is now becoming a better understood and used technique in helping teachers as well as their students change the way the they think about what causes them anxiety both in and out of school. Now please read this A controlled trial of mindfulness training in schools, Huppert & Johnson, 2010
Even the BBC are now picking up on the benefits of the use of some the techniques that can be used to help young people with the anxiety some of them feel. This is essential for those who maybe on a waiting list to get on the waiting list for a CAHMS appointment!
Now please read this A controlled trial of mindfulness training in schools, Huppert & Johnson, 2010
In relation to the effectiveness of Mindful training from the Journal of Positive Psychology [copyright Taylor & Francis]. The article was published in July 2010, Vol 5, Issue 4, 264-274. "we found that within the mindfulness group, there was a significant positive association between the amount of individual practice outside the classroom and improvement in psychological well-being and mindfulness"