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.

This is a very succinct way of explaining what the Blended or Flipped pedagogical approach is all about. It is not replacing the teacher but enhancing what the teacher can do in the classroom with their students. 

 Katie Gimbar is an 8th grade Mathematics and Algebra I teacher at Durant Road Middle School in Raleigh, NC. Katie is a Nationally Board certified teacher and currently is working with the Friday Institute for Education Innovation by implementing an innovative teaching method, known as "Flipping" the Classroom using FIZZ. The FIZZ method of teaching utilises one-take videos and online publishing to remove the traditional lecture from the classroom to effectively engage and challenge students through differentiated lessons and collaborative learning. More information about Katie Gimbar's classroom can be found on her class website (http://durantroadms.wcpss.net/web/gim...).

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. 

The Khan Academy has grown over recent years to provide everyone with another channel of learning. Simon has had the privilege of sharing the same platform as  Sal Khan at Edmodcon 2017. 

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

Online Mindfulness-Based Stress Reduction (MBSR) This online MBSR training course is 100% free and is modeled on the MBSR program founded by Jon Kabat-Zinn at the University of Massachusetts Medical School. - Dave Potter.

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"  A controlled trial of mindfulness training in schools, Huppert & Johnson, 2010