Technologies for learning

In June I had the pleasure of attending the annual EBEA conference at the East Midlands Conference Centre in Nottingham. One of the most striking things about this year’s conference was the emphasis on collaboration. Delegates were keen to get stuck into each workshop that they attended and share their own brilliant ideas about how they approach their teaching practice. One common theme that I noticed across the maelstrom of collaborative discussion taking place was the willingness to embrace technology.

I suspect this may be a side effect of many of us being forced to make up a teaching timetable with the delivery of some ICT lessons, or it may simply reflect the fluid nature of our subject matter and its relevance to current events? Regardless of the reasons behind this change it is undoubtedly the case that many in the Business and Economics teaching community are right in the vanguard of pedagogues willing to embrace technology and take risks.

Below is just a selection of the many wonderful ideas that were shared at the conference.

socrativeThanks go to Keith Hirst and Andrew Redfern who introduced us to this little gem in their workshop.  Socrative is a student response system that allows teachers to set educational exercises and games for students to complete via smart phones, tablets or laptops. It is unbelievably easy to use and the website contains a good instructional video that explains some of the different ways in which Socrative can be utilised. I have already started using it with my classes and the students have found it extremely simple to grasp.


Popplet is a brilliant little piece of mind mapping software that I use on a regular basis with my students. It takes seconds for them to sign up and it couldn’t be simpler to use.

The technology allows you to easily create colourful mind maps as well as draw or insert photos into the mind maps to enhance the overall impact. Students can also collaborate on the same Popplet by hitting the Share button. The mind map saves automatically and students can return later and add additional content, building a map of their learning over the course.

scoop!  is a superb website that enables you to easily ‘scoop’ content from webpages and place it into a ‘virtual magazine’ that can then be shared with students. Upon signing up to the website there are clear instructions on how to insert a handy button onto your toolbar that allows you to ‘scoop’ content quickly and efficiently with  just the click of a button. You are provided with a link to you page which can then be emailed to students. You can also stimulate discussion underneath each scoop in a handy comments section.

quizletQuizlet is a free website that provides a learning platform for students that includes flashcards, multiple choice, matching and true/false quizzes. You start by creating your own set of key term definitions. Once you have completed these Quizlet does the rest and will automatically jumble these key terms up to create a variety of tests for students to complete.

go animate

Go! Animate is a great little website that allows students and teachers to create mini cartoon animations. Choose your background and main characters and then start to write their dialogue. This resource is particularly useful for those Friday afternoon lessons as an alternative to a handwritten or typed exam question. Simply ask the students to type their response into the dialogue boxes and get the characters to speak their words! You can also create your own videos and these can be saved and accessed later as a handy revision resource.

jingJing is a piece of free software that allows you to make live recordings directly from your laptop screens. Plug in a microphone and you can also record a voiceover at the same time. Once completed, this mini-video can then be easily exported as a Flash file, which the students can access at their convenience. I find it particularly useful when teaching diagrams in economics as it gives the students a visual and verbal description which they can refer back to at a later date as a revision resource. It is also particularly if you are planning to ‘flip’ your classroom.

triptico 2

Thanks go to Kirk Dodds and Ben Cox for introducing us to this little beauty in their workshop. Triptico is a superb piece of software that can easily be downloaded to your desktop. It is literally a treasure trove of interactive resources that work well on a range of technologies. At the moment I am enjoying using it through my interactive whiteboard running some of the interactive games which Triptico provides templates for.

Please feel free to leave your own suggestions for new technologies in the comment section.


Independent Learning

KEEP CALM 3INDEPENDENT LEARNING…hmmmm sounds great in practice. But what about all of these exams students have to sit? What about these targets I have to help students to meet? Surely there’s a inherent conflict in pursuing a strategy of independent learning and the far narrower requirement for students to transmit their learning in an examination?

dont go back

I have recently finished reading a very interesting book entitled ‘Don’t Go Back To School’ by Kio Stark.

The central premise developed by the author is that today’s education system is not designed to teach young people how to learn and is far more concerned with jamming their heads full of facts, figures and knowledge that can then be regurgitated at the appropriate time. Whilst this may provide students with a set of qualification certificates it does not provide them with something far more valuable – a set of skills that allow them to learn and acquire new skills in the future.

Knowing what to do when you don’t know what to do

independenceAs I read the authors words I realised their relevance. I consider myself to be pretty good at learning things. I have an inquisitive mind and also possess the skills to be able to find out new information. I also realised that I possess something much more valuable – resilience. If I don’t quite understand something I will stick at it and find a way to make sure that I do. I then realised that I only developed these skills in adulthood. Upon leaving school and, to a lesser extent, through my time at university I was pretty inconsistent in my approach to learning. It would seem that I had to actually leave education in order to learn how to learn! I’m certain many reading this will have had a similar experience. Most of us spend out lives refining our own learning processes through a kind of ‘trail-and-error’ process – what works for us we continue to use and what doesn’t work we discard. But is there anything we can do as teachers to speed this process along? How can we help you people to develop more effective learning skills and a degree of resilience that will allow them to become effective lifelong learners?

It would seem that I actually had to leave education to learn how to learn

I have recently been thinking about independent learning strategies in preparation for a presentation I am due to deliver at a national subject conference. I have made a list of potential independent learning strategies for delegates to discuss and have included this list below.

Please feel free to add any strategies that you have employed successfully with your students

Silent lessons – divide them into groups and put all of the lesson instructions onto the board. Students have to follow the instructions and solve problems themselves

Silent debate – give each group/pair a large sheet of paper. Teacher poses a question and students have a written debate on the sheet of paper.

Fish Bowl – a small group of students demonstrates or explains something to a larger group of students

Think Aloud – students are grouped and given a piece of text alongside some questions. One student reads the text whilst the others stop them to discuss as the answers to the questions become apparent from the text

Group Presentations – ask students to conduct some research on a topic and then feed this back to the rest of the class by presenting their findings

Give them a choice – provide students with a choice about how or what they complete in a lesson.

Problem Based Learning – provide students with a problem to solve. Students work in groups to establish what they already know, what they need to know and how they will access this new information

Go beyond the classroom – develop a culture where students willingly engage with your subject outside of their lessons (in addition/conjunction with homework). This could be through the use of news articles, books, video clips etc…..

Learning Tokens – students are given 3 tokens at the start of each lesson. Each time they ask a their teacher a question they have to hand over one of their tokens

Students set lesson objectives– encourage students to set their own lesson objectives. If possible require them to use learning language (describe, analyse, evaluate). Give students a list of verbs, adjectives and key words as prompts

Reflective culture – develop a culture where students are encouraged to reflect on their learning throughout the lesson. Develop strategies to support this

Embrace social media – Facebook, Twitter, Pinterest, – amongst many others!

Use technology for collaboration –, Wikispaces, Go Animate, Wordle, Proboards, Popplet, your schools VLE

Peer and self-assessment –     enough said! But how do we make this more effective?

Students develop success criteria-  ask your students work as a group to develop a mark scheme for a question you have set

Think-Pair-Share – teacher poses a question, students think about the questions, pair up with a classmate to discuss and then share their discussion with the class

Critiquing – teacher poses an idea or an argument from a particular point of view. The class then work together to find flaws in the argument presented by the teacher

Carousel questions – place large pieces of sugar paper round the room each containing a question. Students divided into small groups and spend a few minutes at each question adding their own ideas to the piece of paper

Exam rubrics – develop students understanding of assessment criteria. What strategies can we employ to support students?

Videos – create your own videos for use as a learning aid. Make this available to students so that they may access these at their own convenience

Flipped Classroom – deliver core content to students prior to the taught lesson. Students assimilate this content independently. This should allow the lesson focus to be switched towards the application and discussion of the content

Diagnostic assessments – students complete a self-diagnostic assessment of their progress. They can then develop their own learning plans to address areas of weakness

Writing mnemonics – develop class or individual writing mnemonics. These can then be used by students when self or peer assessing work. Particularly powerful if students develop their own versions

Group Research Project – students work collaboratively to research a topic and then present their findings to the rest of the class

Reflective Journal – encourage students to keep a record of what they have learnt this week in your lessons. Students could set up a blog to record this information

Students write starters – as a plenary get students to create a starter based on that lessons learning that could be used to recap next lesson

Slow writing – ask students to pause every few minutes (time set at your discretion) and review what they have just written, making an necessary corrections and adjustments