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Martin Burrett

Book: Amazing Assemblies for Primary Schools - 1 views

ukedchat.com/...r-primary-schools-by-mike-kent

review book Primary school

shared by Martin Burrett on 19 Apr 16 - No Cached
  • Martin Burrett on 19 Apr 16
     
    Primary school assemblies should be exciting and interesting. They should allow children to share in valuable learning experiences. Over his 30 years as a head teacher, Mike Kent has developed amazing assemblies that do just this, and he shares them in this new practical resource.
Dave Truss

Wikis in the classroom: a reflection. | David Truss :: Pair-a-dimes for Your Thoughts - 0 views

pairadimes.davidtruss.com/reflection-on-wikis

blc08 pairadimes pedagogy reflection wiki

shared by Dave Truss on 15 May 08 - Cached
  • 1. Scaffolding
  • 2. Time Line
  • 3. Experts
  • ...4 more annotations...
  • Grades
  • The thoughtful/reflective effort it took to write this has made this one of the most powerful things I’ve done for professional development as a teacher.
  • here it is
  • Before reading the feedback, my initial impression was given in my Some Assembly Required post
  • Dave Truss on 15 May 08
     
    The thoughtful/reflective effort it took to write this has made this one of the most powerful things I've done for professional development as a teacher.
Megan Black

BlogBooker - Blog Book - 20 views

blogbooker.com

blog pdf blogging blogbooker book tools ebook resources

shared by Megan Black on 11 Feb 13 - Cached
  • Megan Black on 11 Feb 13
     
    BlogBooker is a free site that turns your blog into a PDF book from all the blog's entries and comments. It works with WordPress, LiveJournal and Blogger blogs. It is very simple. You export your blog (slightly different process for each blog service - BlogBooker has instructions for you) and then upload it to BlogBooker. It then assembles everything into a high-quality PDF file. This can take a few minutes or longer depending on the size of your blog. This is a great way to print your BlogBook or make an archive/backup of the blog. It could also be useful for students and educators as a way to save a blog as a portfolio item.
Martin Burrett

UKEdMag: Facilitating Effective STEM Learning by @smwordlaw - 1 views

ukedchat.com/...ive-stem-learning-by-smwordlaw

projects project based learning STEM

shared by Martin Burrett on 08 Nov 16 - No Cached
  • Martin Burrett on 08 Nov 16
     
    "English…done! Reading…done! Assembly…go, go, go! Packed primary timetables can sometimes feel like you're racing through an army drill. It can be difficult to stop, and allow children time for deeper thought and study. Integrating meaningful STEM into the week can often feel like a bit of a headache. Project Based Learning as a method of teaching STEM, could be the solution to this. Science, Technology, Engineering and Maths are the four disciplines many schools are hoping to focus on this academic year, looking at an applied and integrated approach."
Vicki Davis

Deaf Awareness - Resources - TES - 2 views

www.tes.co.uk/article.aspx

education news disabilities deaf

shared by Vicki Davis on 14 May 12 - No Cached
  • Vicki Davis on 14 May 12
     
    Here is a lovely set of resources for educators, parents, and students to create an awareness of the needs of deaf students and how to meet those needs in the classroom. I had a deaf uncle and learned sign language and it has served me well when it was necessary in my life. Younger students often enjoy signing songs - it adds such a rythmic beauty. Here are some great resources. Consider having students sign songs and speeches in your next assembly.
Vicki Davis

Share the Journey Education | 11Alive.com | Atlanta - 2 views

www.11alive.com/...education.aspx

education news chrome productivity reading literacy apps

shared by Vicki Davis on 10 Sep 13 - No Cached
  • Vicki Davis on 10 Sep 13
     
    There are some new apps in Chrome. I've installed the "pocket" app. These are basically apps that stand alone but sort of have chrome running in the background. Here's information on these handy tools to help you get more done. I do recommend Pocket (and have the app for my ipad as well) for offline reading. There are times I find a great article that I know I want to read, when I click "add to pocket" it puts it into pocket and then, when I sit down to read at night, there's the personal magazine assembled from the day's interests.
Vicki Davis

Makerspace Resources - 2 views

www.users.miamioh.edu/...makerspaces.html

education makered makerspace edu_trends

shared by Vicki Davis on 29 Sep 15 - No Cached
  • Vicki Davis on 29 Sep 15
     
    John J. Burke has assembled a tremendous list of Makerspace resources. If you're getting into the Maker movement, there are great things here.
Dave Truss

Gary Stager: Wanna be a School Reformer? You Better do Your Homework! - 8 views

www.huffingtonpost.com/...a-school-reforme_b_765199.html

readinglist LOOKintothis books Garystager

shared by Dave Truss on 20 Oct 10 - No Cached
  • Dave Truss on 20 Oct 10
     
    I challenged myself to assemble an essential (admittedly subjective) reading list on school reform. The following books are appropriate for parents, teachers, administrators, politicians and plain old citizens committed to the ideal of sustaining a joyful, excellent and democratic public education for every child.
Jeff Johnson

Postyourtest.com raises ethical concerns (eSchoolNews) - 0 views

www.eschoolnews.com/...index.cfm

cheating ethics postyourtest postyourtest.com testing

shared by Jeff Johnson on 11 Aug 08 - Cached
  • Jeff Johnson on 11 Aug 08
     
    Experts say sites like Postyourtest.com could change the way professors assemble their tests, aware that previous versions of their questions might be available in cyberspace.
Shaun Fletcher

The Ethics of Nanotechnology - 0 views

www.scu.edu/...nanotechnology.html

ethics nanotechnology science

shared by Shaun Fletcher on 30 Mar 08 - Cached
  • Shaun Fletcher on 30 Mar 08
     
    Imagine a world in which cars can be assembled molecule-by-molecule, garbage can be disassembled and turned into beef steaks, and people can be operated on and healed by cell-sized robots. Sound like science fiction?
Megan Black

Parade of Games in PowerPoint - 27 views

facstaff.uww.edu/...index.html

powerpoint templates Education learning resources interactive multimedia activities

shared by Megan Black on 17 May 11 - Cached
  • Megan Black on 17 May 11
     
    " The Parade of Games web site was created to provide educators and trainers with easy-to- assemble educational games in a technology- enhanced environment to support key learning points. The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning. Educators and trainers can select and download those PowerPoint games that support your learning objectives and are compatible with the technology capabilities of your learning environment."
Fred Delventhal

Games for kids to play online | Audio stories for children | Fun for your brain! - 0 views

lightupyourbrain.com

brain Games audio education audiobooks brainteasers elementary students fun play problemsolving thinking

shared by Fred Delventhal on 06 Jun 09 - Cached
  • Fred Delventhal on 06 Jun 09
     
    Hi! I'm Chuck Brown...and that's my face over there to the right (well, it's not exactly my face... but people think it looks a lot like me!). I'm your host for this site. Light Up Your Brain is about inspiration, creativity, and the fun of being a kid. I've assembled some great audio stories, games and links to outside resources.
Ruth Howard

TASITE free software - 0 views

www.tasite.tas.edu.au/freesoftware.htm

free software top tools teachers learning web 2.0

shared by Ruth Howard on 10 Jul 09 - Cached
  • Ruth Howard on 10 Jul 09
     
    2009, Tasmanian educators shared ideas on free software for education. A list of useful software was assembled and an online survey was developed. Iinterested educators began to rate the free tools, and new suggestions were added. Finally, after several weeks, a list of the "Top 10" free tools for education had emerged based on rankings by Australian teachers. And so, colleagues, to the top 15 (there were several cases where the difference in votes was too close to call, so the 10 became 15)
Martin Burrett

Resource: Mr Selfie Video - 0 views

ukedchat.com/...resource-mr-selfie-video

video mobile phones mobile cell phones digital

shared by Martin Burrett on 18 Sep 18 - No Cached
  • Martin Burrett on 18 Sep 18
     
    "Although many schools ban smartphones, the reality is that many pupils have them hidden away, or are an integral part of their lives once they leave the premises. The 'Selfy' phenomenon is clearly here to stay, but this video (created by London-based design and animation studio weareseventeen) illustrates how we can easily be distracted with our devices, missing out on the world around us - which could be useful for a discussion / assembly activity within schools when talking about online use or safety:"
Martin Burrett

Language Teaching: A Practical approach by @Natalieburdett9 - 0 views

ukedchat.com/...ge-teaching-practical-approach

languages language mfl

shared by Martin Burrett on 17 Jan 18 - No Cached
  • Martin Burrett on 17 Jan 18
     
    "As I stood in the school hall, during an assembly on National Languages Day, I felt such pride, but equally astonishment at how the children had embraced the task of saying hello in as many languages as possible. I watched in amazement as the 34th child stood up in front of the school to share his knowledge of yet another greeting from a different country. I don't know whether it was the sheer volume of children or their confidence whilst standing in front of the school and speak a different language that struck me most, but whatever it was, made me reflect on how I had come to be in this moment."
Ted Sakshaug

Home - 0 views

facstaff.uww.edu/games

games education

shared by Ted Sakshaug on 04 Apr 08 - Cached
lolaemam liked it
  • Erin Remple on 04 Apr 08
     
    The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning.
  • Ted Sakshaug on 29 Apr 09
     
    The Parade of Games web site was created to provide educators and trainers with easy-to- assemble educational games in a technology- enhanced environment to support key learning points.   The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning.
Martin Burrett

3D Water Cycle - 6 views

ukedchat.com/...3d-water-cycle-ukedresources

teaching resources printables geography science water cycle

shared by Martin Burrett on 22 Dec 17 - No Cached
  • Martin Burrett on 22 Dec 17
     
    "An adaptable 3D cycle cycle to cut out, bend and assemble."
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
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