What Makes Project Based Learning Effective? #Edchat #EngChat I've been meaning to write about my adventures in Project Based Learning for a while. It's a topic many teachers are interested in, but are unsure of how to implement it or know if it is working. After much thought, I have broken down Project Based Learning into the 5 parts that make it effective in the classroom. Long before my Epic Romeo and Juliet Project, the first major project I created was during my student teaching 10 years ago. As I look back at the project (and ahead as I prepare to bring it back), I notice all of the things that made this project work that lead to deep understanding. 1. 2. 3. 4. 5. Next week, my students will be creating their own Transcendentalist Society. If you have any thoughts on bringing PBL to your classroom, please do not hesitate to contact me. - @TheNerdyTeacher
The Flipped Classroom – An Introduction « huntingenglish The ‘flipped classroom’ appeared on my radar a fair few months ago whilst combing Twitter for ideas. As an English teacher, I was intrigued by the dramatic hyperbole and interested in what it was – whilst being inherently sceptical about whether it was just another buzz-term or ubiquitous hash tag of little use! It took very little digging to find a host of information about the concept. In its purest form, represented by the likes of ‘The Khan Academy’, the model is quite simply the ability to share content through the medium of technology, in most cases simply lectures (of varying quality!). In our faculty we are looking to create a Youtube page for English and Media which would provide fun and interesting (that is the plan!) Where the ‘flipped classroom’ model comes into its own is when the ‘flip’ is used to provide classroom time to then collaborate and engage in the learning, based on the assumption that the content has been digested.
Detail Motto : “a rainbow nation at peace with itself and the world” Nelson Mandela How about joining our “Rainbow village” where students from France, Greece, Italy, Poland, Romania, Turkey, Slovakia and the United Kingdom will learn to live together and share their experiences. The languages used will be English and French. Through the etwinning platform, students will first get to know each other, discuss every day life topics and compare their customs with their European counterparts. This data will then be used to create a virtual village that will be a "mixture" of cultures where students will 1) assume new identities (physical description, character, likes and dislikes ...), 2) write a physical description of their ideal village, 3) decide upon an emblem, a national anthem and common laws. Events could take place in this village and the participants will react to them and thus interact.
Dissertation-style A-level project goes beyond teaching to test | Teacher Network Blog | Guardian Professional The desire to quantify and assess our children has dominated educational thinking over the past 20 years. IQ and base line tests rank students in a hierarchy of intelligence, while public examinations of all forms provide a raft of grades as proof of individual worth. As a consensus about the way we learn, it has been pervasive and influential. Yet this glut of testing has bred complacency in our schools and long fallen short as a barometer of excellence. Educationalists still talk of the need to challenge young learners, while universities and employers bemoan a skills gap and the difficulties they have in assessing potential, over current achievement. How do we resolve these problems, while still encouraging students to meet basic standards and aim high? The project was introduced through Perspectives on Science, an AS level in history, philosophy and ethics of science. From 2008, the Extended Project has been formally offered as an A-level standard qualification.
80+ Google Forms for the Classroom Google Forms is a great tool and I hope to use it more throughout this year. Take a look here for a more detailed introduction and guide to using and creating a Google Form – this was written prior to Google bringing forms into the NEW menu. I have created example forms for each of the different topics, follow the links in each of the ten sections. With help from a Googler I have included a link so that you can get your own copy of the form – click on the appropriate link and it should open in your docs home. 1 ) Get to know your class Use this form to gather some indication from your new class about their likes and dislikes, their favourite lessons or after school clubs they enjoy. 2 ) Emotion graph An emotion graph is a simple line graph comparing a range of happiness to sadness against different points (time) in a story or film. 3 ) Spelling test 4 ) Comprehension questions 5 ) Weekly reading record 6 ) Maths data handling 7 ) Guided reading record 8 ) Prior learning assessment
TwinSpaces - Home Motto : “a rainbow nation at peace with itself and the world” Nelson Mandela How about joining our “Rainbow village” where high school students from France, Greece, Italy, Poland, Romania, Turkey and the United Kingdom will learn to live together and share their experiences. The languages used will be English and French. Through the etwinning platform, students will first get to know each other, discuss every day life topics and compare their customs with their European counterparts. This data will then be used to create a virtual village that will be a "mixture" of cultures where students will 1) assume new identities (physical description, character, likes and dislikes ...), 2) write a physical description of their ideal village, 3) decide upon an emblem, a national anthem and common laws. Events could take place in this village and the participants will react to them and thus interact.
Project Based Learning: I did it my way I’ve finally managed to cobble together my first post since starting back in September. What with starting a new job, teaching A level for the first time in over a decade and languishing in post-publication blues after the release of my (hopefully) first book, I’ve not had much headspace for writing and I’ve missed it. Hopefully, this post marks a welcome return to the blogosphere. There’s so much going on that it’s been hard to pick what to write about but I’ve settled on detailing how I’ve gone about solving the age old problem of what to do about everyone’s favourite year group: Year 9. We took the bold decision to completely overhaul the antiquated SATs hangover of a Year 9 programme of study with something fleet of foot and fit for purpose. It should go without saying that students of English need to begin their studies in Year 10 with the twin skills of analysis (reading) and writing (creativity) well honed, but they also need to have spent Year 9 doing something purposeful.
what success looks like Detail The main aim of this project is to explore pupils’ potential and discover their talents. Helping children to discover what they are good at promotes healthy self-esteem and is essential to their future success. The children need to try many things before they gravitate toward a set of skills that involve their own abilities, therefore we will create opportunities for kids to explore different objects, activities and people. After a short introductory phase we will announce a competition. Art Adventurer Los Angeles County Museum of Art (LACMA) is the largest art museum in the western United States. It has a large and committed education department that offers an extensive range of programs directed towards engaging families, teens, adult learners and schools programs and to reaching young people in a variety of ways, from high school internships for students to learn about the museum as a workplace to after school art programs held at the museum, adult public programs, family days; the list goes on. Evenings for Educators These professional development events occur four times a school year in the museum and welcome teachers from a wide range of backgrounds and subject areas into the museum. Participants choose from a range of sessions including tours, lectures, artist-led workshops and performances that link to the exhibitions, have the chance to network and leave with a pack of resources to take back into the classroom. Art Programs with the Community: LACMA On-Site A family focus