Perks of the Surface Go for Virtual Feedback

During a routine learning walk last year, I observed a teacher mastering the use of a Surface Go in his Maths lesson. He passed the small computer around the students, who added their equations and workings out via a touch screen pen. These annotations were directly projected onto the main classroom board for the teacher to make further comments on. This ended up being an expensive observation! I left the lesson thinking of all the different ways this technology could be used within a humanities subject, from modelling essays to peer assessment strategies.  

After researching the different styles and sizes, I decided to purchase the Microsoft Surface Go, a small, compact and entirely efficient touch screen computer. I now had this exciting piece of equipment, lots of ideas, students always willing to try new things and then I lost my nerve. I didn’t quite dare break the established routine of my lessons and I just didn’t know where to start! Then lockdown happened, every teacher had to reinvent themselves virtually and I had no choice but to think differently. And I had just the computer to help…

So how does the Surface Go differ from other technology and virtual learning programmes?

1. For face to face feedback with individuals or small groups then Zoom works well. You can share your screen with students and therefore go through PowerPoints or essays. However, I have huge issues with students sharing their locations with me and other students, they could be in their bedrooms or with family members during these meetings, so seeing their faces raises privacy issues for me.

2. For live streamed lessons with comments but no student faces, then YouTube works well. These videos can be unlisted so only students who you share the link with have access, plus you can store and share your video via YouTube for future classes.

3. What is missing from both options though, that the Surface Go provides, is a way to edit a document directly through the touch screen capabilities. This means that you can mark an essay or piece of work like you would normally, the only difference is that you do this onto a word document rather than paper. Now I know that you can highlight and add typed comments to a word document and share your screen via Zoom but this could be tedious and time consuming. The Surface Go allows you to provide written feedback as if a student were sat in front you and the verbal explanation can be recorded or streamed alongside it. This mirrors the feedback interactions given in lessons. This works by combining the Surface Go (writing equipment), filming software (OBS Studio) and YouTube (sharing platform).

So how do you use a Surface Go to give live feedback?

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Death and Afterlife: Improve your Essay Technique

Please comment on each section of the essay with your feedback. What is good about it, needs work, could be improved and how, how does it meet the requirements of the mark scheme and your general thoughts?

‘Everyone deserves to be saved and go to Heaven’ Discuss.

Taken from Matthew 25, when discussing the afterlife Jesus states ‘Then they will go away to eternal punishment, but the righteous to eternal life’. This clearly eludes to a Divine judgement about which afterlife is suitable to each individual. But how is this decided? Is it possible to change your afterlife or is it unescapable? This essay will explore why not everyone deserves to be saved and go to Heaven and what other options there are.

How to Answer DCT Essay Questions: Live Stream

Here is the latest live stream for ‘How to Answer DCT Essay Questions’: St. Augustine, Death and Afterlife and Knowledge of God:

(Sorry for the seriously bad lighting! You wouldn’t think it was 11.00 in the morning).

Tune in next Monday at 11.00 for Person of Jesus – especially if you want to find out how Jesus can be compared to an onion!

 

ResearchED: Keeping a finger on the pedagogy pulse.

rED-logo-printI might be a little late to the party but I have recently come across the live streams on ResearchEd with some very big names within current and recent pedagogical practice including Dylan Wiliam, David Didau and Rob Coe. This document outlines the upcoming live streams and has links for streams that have already taken place. If you would like to develop your pedagogical understanding and keep your finger on the pulse regarding research and practice, I highly recommend exploring the variety of options available. Most of the live streams are half an hour with the rest of the time on Q/A.

I have summarised the main points from two live streams I have watched so far.

Tom Sherrington Rosenshine’s Principles and Curriculum Design: What’s the connection?

Sherrington talks extensively about establishing an ambitious curriculum, as for him ‘curriculum is the weakness.’ He explores how it is the ‘simultaneous teaching [of] a whole group of people at the same time’ that is the problem. This is where Rosenshine’s principles come into their own. It supports planning a curriculum where ALL students can thrive in every lesson – ‘getting into the corners’ of your classroom.

Building Schemas:

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