Online Video Updates…

So we are back teaching online again!

This time around I am doing a mixture of pre-recorded videos, padlet discussion and research boards ( see Evolution of Padlet) and live streaming.

Here are the lessons I have recorded so far:

First Year Philosophy:

Second Year Philosophy:

First Year Criminology:

Keep an eye on YouTube: I Think Therefore I Teach – YouTube for all the latest lessons 🙂

Evolution of Padlet

When I first started using Padlet as a social distancing strategy in the classroom, I posted about the benefits of using it for group work (see Social Distance Group Work: Padlet). Since then it has transformed my online remote teaching and enhanced my students learning.

I thought I would do a quick recording on how to use padlet and the different facilities it offers.

I use Padlet for:

Discussion Questions:

Sharing lines of argument:

Image board to comment on:

Sharing revision posters:

Research activities:

What I would like to try:

1. Assessment: students post introductions for feedback, post part of an essay for students to comment on (peer assessment). ​

2. Homework task i.e. watch this video add your thoughts​

3. Try the different boards available (only tried Wall so far).

If you have used Padlet in any other ways please comment and share.

Colour Coordination: Highlighting those Skills

BossI am obsessed with highlighters! I never use to be, I could teach a whole lesson without the words ‘grab a highlighter’ but now this is not the case. Why? Because they are the best thing to help students focus on the task at hand. Now as many of you know I am a huge Inner Drive and Bradley Busch fan and find their research into metacognition extremely interesting OIP (1)(see The Science of Learning if you would like to know more).  However they do not advocate the use of highlighting as part of effective learning. I wish to disagree. Here are some ways that using highlighters can be very effective for learning:

Assessment strategy:

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  • Students highlight the key words from the question in their answer. This will guarantee they have focused specifically on the words in the question and have adapted their essay answer to what the examiners have asked. An excellent or top mark essay will use the words in the question throughout an answer. Note: whilst students might think they have answered the question, only by highlighting the key words will they know for sure.
  • Give an essay and remove the question. Can students work out the question by highlighting the key words that are used throughout?
  • Highlight A01 and A02 in different colours.
  • Students use the examiner’s mark scheme to self assess their own essays by highlighting the relevant criteria that applies to their work.(See Improve Your Essays Using Mark Schemes for further help).78637489_2556535761294327_7496363354965934080_o

Feedback:

  • Using  general or whole class feedback given by the teacher, highlight your essay/ work where the comments apply to your answer. Then make the relevant changes.
  • Rather than writing the same thing throughout when marking a piece of work/ essay use highlights to draw attention to different things e.g. spelling in one colour, misunderstandings in another.

Revision:

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