Great web lesson today, discussing and trying out creating websites which use different css style sheets depending on the size of the display that the site is being viewed on.
Actually, this area of research is really interesting - it opens up lots of discussions about how far a designer should go to ensure their site looks good on a variety of devices. Ultimately, because of all the various issues with compatibility, failings of Internet Explorer and so on, creating a full cross-platform friendly site is not as straightforward as it really should be.
One thing's for sure - my own site (which is really a very basic site to demonstrate some of the things we cover in class) desperately needs modifying itself. It's not good form for the tutor to have a shabbier site than the students!! If only I could stop time to give myself a couple of days to get it sorted!
Monday, 19 March 2012
Sunday, 5 February 2012
QR codes
Well I've thoroughly enjoyed preparing my next web design lesson. We'll be reviewing good & bad web design, which I think will be interesting and offers a great opportunity for collaborative working, and then I'm going to do a session on QR codes, which I think will be great fun.
I've generated a couple of codes of my own to get the class started, but I can see great potential for this with my teenage students, who I think could be very easily engaged in a variety of ways using QR codes. Definitely one of the more interactive aspects of ICT at the moment!!
I've generated a couple of codes of my own to get the class started, but I can see great potential for this with my teenage students, who I think could be very easily engaged in a variety of ways using QR codes. Definitely one of the more interactive aspects of ICT at the moment!!
Saturday, 21 January 2012
The Fickle Face of Teaching
It's been a mixed week for me. On Monday I had a run in with a student. He challenged my teaching methods, and I challenged his attitude. We came to a mutual agreement to move forward, but it left me feeling rather despondent.
On Tuesday, I had quite productive lessons with my usually more difficult learners. I feel we've built up a better relationship, and that we're all benefiting from this.
On Wednesday, I had a great lesson. We had fun, we learned lots, and the students were fully engaged. I even came away from the lesson with the next session fully planned out in my head.
This seems to be the normal way of things in teaching. I don't think I'm alone in going from one extreme to another on an almost hourly basis. I am constantly experimenting with what works and what doesn't, and there is always the unexpected reaction of my learners to deal with. Whilst this makes for an interesting and challenging career, I do sometimes wish for a simpler life!
On Tuesday, I had quite productive lessons with my usually more difficult learners. I feel we've built up a better relationship, and that we're all benefiting from this.
On Wednesday, I had a great lesson. We had fun, we learned lots, and the students were fully engaged. I even came away from the lesson with the next session fully planned out in my head.
This seems to be the normal way of things in teaching. I don't think I'm alone in going from one extreme to another on an almost hourly basis. I am constantly experimenting with what works and what doesn't, and there is always the unexpected reaction of my learners to deal with. Whilst this makes for an interesting and challenging career, I do sometimes wish for a simpler life!
Saturday, 14 January 2012
Leaving them to it
I did some discussion / brainstorming work with a couple of my groups this week.
At some points, the discussions became noisy and even heated. For once, I put on my own brakes and left them to it, only steering them back on course when I felt they had digressed too far from the point.
It was somewhat chaotic, but it was great to see everyone engaging and getting enthusiastic about the topic. Far better to have a noisy, energetic (if a little disorganised) session, than one where everyone sits silently wishing the clock to tick faster. Sometimes not saying anything gives the learners a chance to voice their own opinions.
At some points, the discussions became noisy and even heated. For once, I put on my own brakes and left them to it, only steering them back on course when I felt they had digressed too far from the point.
It was somewhat chaotic, but it was great to see everyone engaging and getting enthusiastic about the topic. Far better to have a noisy, energetic (if a little disorganised) session, than one where everyone sits silently wishing the clock to tick faster. Sometimes not saying anything gives the learners a chance to voice their own opinions.
Tuesday, 6 December 2011
Short bursts of activity
Today, I did a Q&A session with one of my groups who are notoriously difficult to keep on task. It was Q&A with a twist though.
I wanted them to research a few subjects on the internet. If I had handed out the questions, or posted them on the VLE, a handful of them would have completed them in the lesson, but many would have failed to maintain the momentum to see the handful of questions through to the end, and it would have taken an almighty effort on my part to keep them focused.
So I decided to read out the questions one at a time. I sold it as 'speed searching', giving the students only 2-3 minutes to research each question. My students are not dull, they just find it hard to commit themselves, but the fact that there was only a very short space of time to get an answer down meant that they carried out efficient searching, excellent scanning, and following a warning from me (and the frantic tapping sounds of fingers on keyboards), a fair attempt at putting what they found into their own words. As I observed them, I was pleased to note that many found some excellent, reliable sources of information - and not just the obvious ones.
There were six questions in all, and in the timed slots between one question and the next there was near silence in the room - something I experience very rarely with this group. At the end of the question session, I used (and had explained this would be the case) targeted questions to individuals to ensure everyone had participated. Everyone I asked was able to answer their question.
I think the group enjoyed a change of activity, and they produced some good work as a result. Well worth using again.
I wanted them to research a few subjects on the internet. If I had handed out the questions, or posted them on the VLE, a handful of them would have completed them in the lesson, but many would have failed to maintain the momentum to see the handful of questions through to the end, and it would have taken an almighty effort on my part to keep them focused.
So I decided to read out the questions one at a time. I sold it as 'speed searching', giving the students only 2-3 minutes to research each question. My students are not dull, they just find it hard to commit themselves, but the fact that there was only a very short space of time to get an answer down meant that they carried out efficient searching, excellent scanning, and following a warning from me (and the frantic tapping sounds of fingers on keyboards), a fair attempt at putting what they found into their own words. As I observed them, I was pleased to note that many found some excellent, reliable sources of information - and not just the obvious ones.
There were six questions in all, and in the timed slots between one question and the next there was near silence in the room - something I experience very rarely with this group. At the end of the question session, I used (and had explained this would be the case) targeted questions to individuals to ensure everyone had participated. Everyone I asked was able to answer their question.
I think the group enjoyed a change of activity, and they produced some good work as a result. Well worth using again.
Monday, 21 November 2011
Extending learners learning
I've questioned my judgement today. One of my BTEC classes have been writing up a task about three contrasting businesses, which covers one of their pass criteria for the course - they've been working on this for several sessions.
I decided (with plenty of forethought) that I would get them to extend this work by getting them to do a presentation in pairs or threes, comparing one business from one learner with a contrasting business from their partner. I asked them to create a simple, fairly informal 5 or 10 minute presentation, explaining the key differences between their chosen organisations.
On introducing the idea, I was immediately met with great resistance. Several of the learners asked if this was merit criteria, and I told them it wasn't. They wanted to know why they had to do the presentations, and said that they thought it was completely pointless.
I was rather taken aback by this outburst. After initially responding by telling them that they had to do it because I had told them so (it's hard to leave your parenting one-liners at the door sometimes!), I thought about my reasons for asking them to complete the task in this way. One of my key reasons is that I'm conscious of the fact that all too often they cut and paste bits of information from the internet, without really absorbing it and analysing it. By standing up in front of their peers, they will have had to do at least some form of evaluation and comparison, and I felt that this would help them to develop their critical thinking skills. This wasn't about criteria, this was about developing their ability to analyse and explain their views.
Towards the end of the lesson I explained these reasons more clearly, but sadly the students complained to their course tutor, and it was me that felt like I was in the wrong when I went back to the staff room later that day.
What most upset me was not the students' reluctance to take their learning further than just ticking the pass criteria off one by one, sad though this is. What really upset me was that I ended up feeling like I had to defend my choice of activities to another member of staff - never a comfortable position to be in.
Writing this up gives me the confidence to say that I do think this is a worthwhile activity for my learners. Perhaps the fact that they'll have to think a bit harder is the reason why they're resistant. I don't want them to leave my class at the end of the year with a score card of tick boxes, I want them to be able to get a job, to be confident that they know what they're talking about, and to be able to reason and justify their actions with their colleagues. Isn't that what teaching is all about?
I decided (with plenty of forethought) that I would get them to extend this work by getting them to do a presentation in pairs or threes, comparing one business from one learner with a contrasting business from their partner. I asked them to create a simple, fairly informal 5 or 10 minute presentation, explaining the key differences between their chosen organisations.
On introducing the idea, I was immediately met with great resistance. Several of the learners asked if this was merit criteria, and I told them it wasn't. They wanted to know why they had to do the presentations, and said that they thought it was completely pointless.
I was rather taken aback by this outburst. After initially responding by telling them that they had to do it because I had told them so (it's hard to leave your parenting one-liners at the door sometimes!), I thought about my reasons for asking them to complete the task in this way. One of my key reasons is that I'm conscious of the fact that all too often they cut and paste bits of information from the internet, without really absorbing it and analysing it. By standing up in front of their peers, they will have had to do at least some form of evaluation and comparison, and I felt that this would help them to develop their critical thinking skills. This wasn't about criteria, this was about developing their ability to analyse and explain their views.
Towards the end of the lesson I explained these reasons more clearly, but sadly the students complained to their course tutor, and it was me that felt like I was in the wrong when I went back to the staff room later that day.
What most upset me was not the students' reluctance to take their learning further than just ticking the pass criteria off one by one, sad though this is. What really upset me was that I ended up feeling like I had to defend my choice of activities to another member of staff - never a comfortable position to be in.
Writing this up gives me the confidence to say that I do think this is a worthwhile activity for my learners. Perhaps the fact that they'll have to think a bit harder is the reason why they're resistant. I don't want them to leave my class at the end of the year with a score card of tick boxes, I want them to be able to get a job, to be confident that they know what they're talking about, and to be able to reason and justify their actions with their colleagues. Isn't that what teaching is all about?
Tuesday, 15 November 2011
Collaborative Documents
Today I experimented with using a collaborative spreadsheet with my Extended Diploma students. They were given the task of detailing software on a shared spreadsheet, set up using Google Docs.
I made the same mistake initially that I did with Wallwisher when I used that, which was forgetting to log in first, so that I was able to quickly delete any unwanted comments. I did, however, remember to give out some posting rules before we started (no swearing, nothing inappropriate, blah blah blah).
After an initial flurry of inappropriate comments, mainly along the lines of song lyrics, I gave a warning, and then locked all the students out. I said that instead, as they hadn't followed the rules, they would have to discuss their comments in groups instead. They weren't happy with that, so we agreed that we'd have another go. This was more successful, and almost all of the students took part and seemed to enjoy it.
I repeated the same task with a second group later today. We came across similar issues with posting at first, and with this group I had the opportunity to discuss whether they enjoyed the activity. The feedback was interesting - they felt that there was not enough focus (this could have been easily rectified with clearer guidance from myself and perhaps a more challenging task for this group), and that they found it annoying that other students could delete or modify their entries, which I agree was an annoying feature.
I think I'll use this again, but it needs to be more than just filling in a spreadsheet to make it a worthwhile learning experience.
I made the same mistake initially that I did with Wallwisher when I used that, which was forgetting to log in first, so that I was able to quickly delete any unwanted comments. I did, however, remember to give out some posting rules before we started (no swearing, nothing inappropriate, blah blah blah).
After an initial flurry of inappropriate comments, mainly along the lines of song lyrics, I gave a warning, and then locked all the students out. I said that instead, as they hadn't followed the rules, they would have to discuss their comments in groups instead. They weren't happy with that, so we agreed that we'd have another go. This was more successful, and almost all of the students took part and seemed to enjoy it.
I repeated the same task with a second group later today. We came across similar issues with posting at first, and with this group I had the opportunity to discuss whether they enjoyed the activity. The feedback was interesting - they felt that there was not enough focus (this could have been easily rectified with clearer guidance from myself and perhaps a more challenging task for this group), and that they found it annoying that other students could delete or modify their entries, which I agree was an annoying feature.
I think I'll use this again, but it needs to be more than just filling in a spreadsheet to make it a worthwhile learning experience.
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