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In this Flipped Teacher Professional Learning video, I show you a tool that is part of the Google Maps tool, Google Maps Space. It will be useful for any units relating to space and the solar system as it provides you with easy to access imagery relating to the celestial bodies in our solar system as well as the ability to do a virtual tour of the International Space Station. For more helpful FTPL videos click here.
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"Teaching is listening, learning is talking." - Attributed to Deborah Meier When I saw that the title of one of the units in the Flipped Learning Level II Certification was titled Peer Instruction, my thoughts immediately went to Vygotsky's Zone of Proximal Development (ZPD), something that I learned about during my initial teacher education and which I think is a valuable tool. The unit was led by two people, Eric Mazur; a Professor of Physics at Harvard; and Troy Faulkner a Social Studies teacher in Minnesota and my initial understanding, based solely on the unit, is that while it is not, in itself, just ZPD, it does appear to be based on and utilise a lot of ZPD theory. Eric and Troy defined Peer Instruction as being a process wherein students engage with each other to convince the other of correctness of their position to a question asked by the teacher through discussion, comparison, (classical) argument (as opposed to the I'm right and you're wrong so ner!" style of argument), and reflection. This is of course predicated on students having a basic understanding of the concept before engage in the peer instruction component, with further learning experience through the process of arguing their point and having flaws pointed out to them. Peer Instruction appears to be a process that, depending on the age of the students, would be relatively straightforward to implement. One of the biggest benefits that spring to mind from this strategy, whether it is used in a flipped context or not, is that it would appear to aid in the development of the ability to argue using evidence and logic. Students are required, as part of this process, to defend their position whilst working to win-over the other person using evidence from the pre-learning, the text, background knowledge, and logic. I can imagine that in the early stages of this process being implemented in a classroom that the arguments would potentially be quite simplistic. Students would of course need training in how to form logical coherent arguments, in identifying evidence that will be useful for demonstrating their position in a logical way. There was another element about this that I liked, which was that how you implemented it can be varied to suit your personal teaching style; structure with set time frames through to laissez-fair and that even that might change over time. If I was to use this strategy in the classroom, it would be quite structured initially in order to provide a firm structure for the students to work within and learn how to engage with and implement the process, becoming less structured and more open as they became more comfortable and confident with the process.
If Peer Instruction you wanted to look into further, take a look at Peer Instruction by Eric Mazur, or visit Troy's website and his page on peer instruction. There is also a blog written by Julie Schell who is a member of the Mazur Group at Harvard University. In this Flipped Teacher Professional Learning video, I show you a simple way to access a timer, whether countdown or stopwatch to use in the classroom and which can easily be displayed on the main screen. For more helpful FTPL videos, please click here. "To know, is to know that you know nothing. That is the meaning of true knowledge." - Socrates Socratic seminars are a strategy that I had heard of but knew nothing about, nor did I know anyone who used them. Unit Seven on Socratic Seminars with Peter Paccone has been the unit that I have learned the most from as I had no prior knowledge. I had made some assumptions that it would be some sort of discussion strategy based on knowledge of Socrates and his influence, but that was all. Peter provided a simple but clear definition of what a Socratic seminar was, calling it a "...formal discussion led by students based on a text." He also made it very clear that a Socratic seminar is not a debate; that it is not about making a point, to win the discussion. One of the aspects of this strategy is how simple it can be to execute. It would of course require some training for the students so that they understand how it is supposed to work and for those who are often more reserved in conversation to realise that they will not be shouted down, however, I can see how it would be useful in a range of subject areas. One area I can see as being challenging is that, as Peter explained this strategy, the teacher does not get involved in the discussion except to return the discussion to the topic if it veers significantly of course. This means that even if there is an awkward silence, that the teacher's voice should not fill it, or if there is some kind of failure in process, or in logic, if fallacies are being employed, the teacher remains quiet. They can, perhaps, be reflected upon after the fact, but this strategy is largely about challenging students to think their position through, to argue in the classical sense of the word, without seeking to win. Jon asked Peter to outline why a teacher should or would want to use Socratic seminars in their classroom. Peter's response was interesting. He acknowledged that while they take some work to get them going and build them into the culture of the classroom, that teaching also takes work to get it right and that the benefits, improved questioning, reasoning, and speaking, are worth the investment in time. If you do use Socratic seminars as a teaching strategy, I would appreciate hearing your thoughts on the strategy and the sorts of texts and opening questions you use.
Thank you for reading. In this FTPL video, I show you how to force someone to make a copy of a document rather than simply accessing your copy. This process works for all file types within GSuite. Please note - this is not the process to have each student receive a copy of a document through GClass. For the full list of FTPL videos, please click here. "...[Project based learning] is really the act of using a project as a tool for students to gain understanding and demonstrate mastery..." - Dan Jones After attending FlipConAus 2017 in October (review articles here), I had enrolled to undertake the Flipped Learning Certification Level II course and had been writing some reflections and thoughts on a few key points from each of the topics (articles can be viewed here). I resumed this course having taken some time off over the Christmas and New Year period, with Unit Six - Project Based Learning (PBL), which, along with Jon Bergmann, was facilitated by Social Studies teacher, Dan Jones. This was going to be exposure to project based learning from a different person and from a different perspective. Regular readers may recall my initial writings on PBL after attending a workshop with the Hewes' (Bianca and Lee) went from being rather disinterested in PBL to open to it. I was curious to hear what Dan would have to say about PBL coming from a flipped learning perspective. Without giving the game away, the way that Dan utilises PBL sounds quite different to how the Hewes' utilise it. I do not know enough to comment much beyond that, and I certainly would not try to say one is better than the other, but different is key here. My understanding from the Hewes' and other conversation is that PBL is a mammoth to get going if you are going to do it well, that it takes a significant amount of time to complete a PBL, and requires outside experts on the given topic. The way that Dan explained his utilisation of it was much simpler sounding. Not necessarily easier, but not as difficult. Dan explained his definition of PBL and how it is different from simply being a project by using a meal analogy. A project on its own is a main course where all the students get the same ingredients and are told to make a certain dish. PBL, however, is like the dessert where students get different ingredients based upon where they did their research during the main course. It was an analogy that I felt worked quite well. There were some similarities with the Hewes' explanation. The driving question provides the ten thousand foot view while the rubric provides the closeup detail of what is going to be covered and what needs to be mastered and demonstrated. This, I think, is where things get quite different from the Hewes' explanation of PBL. Dan talks about a design lab (you can find his run through as well as the handout on his website, here). This process, Dan says, is done in a week. The structure of it quite thorough, but also quite simple and I think would be easily adapted for a wide range of class and assessment tasks across a vast array of year groups and subject areas. As part of the project flow, there is a think-pair-share process (steps one to eight in the Design Lab), which, after a few steps, moves into a visualisation process. At this point, and I found this very interesting, students need to visualise, to come up with at least five broad project ideas. They only choose one to implement, but that one needs to be justified in writing - why is this the best way of demonstrating my understanding? It also provides students with some back up ideas if they realise later on that their chosen idea isn't going to work or is not going to be feasible for some reason. This idea, and the subsequent design process, is shared within their group to get feedback from their peers and the students are then required to reflect on the feedback they have receivedand what it means for their chosen project - helps to capture those projects which are too big or not feasible for various reasons. There is of course a lot more to using PBL in a flipped classroom than the above, but that process, for me, was something that stood out, providing clarity around those initial stages of PBL in the classroom for a particular unit. If you have not used PBL before, I would encourage you to look at Dan's website, get in touch with Dan or the Hewes' (Bianca and Lee) via twitter. Remember to check out the Level II certification course to get a more in depth look at implementing PBL in a flipped context.
Thank you for reading and remember to read the rest of the articles in this review series, which can be found on my Starting with Flipped Learning Page. In this second FTPL video focusing on Reflector (Teacher), I walk through connecting and highlighting one or more devices out of those connected, recording the device content being shown and other features. For the first FTPL article on Reflector Teacher and all other FTPL articles, click here. In this FTPL video, I go through how to access and use the basic features of Reflector (Teacher), a tool for broadcasting tablets and smartphones to a central screen in the classroom. With devices becoming increasingly more common in classrooms, it is important to have a way to leverage their power constructively, and having a tool that empowers students to showcase what they are working on using this technology is a useful feather in the cap to have. There are lots of mechanisms out there for this, however, I personally quite like the ease and simplicity of Reflector. For more helpful FTPL articles, find the full list here. "In every job that must be done there is an element of fun." - Mary Poppins Gamification (also referred to, sometimes interchangeably, as game-based, game-inspired, or game-centered learning) is something that I have written about in the past (such as this article) but not something that I have ever invested time into exploring or implementing. I refer to myself as a gamer, but a casual gamer rather than a hard-core gamer. I will happily escape into (at the moment) the Uncharted world and pretend that I am a treasure hunter, relax into some low-cognitive load FIFA18, or watch my wife play the incredibly beautifully written Final Fantasy series and marvel at how far computer graphics have come in the last thirty years. Take ninety seconds and watch the below video which shows the original Final Fantasy released in 1987 and reminisce about how amazed we were at the time to see these little pixels moving about the screen controlled by us, and then compare it to Final Fantasy 15 released in 2016 and marvel at how photorealistic much of the scenery is, the change in the music quality etc. However, gamification is not something that I have ever explored more deeply. I had my hands full on developing my pedagogy and classroom management. It was exciting to see that someone I know, Pete Whiting, was facilitating the gamification component of the Flipped Learning Certification Level II course. Flipped learning is the meta-strategy that supports other pedagogical approaches and Pete makes a very interesting comment early on that he could not see how they could get to gamification without using flipped learning as the backbone as flipped learning allows for the decentralisation of the classroom (i.e. the teacher does not need to be at the front of the class) that is needed for gamification to be implemented. Gamification, implementation of game mechanics, is also more familiar to us and students than we realise and this makes it easy to implement from an explanatory perspective. Think about your loyalty and rewards cards; buy nine coffees and get the tenth or similar. That is gamification of commerce. It is important to note that merely changing the mechanics from do this for an A to do this for 10XP is not in itself gamification. Gamification requires more thought than that and needs to be implemented well for it to be effective, both as a tool to generate engagement and as a tool for learning. This comes across in Yu-kai Chou's TEDx talk above when he comments that all games have some form of points, badges or leaderboards, yet not all games are engaging. Gamification should be about changing the focus from academic ability to academic effort. When students can see that if they put in the effort to complete the mission and therefore get the loot and the associated XP, thus leveling up for the next mission or quest, that changes the way they think about learning. This has ramifications for the I'm no good at [insert subject] so I don't bother trying. When genuinely implemented, it changes that mindset to being about effort, not about how good they are at something. By engaging in the missions and learning through them those students will potentially become more comfortable with the topics and thus change their mindset and openness to further learning. It is witnessing the eureka! moment that makes, in some ways, teaching such a joy. Paul Andersen says in the below TEDx Talk that it is "[t]hat look of learning, trying something new and failing and trying it again is something that we aspire to see in the eyes of our kids" and I think it is interesting, and somewhat disheartening that when it comes to video games, children are happy to fail and try again over and over until they achieve success, but in the classroom, when it comes to academic learning, our children are often defeated and want the answer when they fail the first time. What has happened that this is so? One thing that really came through is how the feedback to students and the application of different expectations is critical. This is not particularly revelatory, however, the way in which it is implemented is tweaked. The explicit expectations around students success criteria for the missions, the effort required, is different. Rather than have one expectation for all students and when you complete the mission you get the XP, there are, if you will, different difficulty levels. Those who could be referred to as being good at the game of school might be put on the hard difficulty level and have different expectations to achieve the XP than the student who struggles with a concept. This helps, as Pete remarks, with rewarding effort rather than the genetics and home life. Jon and Pete are both quite clear that the pedagogy behind gamification is much deeper and broader than the scope for the gamification unit of the flipped learning certification allowed for and that to get a true understanding, more time an exploration through other sources would be needed. One which they recommended was Goblin.Education, an online professional learning course which goes through the elements of gamification in education through game-based learning. Pete's unit was a little bit more in depth and practical than what I had been exposed to on gamification in the past and is something that I now feel a bit more comfortable with using in the classroom than previously. If you wanted to hear what Pete had to say, then I would encourage you to click on the button above to register for the Level II flipped learning certification (after you have completed the level I certification). I have added Goblin to my list of courses to look at but for now, gamification is something that I do believe has a solid place in the classroom, when it is implemented well.
As always, thank you for reading. In this flipped teacher professional learning video, I demonstrate how to access and use the My Maps tool available in GSuite. There is a resource that has been put together by Alice Keeler which shows many different ideas for using the tool in the classroom available here. For more FTPL videos, please click here. “In my whole life, I have known no wise people (over a broad subject matter area) who didn’t read all the time — none. Zero.” — Charlie Munger, Self-made billionaire & Warren Buffett’s longtime business partner Where do you draw the line when it comes to allocating time for your professional learning, outside that provided by your school or institution? How do you prioritise your time when considering professional learning? I would very much like to hear your thoughts on this, so please leave a comment at the end of this article. Over the weekend, while holding my daughter and swaying gently to help her get to sleep, I was scrolling through my twitter feed and stumbled on this article (which is also where I pulled the above quote from). The article provokes some interesting thoughtlines. As teachers, we are required to complete professional learning, which is generally done through school-provided in-service professional learning sessions, some of them better run and more useful than others. Some of us might attend the occasional off-site training course funded by the school, or attend a conference, yet that is often, for many, where it stops. This is completely understandable; we all have lives outside of school, many of us have families, sporting commitments, are involved in community groups etc. We do not want to live our lives by the school bell. There is a need, I believe, to commit some of our time to chasing professional learning according to our own desires and needs outside of that provided by the school.  The challenge, as always, is time. There are so many competing demands on our time in and out of the classroom that often appears that professional learning is one of the first things to be dropped from our schedule. I realised recently that this had occurred for me, I was so busy doing that I had stopped learning and it was the article above onthe five hour rule that made me realise it. I have signed up to a few courses over the last twelve months and most of them remain uncompleted. There are always valid excuses as to why that is, but for me, I have realised that I need to work harder to use my time wisely and remember to continue to learn. I recently attended FlipConAus (review articles here) and was reminded how much I still have to learn abuot flipped learning, despite having been engaged with it for some time. I have a number of books that I have purchased over the last few years that are stacked up on my waiting to be read pile that I need to get to. Not being in a classroom role at the moment, I need to work harder to keep up to date with contemporary and emerging practices. I have an hour available every morning, outside of my work hours which I have been using to complete administrative work, that I will be reallocating to my own professional learning. I think I do a disservice to my students, both those I have had and those that I will have in the future; as well as to myself, if I do not keep up to date with practice. At the moment, I will be working through the Flipped Learning Certification Level II course and will write some reflections on that (and other learnings as I move forward). From a time perspective, the article will not often be of the length that I perhaps ordinarily write (not in itself a bad thing), but I feel that that will help keep me accountable. I will close this article with a question and a request for a favour:
I would very much like to hear your thoughts on points two and three, so please leave a comment or reach out via twitter. Thank you for reading. In this FLipped Teacher Professional Development video I show you how to set up your GDocs (Or GSheets, GSlides) to enable you to create and then edit new documents offline. For more helpful FTPL videos, please click here. In this Flipped Teacher Professional Learning video I show you how to use the Restore Previous Version feature in Google Suite to recover previous versions. This feature is great for when you discover old editing errors that you've made, or for group work where there is accidental overwriting of information. For more helpful FTPL videos, please click here. In this Flipped Teacher Professional Learning video, I show you how to add columns in GSheets and then update your sum and average formulas. For more FTPL videos click here. In this Flipped Teacher Professional Learning video I show you one way of setting up your Google Form to e-mail the responses to designated e-mail addresses. For the full list of FTPL videos, please click here. In this Flipped Teacher Professional Learning video I show you how to add various types of multimedia to your OneNote Notebook in Office365. For the full list of FTPL videos, please click here. In this Flipped Teacher Professional Learning video I show you how to add various types of multimedia to your OneNote Notebook in Office365. For the full list of FTPL videos, please click here. In this Flipped Teacher Professional Learning video, I explore what a ClassNote book looks like within Office365. For the full list of Flipped Teacher Professional Learning videos click here. “Giving is the master key to success, in all applications of human life.” - Attributed to Bryant McGill One of the attractive components of the offer to work with ClickView was being able to facilitate professional learning in an area of pedagogical practice that I enjoy, am passionate about and that I think I am good at, using video content as an effective tool for learning. I have been involved thus far in two formal professional learning sessions and they have both been fantastic.
The first was an after school opt-in session, which meant that although there were only ten staff present, they were staff who wanted to engage with us and learn more. There were plenty of "ooooh, that is how you do that" moments, and the excitement in the air was palpable. That particular session was also a great session for me to view as it was facilitated by my direct manager who is proving to be a wealth of knowledge about the platform, processes and system underpinning ClickView, the clients, but also providing a steady influence in what has been a heady first week. His calm and deliberately paced way of speaking has proved to be a useful brake on my own first-week nerves and my desire to get on top of and understand everything yesterday. It was also the first time that I had had the opportunity to see the teacher-side of ClickView which meant that for my own knowledge of the platform, it was an invaluable session. With my teacher hat on, I can definitely understand the attraction of the platform and why teachers want to use it. The second session, which was today, was another opt-in session, but aimed at Primary Teachers. This session was organised and led by the Primary Team and was delivered in a rotating workshop format focusing on three areas: being able to search for and access content, being able to turn the content into interactive learning tools for students, and lastly, as an introduction to flipped learning. That was the aspect they asked me to come along and help out with, and it was a great learning curve. I really need to improve the succinctness and clarity of my this is what flipped learning is all about. Each of the three sessions heard a slightly different explanation and while none of them were wrong, I feel that I could have had a clearer delivery. This was somewhat frustrating for me as I have delivered the same presentation in seven minutes as part of a TeachMeet event. That said, there were a total of, I think, twenty-three staff from the host school and a number of others in the area, all of whom engaged wholeheartedly with the sessions. Seeing the excitement in a student's eyes as they have a light bulb moment is still exciting, even if it is in a different context. Being able to help deliver professional learning to teachers who are engaged with and want to hear what you have to say is fantastic and exciting. I fly out to Melbourne tomorrow to meet the Melbourne team and then for the remainder of the week, attend FutureSchools 2017, which I am excited for. I am hoping that Melbourne is a bit cooler and less humid as I am struggling with the oppressively humid conditions in Sydney at the moment. I look forward to meeting up with some of my readers whilst in Melbourne, and if you are unable to attend, stay in touch using #FutureSchools on Twitter. If you have missed any articles in the FutureSchools series, you can find them here. In this Flipped Teacher Professional Learning video I show you how to set up a new Class Notebook using Office365. For the full list if FTPL videos, please click here. In this Flipped Teacher Professional Learning video I walk through the various features of OneNote for Office365. For the full list of FTPL videos, please click here. "Friends and colleagues are very sustaining. They're the people who get you through it... It's no good to be on your own." - Attributed to Dame Judi Dench When has a lesson you've planned out not worked? Did you scrap it midway through or persevere? How did you move past that moment of failure in practice? What was your learning?
My regular readers would be aware that this year I am working in a team teaching context. Four weeks in and I have to say that it is working out fantastically well. On a daily basis I am learning new strategies for different needs; negotiating with challenging students, getting alongside students with low self-efficacy to build them to undertake the learning task without doing the task for them, different strategies for whole-class reading, strategies for managing assessment of learning and using it as data for the next phase of learning and am very slowly building my own self-efficacy as a Stage One teacher. It is a completely different world to Stage Three. The strategies are different, the questions you ask and the questions you answer are different. The learning tasks are different. Yesterday I was leading a whole class maths lesson focusing on place value. It seemed to go well to start with, but when we got to the guided learning part, it fell apart a little. I think where I went wrong was that I brought in the the number zero and started including that in our discussion (it had been our focus in the previous) and I think that it confused students as from their perspective it seemed like I had changed topic. I had been asking questions such as if i have 421 sheep, how do I write that number? We were talking about the need to write 421 rather than 400201 or 40021 etc. When I brought in zero it was on the back of if I have 100 sheep why do I write 100 and not just 1? which generated some very productive discussion about why zero is important as a digit. The next task was where I got things wrong. I split the class into three groups and asked them to use their bodies to represent the three place values we were working with for various numbers (hundreds, tens, unit). I.e. I gave them 342 as a starting number, modelling this with one group, and asked for three people to stand together to represent the hundreds, four to represent the tens and two to represent the units. They struggled to get past the hundreds as they each wanted to form that group, then they each wanted to form the tens group. We got through one number successfully, eventually, and then tried it as a class. It did not work. I pulled them all back in as a single group and we moved on to a different activity. I asked my colleague afterwards if it made sense what I was trying to achieve, and he said he could see exactly what I was trying to do but that it was perhaps a little too abstract for this particular age group. It may have worked with Stage Two students, or if it was just a group of Year Two students, but not with this particular cohort. It was a valuable lesson in reminding me that I need to spend more time thinking activities all the way from through from start to finish and consider ways to bring it back to the focus if things start to go off the rails to ensure that the students are achieving the lesson focus. It was also a reminder of how valuable having a colleague in the room can be to not only remind you that are a capable teacher after failed lessons, but to pick up on questions or ideas that you have missed or forgotten or to help manage a small group of students who need additional support. "I like to approach every day like it's the only day I will ever have." - Attributed to Gene Simmons Disclosure: My attendance at FutureSchools 2017 is under a media pass provided by the organisers.  The MCEC. Image retrieved from tinyurl.com/ht5aepj on 9 February 2017. FutureSchools is shifting to a new home for the 2017 iteration. The Melbourne Convention and Exhibition Centre (MCEC) will be hosting educators from across Australia in a setting vastly different to that of Australian Technology Park where previous FutureSchools events have been held. I am looking forward to attending, not least because I genuinely enjoy being in Melbourne, but it will be a chance to see FutureSchools from another perspective. Time is running out to register your place in one of the six masterclasses or the five conference streams. If you are not sure which conference stream is right for you, then keep reading. if you have not yet booked your place, include a Gala Dinner ticket in your registration and use code BTS150 by 11:59pm on Friday 10th February to receive $150 off which effectively makes the Gala Dinner ticket is free.  The Future Leaders conference is focused on looking at the future of teaching and learning through examination of current global trends and developments in school education, including changes to the: schooling system; society; behaviour; pedagogy; curriculum; technology; professional learning; and learning spaces. This conference will include the plenary keynotes from Dr. Milton Chen, Jan Owen AM and Prakash Nair as well as case-studies and presentations from current education leaders and teachers. To read more about the Future Leaders conference, click here. I am hoping to hear Michael Ha's session which will focus on taking the professional and student learning opportunities that arise from technology.  The Teaching Kids to Code conference is focused on teaching students to code through professional development for teachers around the Australian Digital Technologies curriculum. This conference stream will explore the challenges of teaching students to code and why we should be teaching students to code as well as provide a forum for collaboration in driving STEM, computational thinking and coding beyond the classroom. This conference will include the plenary keynotes from Dr. Milton Chen, Jan Owen AM and Prakash Nair as well as case-studies and presentations from educators currently utilising coding as part of their pedagogical practice. To read more about the Teaching Kids to Code stream, please click here. I would particularly like to hear the panel session focusing on the national digital technologies rollout and the opportunities and trouble areas that have arisen thus far for integrating the curriculum.  My usual FutureSchools home, the ClassTech conference has a broad agenda which focuses on how to use various technologies and technology-based pedagogical practices in the classroom. I've written extensively over the last two years from the ClassTech conference stream and this year looks to be as good as ever. This conference will include the plenary keynotes from Dr. Milton Chen, Jan Owen AM and Prakash Nair as well as case-studies and presentations from educators currently utilising coding as part of their pedagogical practice. As I am currently working in a team-teaching context, I a particularly looking forward to hearing Sally Wood and Simone Segat speak about how team teaching can enhance digital technology learning. I have heard Joel Speranza speak about using videographic feedback previously and can also recommend his session with cnofidence. To read more about the ClassTech conference, please click here.  The Special Needs and Inclusion Conference (SNIC) is aimed at presenting practices that are working for educators around the country when it comes to integrating and support students with difficult backgrounds or who have learning disorders and disabilities such as auditory processing, Autism Spectrum Disorders, behavioural issues, dyslexia, as well as those students whom are identified as being gifted or talented. The focus is to provide innovative, proven and practical ideas that can be implemented in your classroom within existing frameworks and taking advantage of special needs technologies. Delegates will also hear the plenary keynotes from Dr. Milton Chen, Jan Owen AM and Prakash Nair. I am particularly looking forward to hearing Karina Barley speak about creating a space in which an autistic student can feel secure and engage with their learning.  I am actually looking forward to a number of the sessions on the Young Learners agenda this year. I have to admit that in previous years I have not looked at the agenda as I have been teaching upper primary, however, this year I have shifted to Stage One and so it has become rather relevant. This conference stream is focused on examining how Early Years through to Stage One teachers can tap into digital technologies to provide new and enhanced learning opportunities, with practical sessions allowing delegates to get hands on and confident with various tools. This session does include the plenary keynotes from Dr. Milton Chen, Jan Owen AM and Prakash Nair. As a new parent, I am particularly interested in hearing from Dr Kristy Goodwin who will be addressing the impact of digital immersion on a child's physical development, health and well-being, and learning and how this can redefine not just the role of educators, but the approach. There are also six Masterclasses to choose form, however, I will publish a separate overview of those early next week. I look forward to meeting some of my readers at FutureSchools 2017 and remember to register before 11:59pm Friday 9 February to take advantage of the BTS150 giving $150 off the registration price when a Gala Dinner ticket is included. 
In this Flipped Teacher Professional Learning video, I show you how you can use Google Forms as a platform to allow parents to book in for Parent/Teacher Interviews, or for staff booking of breakout sessions during Professional Development sessions etc. There are of course many other uses, however, such as the booking of resources (school hall, playground space before or after school for sport team training for example), so this is not a definitive list. For more helpful FTPL videos, click here. In this episode of Flipped Teacher Professional Learning I show you how to set up a basic MS Form and how to access the results of responses through Office365. For the full list of FTPL videos, please click here. |
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