This week I delivered a one-hour presentation to the staff at KEGS on one of our Leading Edge days. This is what we call our INSET days dedicated to our research-engaged activities. Basically I am reflecting on some of my thoughts about teaching and learning in the KEGS context.
I’ve tried to capture the key messages in this short video, my first attempt at screen capture.
Youtube link: http://youtu.be/ALyEWof8z9s
The powerpoint slides are here
Excellent resource. Loved the butterfly video. Lots of ideas here that I will use to move T&L forward in our Academy
Really enjoyed the learning model and discussion. The butterfly example has started a lot of discussion in my staff room. Would it be possible for a copy of the presentation ?
Thanks a lot. Glad you found it useful. The slides are available via the link under the video.
A great vid – many thanks – very rich with ideas and I keep coming back to it – especially skateboarding! Can I ask a question that you might be able to offer some advice on? I’m a Science teacher (3 years) and I find myself at a junction with the marking. I agree that marking/feedback that is acted on is incredibly powerful , however, the sheer amount of content that we wade through in Science makes it impossible to feedback on everything. How do you choose what you feedback on so you can engage students with this?
I settled into a routine of tick and stamp of generic classwork and more concerted feedback on end of topic tests but sometimes I think this is too late as we’re off and running into the next adventure (dedicated DIRT time?).
Coupled with this is an interesting observation; for some reason I’ve fallen behind on the teaching schedule in our department (to make the assessment window I have three classes learning a topic in one week with no time for practicals – I spent too much time making sure they understood the material!). This has meant I’ve had to adapt my teaching to a more didactic ‘delivery ‘ of material (a lot of cloze exercises). As a consequence, most of the books are virtually identical so marking this work wouldn’t be in any way impactful. However, because of this, I could be in a position to set a piece of qualitative work maybe each week that would assess their understanding and knowledge that I would have the time to mark in a deep and meaningful way. I’m not sure if this is a happy accident but in classwork becoming more ‘standardised’ I might have freed up the potential to mark a single piece of ‘assessment’ work. This is only temporary measure but I feel at odds with a more formulaic or traditional lesson yet one that grants me the freedom to mark something with impact. I’ve even considered students having two books – one for classwork and another for dedicated assessed tasks that are all marked and acted on in terms of feedback. Is that excessive?
I suppose my question is – How do you do it? What do you decide to feedback on if you can’t feedback on the work from every lesson? It’s a holy grail kind of question I suppose. The frustrating this is that the answer seems both obvious and ridiculously complicated all at once.
Many thanks for your time