Improve student behaviour and attainment

Class ChartsSponsored article

Seating charts make a real difference to the classroom learning environment in terms of teacher effectiveness and student attainment. Through using a seating chart, the teacher is imposing their authority before the lesson has even begun and making it clear to the students that the classroom is the teacher’s territory and they are in control of it. By using their knowledge of students and putting careful thought into the design of the seating chart the teacher can minimise negative interactions between students and take advantage of peer-to-peer learning strategies.

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Review of the Google Chromebook

DSC06547I’ve been looking at the Google Chromebook, and I have to say I am seriously impressed. There’s a lot of talk about tablets these days. I myself have promoted the idea of Bring Your Own Technology, which usually means a phone or a tablet. But the Google Chromebook is worthy of consideration, whether for yourself, or whether you’re considering taking your school into the mobile future.

In order to thoroughly evaluate the Chromebook from a school perspective, I not only used the device myself, but interviewed Bruno Reddy, Head of Maths at the King Solomon Academy in London, and Jaime Casap, Global Education Evangelist at Google.

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Business emails to inspire confidence (not)

Double CheckThere must be a whole generation of people who know the mechanics of using technology, but have no idea of how to take charge of it. I am thinking in particular of the ridiculous marketing messages I receive, that advertise targeted marketing services. I mention this because, despite all the lambasting of “Office skills”, it is demonstrably clear that people need them. I could even make a case for this being related to digital safety. How? Reputation is important, and marketing messages that have “schoolboy errors” do nothing to enhance one’s credibility. Consider the following examples:
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5 Things to consider regarding seminars at Bett

With the vast amount of choice at the forthcoming Bett show (15 different events, hundreds of seminars, loads of exhibitors, plus networking), we need some criteria by which to judge whether or not something is worth going to or not – or worth staying for if you already have gone. Here are my suggestions. And remember: your time is precious, so if it becomes apparent that a seminar you thought would be relevant to your needs turns out not to be so, then get up and leave.
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Being connected without being connected

SPARK LONDON AT THE HACKNEY ATTICI have finally – finally! – realised what all the Facebook status updates I find so tedious have in common. That is, apart from the fact that they ostensibly have nothing in common, and that I find them tedious. I talked about the things I find irritating in How much should we share online?, so there's no need to rehearse it all over again.
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Getting the best out of Bett now available

Bett Guide cover 2Over 170 hints and tips from a Bett veteran! Yes, this is my UNOFFICIAL guide. Feel free to download it or share it, via an embed code.

Now includes a floor plan!

If you have already downloaded it, you may wish to download it again, as this is a revised edition containing extra information.

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Assessing “soft” skills

Do you have anything you’d like to add to the discussion, Terry?

The scene was a meeting at the Edusummit conference at UNESCO in Paris in 2011. The question came from the Chair.

Thank you, but no: everything I was going to say has already been said.

That was my response, because I didn’t see any purpose in repeating points that had not only been made, but also generally agreed upon. In fact, my contributions to many meetings are based on Salvator Rosa’s, dictum:

Be silent, unless what you have to say is better than silence.

The question is: does that make me a good collaborator, or not so good? How do we measure such things? And does any of it matter anyway?

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Plagiarism in education

It’s often said that if you steal from one person’s work, it’s plagiarism, but if you steal from lots of people it’s “research”. Very droll, but plagiarism is a serious business. As well as being potentially economically damaging to the victim, it is demeaning for the perpetrator – although, like all thieves, they probably don’t realise it.
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Applying computational thinking in the “real world”

... analog computer!One of the justifications for teaching computing and coding is that “computational thinking” is a useful skill for pupils to have, in order to apply it in wide variety of situations. A worthy aim, but I’ve heard very few convincing examples given. Actually, I don’t think I’ve come across any examples of how pupils might use computational thinking in a broader context, or how it applies beyond the relatively narrow confines of computer science.

However, Anna Shipman, a software developer, currently working for the Government Digital Service, believes that a software development approach can and should be taken in other areas of life. In particular, she relates how it proved useful in the context of fixing a leaky roof.

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Competing with World of Warcraft

World Of Warcraft DVD + ManualI’ve just started reading Focus, by Daniel Coleman. If a book may be judged by the degree and speed with which it raises one’s blood pressure, I have to say this is pretty good value. I’m only 3% in, according to my Kindle status bar, and already I’ve found three things to disagree with. And let’s not forget that that 3% includes all the “prelims”, i.e. title and copyright pages, table of contents, and so on. 
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6 Ways to respond to requests for pointless data

So, there you are, basking in your new-found freedom to report to parents what their children can actually do in Computing and ICT, when the data impresario in your school says they want you to supply the school office with a “Level” for each child. And for good measure, they want you to do that four times a term in order to monitor progress. How should you respond?
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Preparing for the new Computing curriculum: what if #4

The new Computing curriculum is little more than a checklist. But what it lacks in detail, especially regarding progression, it more than makes up for in terms of the freedom it affords schools to interpret the new Programme of Study in a way that suits them.

With that in mind, have you ever researched your own area

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5 reasons schools need computing teachers with expertise in the subject

Some Principals and Headteachers think that a good way around the problem of teaching computing is to not worry about whether teachers have subject knowledge at all. “All we need are facilitators”, they say, “while the kids can teach themselves and each other.” This is, as any teacher knows (or should know), easy to say, less easy to do, and not altogether the most desirable thing to do even if you can do it. However, just in case your school happens to be “led” by one of the aforementioned Headteachers, here are some arguments you may want to use. I think that any one of them should suffice, and all of them together make for a cast-iron case.
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Getting permission to go on an ICT or Computing course

On this date 4 years ago I published an article that I think is still relevant today.

It strikes me that, what with a new Computing Programme of Study coming into effect in September 2014, ie under a year’s time, Getting permission to go on an ICT course or to a conference is rather timely. Teachers of ICT having to become

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