I saw a picture from @sylviaduckworth and thought it would be fun to do.

**2 things you do well and will continue to do**

- I will work with students to develop a better understanding of Growth Mindsets.
- I will embed the use of digital technologies within my lessons.

**0 Something you want to stop doing**

- I should stop stressing about results over pupil experience.

**1 person you want to improve your relationship with**

- This one is a bit tough. Hopefully I’ll find a job at a school in Canberra soon where I’ll be building new relationships with lots of people: colleagues, students, parents …

**6 things you will do this year to step outside your comfort zone**

- I will move to another country!
- I shall engage with using Googledocs as a classroom tool.
- I will organise a ‘no pens’ day at a school.
- I shall blog at least once a week.
- I will share more resources online.
- I will start a university module. I find the idea of starting a Masters degree terrifying because I find writing essays difficult!

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I wanted to use the Notebook as a place to store class notes, a workbook for students and a place where students can track their learning. Every student in the class has access to their own area of the Notebook where they can complete homework, tracking and any questions set during a lesson – essentially setting up a virtual jotter which I can check in real time.

When teaching I am able to use the smartboard to write and draw directly into the class section of the Notebook. Using the tabs and pages this helps me create notes which students have access to right away. This means that students don’t need to worry about missing part of a note given in class. However, students can still annotate their own notes to add extra content if they wish.

I’m also able to include Success Criteria and make parts of the note standout using personalised ‘tags’. For example lessons aims have a star next to them and key questions have a question mark.

For each section I include an introduction page – following subpages make up the lessons we go through. In these I include information about the topic and try to clearly state what the students will be learning in that topic.

Some students in the class asked if it would be possible to include a space where they could track their learning using ‘I can statements’. We’d be using paper copies of these in class, but these were easily lost and rarely taken out by students to use. I’d hoped that by placing these into OneNote students would use them more. I asked students to track their ‘I can statements’ by traffic lighting and indicating how they can improve their learning.

Any work which pupils complete in their jotter but want included in their personal space they can easily upload and I can give them feedback.

Comments from students about using OneNote:

“It’s better for revising and note taking and you can do your homework in one area and it allows you to draw directly on to the app.”

“I like it because it tracks what I do well and what I need to work on.”

“The benefits are it’s better for revising and no paper. Learning is easy – you don’t need to use your jotter.”

As we move forward I’d like to start using the collaboration space more with students.

(Cross posted with The Edinburgh Digital Learning Team )

]]>I remember being skeptical as I didn’t want to read a book which gave you lots of data about what was working in schools and what wasn’t: I didn’t want to read a textbook. However, The Elephant in the Classroom managed to give you the information needed to understand the theory and ways to put this into practice whilst being captivating and informative. I had the book finished within a few days and I read it again this time annotating parts and taking notes for things I wanted to do in the classroom.

Back in 2010 two chapters stood out for me. In “A vision for a better future” Boaler sets out two different ways we can make maths more engaging and meaningful for pupils: a project based approach and a communicative one. As someone who had just finished a PGDE where the approach was to introduce the topic, explain the rules and have students practice them multiple times, I was intrigued to try out something different.

The other chapter was “Making ‘low ability’ children” which in no uncertain terms told me the system “tell(s) children from a very young age, that they are no good at maths”. I was shocked by the bluntness but after thinking about how we ‘set’ pupils from S1 by ability I couldn’t disagree. This started a love/hate relationship with me around setting – something I still think about.

Having picked up the book again to write this post I rediscovered another chapter which I’m going to re-read: “Paying the price for sugar and spice: how girls and women are kept out of maths and science”. I’ve recently spent a bit of time researching the social constructs of gender and how we use these in schools as ways to control behaviour and sort young people into groups. I’m interested to find out what Boaler said…back soon *opens chapter*

Cross-post with Pedagoo.org

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I remember learning this as a pupil and being introduced to the Quadrant Diagram. Where did it come from? I was told a mnemonic to help me recall it: All Sinners Take Care. And I was shown a process for how to use it. It took me to Higher maths before I realised where it came from! I didn’t want that for my students

To introduce the topic I had students use Desmos to graph a trig function and a horizonal line and write down the first 2 solutions. They seemed ok with this.

In groups they wrote down reasons why there were multiple solutions and I asked them to hypothesise how they could find the next solution if they knew the first. I gave each group a basic trig equation and asked them to find the first two solutions.

e.g. Solve for

Getting the first answer seemed alright for students – a lot of them connected it to finding the angle in a right-angled triangle. But how to find the next answer?

Looking at the graph for help was easy since Desmos drew it. I asked the students what they could do if they didn’t have Desmos? ‘Draw it’ seemed a popular idea so I had them do that… I found the answer before they’d finished. “But how did you do that so quick?” a student shouted out.

We went back to our basic graphs of trig functions to see where all the positive values are. Students noticed that there seemed to be distinct areas where each function was positive. I was chuffed they’d spotted it without much direction so I moved them on to telling me the limits for each section. I placed these into Desmos on the smartboard for us all to see. (click the graph to see)

From here students developed the idea of either adding or subtracting the calculator answer to the limits. I shared with them the Quadrant Diagram as a way to quickly summarise their findings.

Using Desmos was a great way to visually show what the students had told me. They were confident with the graphs of trig functions, and it only needed a quick explanation of how to write out the limits the students came up with for the sections. It was much quicker than previous lessons where I’d have students make tables of sin, cos and tan and evaluate for different variables…eventually leading to the point where hopefully someone would spot a pattern in all that data. Desmos allowed students to visualise what was happening and build their understanding around that.

Next week we’re onto more complex trig equations: and I plan on using some **foldables** which a colleague shared on their twitter.

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```Factorising trinomials foldable. Really helping Ss understand the difference between each type. #teach180 pic.twitter.com/SkxzIE50EX

— Julie Morgan (@fractionfanatic) August 24, 2015

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Working with senior school students we developed a 3-year project around the title “What is a home?” We felt this would give everyone a chance to research life in different counties and compare it to their own. As pupils from the various countries shared their learning I saw them develop a fresh understanding for their place in a Global society – but I couldn’t help but feel that perhaps we could have been doing more.

Whilst we were researching we found out a lot of information about some of the injustices that exist in all countries surrounding our theme. For example, human rights violations, people being exploited for extra money, lack of government support and affordable housing, homeless and the list goes on. We found that these issues were not just in other countries but could often be found here too!

Working on this global project I could see that our students were starting to develop greater awareness of themselves. They were more confident talking about global issues and their social subject teachers reported an increase in knowledge. Our most shy student helped to present an assembly on the project.

I found our students were beginning to question the injustices they found and become enraged by them. As we visited our partner countries we were then able to see and experience some of these for ourselves – but I felt we could have been doing more than just experiencing. Was it enough to just be aware of what was going on in the world to be a Global Citizen?

I knew the answer was no. My students knew the answer was no. I knew that for true Global Education we had to move from the soft empathetic understanding of what was going on to the deeper critical understanding that would drive us in taking action.

I was a young and inexperienced teacher at the time and lacked the required skills to do this. I knew that I wanted to develop Global Education further in my classroom and in such a way that would give pupils the skills to meet the challenges of living in a global connected society. As Curriculum for Excellence was being rolled out I was delighted to see that Global Education was to take a core role. I was able to see that with further professional development I could begin to include a larger global dimension within my teaching.

“At this time there are significant and substantial global challenges but there are also many opportunities which we should grasp to ensure that children and young people in Scotland develop the skills, knowledge and values to flourish and succeed as responsible global citizens”

Michael Russell MSP – Cabinet Secretary for Education and Lifelong Learning

I had begin to see the impact that a Global Education could have on students and I was keen to work on this further.

]]>What will you find?

- Information on pedagogy research I’m doing
- How I implement that into my classroom teaching
- Feedback from students and colleagues
- Examples of student work
- Self-evaluations
- And generals thoughts of education that interest me

This is going to be a massive work in progress but I’m excited to start this journey.

Also I really like memes…I’ll probably use a lot of them #sorrynotsorry

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