Using Google in school

I'm probably behind the times. In terms of using google in school, I know that probably anyone reading this is streets ahead of me, but in terms of the "pencil" analogy,I like to think I'm a sharp, so am happy to steal ideas from you Leaders out there.

So, here is how I've found Google useful to me in teaching in 2010, and bear in mind that in 2009 all google was to me was a search engine (and maps and google earth, but that's all!).

1. Google Docs for coursework. I read the idea in #movemeon and ran with it. About half my Y10 GCSE Statistics class created a google account, and used that to write their stats coursework. As they worked they shared it with me, so I could go in, correct / annotate it as they went along. On first glance, those that used google docs have got better coursework than those that just worked on it on their own. Obviously I kept to exam board rules and guidelines, but I was able to have the sorts of conversations I'd have had in class, at any time.
I've shown it to other departments now and have discovered they are using it to good effect. I've also uploaded our department handbook to GoogleDocs, so that anyone in the team can edit it if they need to.

2. Google Docs for Parents Evening. We have a system whereby students collect subject consultation evening appointments on little scraps of paper stuck in their planner. This system works, after a fashion, but there was a flaw this year as one of my form was off sick, and parents still wanted appointments (reasonably enough).
So, I set up a spreadsheet, emailed teachers the link, and told them to make appointments for this family. This meant there were no clashes, as the teachers still set the times, and I could leave a copy of the times at the front desk for them.
I'm not sure this would work large scale yet, but for this particular case it was brilliant.

3. Google Forms for reply slips. As inspired by Tom Barretts (as always) excellent blog on how he used google forms to collect data. I'd never even realised google forms existed until then! We've run a Y10 maths information evening, and have sent out invitations to ALL year 10 parents. To get an idea of numbers there is a reply slip at the bottom, but I decided that I also wanted to get parents to be able to reply online (the weak link in the slip system is that it's students that have to return the slips!).
Setting up the form took about half an hour (and would be quicker next time), and then I created a cutomized bit.ly address to make it more attractive.
I actually put the address as a www (www.bit.ly/jbsmathsevening) as I thought parents would be more comfortable with a web address starting www. I'm indebted to 2 members of my twitter PLN who 'roadtested' the form for me, and gave layout advice, @tomhenzley and @jobadge. We had about 30 parents come, with almost half of the replies being electronically. For a first effort, I was very pleased.

Next steps - make SLT aware of how we can use these resources, and get other departments to use them. Not quite sure how yet!

Learning Goals at Post 16, ideas please

I like learning goals. For me they help keep both me and my students focussed on what it is we are doing – what we are doing, and what we are trying to achieve in my maths lessons. We've had a real drive on them a

t school in the last couple of years, and although excellent teachers continue to be excel

lent, I believe that to some extent they can help developing teachers become better. As I've said, I like them.

We've had a departmental push on them also – I've used my Monday Notes to get people to share what they've used. Here are a couple of examples that people have sent me of how they have used them in lessons (another joy of the IWB), taken from last November's notes.

As you can see, I do use them with the Sixth form. This is where I need a little help, please. I was asked by our Head in October “What's the difference between an 'A' grade student, and a 'C' grade student at A level.” He went on - “more particularly what's the difference between an A grade students

exam paper and a 'C' grade student's paper?”

I will admit here to having answered slightly flippantly. “The A grade student gets more marks, because they get more questions right.” This was only slightly flippant, as its also true. I did get a bit of a look, and the question was pushed a bit further. My response was to return to my original repsonse, but with less flippancy in my voice, and to clarify the situation...

“In A level Maths, the top students get most of

the marks. A 'C' grade student will get fewer marks, but not all 'C' grade students will get the same fewer marks. For example, in C2, an 'A' grade student will be able to do the above, and answer all the questions involving logs. One 'C' grade student might not get those marks, but a different one will, but not get the marks on the binomial expansion (for example).”

(With SLT consisting of Music and Humanities teachers there was a degree of glazing over at this point).

We had a post 16 Teaching and Learning Audit last week. Part of our departmental feedback was around Learning Goals.

• We should still have them at A level. Tick – I agree.

• They should still be differentiated. Tick – Will / Should / Might.

• They should be grade related (just like the KS3 / GCSE ones above are). Aaah.

There is my problem. Can anyone help with how to do this for A level maths. Does anybody grade relate learning goals for A level maths? What is the difference between a 'A' grade student / script and a 'C' or 'E' grade student / script.

Please help.

keepmehere or movemeon?

I love the #movemeon book. I can't use all the ideas - but as the last tweet says, one thing at a time.

I've also enjoyed the #keepmehere tweets, although I'm alarmed at the number of tweets that I've heard people in school say in all seriousness. In addition to this I was lurking around a lot of #edread tweets on World Book Day. Here's a #keepmehere I read...

#keepmehere reading your book in class while the children are working reinforces how to read well.
(From @mister_jim)

But then, a bit later I read this ...

When having silent reading, read a book as well. Set an example and they'll follow. #edread
(from @daveterron)

I'm not a literacy expert, but this was advice I was given when last a Y7 tutor and we had a regular silent reading slot. What really made me think is that it is being quoted as a strategy here in two completely contradictory ways!

It's not really about reading. That is the example that I saw here, but who's to say what's definitely right, or definitely wrong in teaching. Maybe that's the trouble with twitter - your average tweet doesn't need the research to back it up.

Who's to say that my #movemeon contributions are any good? They work for me, and that's all I'm saying. Similarly with most of the keepmehere.

Just an observation...

(and thankyou to @mister_jim and @daveterron for letting me quote them).