I need your vote - Interface awards 2013!

I was recently selected as a finalist in the Interface Magazine 'Best teaching with ICT' for an activity that I previously shared on this blog. I used Google Apps in an attempt to modify behaviour in students, praising and encouraging positive examples and working on resolving negative examples. Lessons were filmed and then peer assessed using the drive and google forms - the use of forms allowed a visual way to summarise the anonymous student feedback - using it as a tool for personal and group reflection. To read more about the methods I used have a look at this blog post. To view the entry on the Interface website look here - and most importantly to vote - click here!!! Thanks for your support! :)

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How to collaborate with ChatGPT in the research process and actually learn something

If you have used chatGPT before, it can sometimes feel like talking with someone who has done too much of their 'research on Facebook', filling in gaps with random facts marginally related to the topic just so they can respond and keep the conversation going. However, if applied or 'prompted' correctly, with the user utterly aware of the limitations and ethical considerations, chatGPT can be a helpful research assistant. There is already a wide range of tools available that are built on chatGPT that can support many of the things described below; however, I am still a bit hesitant to rush in with most of them being 'freemium' or asking you to upload your own research and other details or data into their database, I'm happy to stick with the open version of chatGPT as it is what our students have access to. Image created with AI The following guide highlights some prompts, some follow-up questions and most importantly, what you need to do next to follow up a

Motivation and homework follow up...

Last week I wrote about setting a homework challenge to learn muscles of the body as an online game - the students then had to post screen grabs on google+ to show they had done it and to be in contention for the hallowed prize of 'King of the Muscles' and a cafe voucher. I wasn't quite sure how it was going to go, but by Thursday the buzz in all my senior classes was about ' poke-a-muscle '. The boys were so excited about it they'd post a score, and then find out that someone had beaten them, and then rush out of the class at interval to get to a computer and beat the top score. I even had an email on Saturday (two days after the due date) from two boys who had been practicing and spent the afternoon working together to try and beat the original high scores they had submitted with the homework!!!

Assessment beyond 2020

Where is external assessment going, and who are we thinking of when we are deciding the future of assessment beyond 2020. This picture is the actual view I was confronted with, walking into our local community college gym, aged 16. A place where we had played volleyball, netball and cricket was now being used to measure how much we knew about the things we had spent our school lives practically doing inside this hall, to see if I could pass GCSE PE. It is now clearly ironic the amount of time that we spent actively exerting ourselves and demonstrating competency in the ‘doing’ of the skill was now going to be measured by writing down everything we knew about it in 2hrs to double check we knew what we were supposed to know. The previous 24hrs before this vista had seen me cramming the information written on tiny ‘flash cards’ into my short term memory, even up to the walk down the corridor to find my seat I was memorising the diagrams I had drawn about things I don’t reme

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