CPD Day Monday 3rd February

Resources:

A whistle stop tour of AfL

Goodbye Jessen

Assessment for Learning Activities

Plenary Cards

ICT and English Curriculum Workshop

Most of the spelling strategies suggested we already attempt in both ICT and Business.

Examples: 

• Pronouncing the word as it is spelt.
• Breaking the word in to syllables.
• Using words within words to remember them (Don't forget my mate Ron in Environment/Eve in achieve).

New methods that we could try are:

• Writing a list of similarly spelt words on the board.
• Using rhymes to jog pupils' memories. (This would require learning the same ones used in English.)

CAT3 Digital Group Visual-Verbal Learning Profile

CPD Day

Points covered:

General Studies starter quiz (5 out of 5!)
Cyberbullying starters and full lessons
SIG group feedback

Storify - use it for Nelson Mandela. Answer: Who is he? What did he do?
ICT starter/plenary tasks - add ideas to Google spreadsheet.
ICT/Computer Science and Business trip ideas.

RQT Independent Enquiry Feedback: 

• Pupils need training
• Lower ability find it easier to get started.
• MAT pupils don't like not knowing if they are wrong or right. (More scared of failing.)

Updated the Wildern Business VLE for Unit 1.3.

Cyberbullying: Simon (Red Nose Day 2013)

Apps for Good #TraintheTrainer update session

Apps for Good 2013/14

Can be a mobile, web (Chrome examples) or Facebook app next year.

Course

More flexible course framework. 

1. Market research includes basic prototyping - what makes the app unique? GET AN EXPERT IN (at least 5?!). Look at download figures for existing apps and user reviews – improvements.
2. Aim to add more new tech ideas – show pupils examples of what is out there: Google specs/4square and look in to the features of a smart phone for ideas.
3. Encourage less attachment to initial ideas. 5-10 ideas and elevator pitches (Carousel? ppt Slide 31).
4. Screening - +1 or -1 for scoping questions. (in ppt S34) Is it feasible?
5. Market scoping - who is going to buy it? Questions (S37)
6. Technical scoping – What is out there? Don’t lose the quality of the core features by trying to add on too many extras. (S40)
7. Access to data -  pupils can talk to experts about what is realistic. Where is it coming from? Where will it be stored? Does it require multiple user input? (S41)
8. Business model – no longer need to make their own (post-it note sheet). Will just have to justify which model would suit their product best.
9. MVP – Minimum Viable Product. Basic steps of what it does. (select destination, find current location, find route)

Coding

AppShed – new software. Account info will be emailed to us. Simpler than App Inventor.

Chrome/IE/Firefox – Usable on more devices? Anything with a web browser.

General aims

More expert visits. Recommend 5! Have user experience experts.

More scope for coding.

Fail and fail often -  It’s ok to fail.

Webinars for sections of the course.

Entry for next year

Entry - online team diary for keeping track of progress (at the end of each module). MUST upload at end of each module. Only us, experts and AfG can see this. No-one else. Experts will look at this before visit.

NO ONLINE SUBMISSION FORM LIKE THIS YEAR.

Only the presentation and a video. Not separate tasks.

Course checklist on support page.

Each module has a web page in the Educator zone. Topic plan. Videos and activities/resources.

Bigger emphasis on the elevator pitch video. No problem video!

Live at the end of June.

Add a course for each class. (1 after school) Print screen the group user names and passwords. Can’t go back to this page.

Add educators – must include Skype username.

Request an expert. (At least 2 weeks before needed)

Competition

Regional events to pitch if you don't make it through.

TO DO:

Need to set up course for next year.
Plan expert visits in to modules. – initial idea feedback (Bob), market research, technical feasibility.

Creativity CPD

So in ICT we were given a Wheelbarrow and told to come up with a teaching strategy or high impact lesson that involved this and role play..

"What the hell?" you may be thinking.. We certainly were. We started off thinking of using  the wheel burrow as a store of knowledge and that knowledge would be dispersed amongst pupils some how. We then thought about different objects representing characters which would be handed out and pupils would have to respond to questions as their character.

It was then suggested, we turn the wheel burrow upside down. A pivotal moment in our day.

This is when inspiration hit us! We would develop The Wheelbarrow of Fortune!
Much to my embarrassment, we then had to act out the show in front of the panel, made up of members of SLT. I played a contestant whilst our visiting GTP played the ever so slightly cheesy host. (Welcome to Wildern!)

The start of the game consisted of picking a recall style questions from the side of the wheelbarrow. This had to be answered for a point. I the had to pick a bonus word. 
The wheel was covered in Higher Order questions and spun in order to pick one. If I could include the bonus word in to my answer to the higher order question, I would get double points.

Although incredibly embarrassing to perform in front of your boss and colleagues, it was actually fun and something a lot of pupils would enjoy.
Would I have a wheelbarrow in my classroom from now on - probably not, but the idea can be adapted using computerised spinners instead. 

For a CPD day, it was rather fun.