Lessonvu from ONVU Learning – evidence-informed EdTech
From concept to operational in schools, action-based research and evidence-informed practice has been, and always will be, at the heart of the Lessonvu 360-degree video recording and sharing system, DNA and developments. It’s a cliché but Lessonvu in all aspects is truly, “from teachers, with teachers and for teachers”. But that headline is the only thing about Lessonvu that is a cliché, everything in the technology, workflow and use of the Lessonvu system for teacher professional development has been well considered using first hand insight from partner school teachers and other published experts. Andrew Goff, Founding Director of ONVU Learning explains more… EdTech built on teacher user experience The ONVU Learning team behind Lessonvu are constantly haunted by me bringing up the phrase PRISME which stands for Problem, Research, Ideas, Solution, Make and Evaluate: The design cycle. At the bedrock of any good product is this design cycle and we are constantly running through this with Lessonvu looking to enhance and refine all aspects built first hand on teacher user experience. When I was a Design and Technology teacher I used to drum PRISME into my DT students over their project portfolios, and especially the Evaluation section where they used to potentially lose the most marks, and this is how we are now at ONVU Learning; constantly evaluating and considering every aspect so that it supports teachers to achieve their objectives. We won’t get everything right but as our school customers will already witness, we listen, innovate, evaluate and improve Lessonvu to fit teacher and schools needs as fast as possible; exactly what our teacher users are trying to do with their own teaching, in using the Lessonvu system for lesson review, reflection and professional development. Also, we don’t just talk the walk and design and develop Lessonvu, we actually use it ourselves to coach real teachers in real classrooms remotely. Dr. Sean Warren is our own well experienced teacher coach and he uses the Lessonvu system on a daily basis to remotely coach teachers in the UK and now also in India. His work in coaching teachers is based on his and other published academic research and therefore the Lessonvu technology is always under review from him and developments feed back into the development cycle; from niggles that we smooth out to “how abouts” that we look at building into our development sprints. Applying EdTech at the right time Referring to Martin George’s recent article (tes.com) there is one thing about EdTech that I’d like to clear up from the off; “EdTech is not a golden bullet and is only as good as the teachers that apply it as a part of their teaching arsenal at the right time and aligned to students learning needs in front of them.” EdTech can get a bad name and reputation because of misplaced high expectations. I’m a big enthusiast for EdTech I know that over my career as a teacher and as a businessman leading EdTech businesses I’ve maybe got too enthusiastic at times and got carried away with what can be achieved with EdTech. But even with some of the more outlandish aspects that I’ve been involved in have had research layers. Referring back to when I lead PlayStation’s Education Strategy into schools we carried out projects with PlayStation 4s and a software title called Little Big Planet which involved ‘Sack Boy’ navigating gaming levels that the students themselves had created. Research was carried out by Don Passey from Lancaster University and his team and a research paper of the findings published for teachers to build upon. I can understand Sir Kevan Collins’s comments about “wonder and snake oil”. When I was a teacher striving to do the best for my students daily, it was easy to be taken in by marketing headlines that promised help in achieving your aspirations for them. But in defence of the EdTech sector I don’t think that there are many snake oil merchants left – and if there are then I would hope that now-discerning teachers would spot them and quickly rule them outas we would all want. Back to the crux of this debate about the evidence-informed development of EdTech: Lessonvu has been continuously developed with academic research in mind. For example, the Hawthorn Effect; in the context of schools this is when either other teachers or technology is noticeably present in the classroom and changes the environment. The students act differently as there are potentially two or three adults in the room and the teacher leading the lesson does a teaching performance on what they think that the observers want to see in order to “check their boxes,” as opposed to responding and interacting with their class and their learning needs as they normally would. “At the beginning of the Lessonvu journey I remember observing a young maths teacher in Wolverhampton. Normally he would have had some banter with the students about football results as they entered his classroom and through that engaged and checked the students in for learning. However, when being physically observed by senior leaders in the back of the classroom they acted as they thought a “model teacher should” and which resulted in the students quizzically looking at the teacher and wondering where their normal Maths teacher that they loved had gone. What a waste of everyone’s time! Out of the above experience and many others, Lessonvu is as discreet as possible. Students and teachers forget that the cameras are in the ceiling within a day or so and therefore normal teaching and interactions are recorded meaning that teachers can reflect on real teaching and be curious on real moments that if developed could have positive outcomes on teaching and learning. A powerful tool in more ways than one Recently it hit home to me very personally how powerful the Lessonvu system is for teachers and EdTech or other resource manufacturers when I was testing them out in one of our new school customers classrooms. I logged into an anonymous room numbered Lessonvu system to discover that it was a DT lab: To me a fond place with lots of great teaching memories. As a DT teacher you immediately remember the noises that mean one of the students is not holding a piece of material low enough in a vice, or the smells of plastic that has maybe been overheated before it is formed. But for me this was a very
What does the Timpson Review on school exclusions mean for your school?
The Timpson Review on school exclusions has been published, with 30 recommendations for change. Recommendations include making settings more accountable for school exclusions in an “effective and fair way” and offering more guidance and tools to teachers, writes QA Education editor Victoria Galligan. A £10million crackdown on poor behaviour also formed part of the key measures which are being taken by the Government in a bid to reduce exclusions. The review, carried out by Edward Timpson CBE, highlighted the fact that 78% of permanent exclusions concerned vulnerable groups – children with SEN, classified as in need or receiving free school meals. Mr Timpson said: “No parent sends their child off to school believing they will end up being excluded but when this does happen we all need to be confident we have a well-functioning system that makes sure no child slips through the net. Exclusion from school should never mean exclusion from education. “Throughout this review I have found too much variation in the use of exclusions and too many missed opportunities for children to remain in the education that best suits their needs. Although I did see examples of schools using exclusions appropriately and effectively, there is clear room for improvement and everyone – from teachers and parents, the Department for Education and Ofsted, to local authorities and children’s services – has their part to play. “We expect school leaders to make sure all children are getting a good education, but we must equip them with the skills and capacity to do so. We need to reward schools who are doing this well and hold to account those who are not. Most importantly there must be safeguards in place for when things go wrong so that we can keep children on the path towards the successful future they all deserve.” The publication of the review came after Education Secretary Damian Hinds made a Call for Evidence on SEND provision, last week. Welcome change on school exclusions Achievement for All – a not-for-profit organisation that works with schools and settings to improve outcomes for all young people vulnerable to underachievement – welcomed the review. Its CEO, Professor Sonia Blandford, said: “We welcome this important and vital review into exclusions. Too many children and young people are excluded, slip through the net and fail to receive the education they deserve. “With an inclusive and whole-school approach to education, permanent and fixed period exclusions can be reduced and futures transformed. Through our work with over 3.86 million beneficiaries including pupils, teachers, parents and carers, we know that many schools don’t feel well supported or equipped in this area. “We need to ensure they have access to a framework that focuses on quality teaching and learning, use appropriate interventions and engage parents and carers effectively. “Parent and carer engagement must be viewed as an integral part of school engagement – not an add on. We developed our Achieving Schools programme to meet these needs. In 2018, we reduced school exclusions in the settings we worked with by 70%. As the Timpson Review of School Exclusions states, a well-functioning system is needed to support all children and young people. “Exclusion from education must be avoided and we look forward to working with the government and other organisations in this area to ensure every child, irrespective of their background challenge or need, can achieve.” What does the review on school exclusions mean for teachers? Guidance for teachers will be updated, which will mean training and materials being made available for school leaders. The Government says Mr Timpson’s proposed reforms will support schools to intervene early before exclusion is necessary, improve alternative provision, as well as reducing incentives for schools to off-roll pupils (take children off the register and therefore out of the education system, without a formal permanent exclusion). And the new Ofsted framework will also require inspectors to question schools where there are signs of off-rolling, and instruct them to report where pupils are taken off-roll for the benefit of the school rather than the in the interests of the pupil. The report also encourages multi-agency working, saying “it cannot be the job of schools alone to take action to understand and address the complex underlying needs that children may have”. The Government should also clarify the role of local authorities to advocate for children with additional needs and those at risk of moving out of school through exclusion or otherwise, and require them to convene local forums in which schools participate, says the review. It also recommended that the Government extends its funding to equality and diversity hubs beyond 2020, to help increase the diversity of senior leadership teams in schools.
Bring the magic of music to the classroom
Classical 100 is a free resource for primary schools in the UK that’ll ignite enthusiasm for classical music in your classroom. Classical 100 features 100 pieces of classical music in a dynamic list, ranging from Bach to Bernstein and Handel to Haydn. You can sort the music by mood, instrument, tempo and historical period, or in any other way that suits you. “Classical 100 offers exciting opportunities for teachers and pupils to explore and enjoy a wide range of classical music. The 100 pieces are a perfect stimulus for storytelling, drama and dance, with lots of ideas for music-making activities. The resource is ideal for introducing pupils to the joy of classical music, where pupils can improve their aural skills in identifying a range of orchestral instruments along with interpreting the emotions of the music while developing concentration in listening skills.”Kate Picken, Music Teacher and Youth Music Development Officer in Dumfries & Galloway Council Make your lessons more engaging Each of the 100 pieces features its own musical challenge. Challenge your students to complete the activities. Listen, learn and explore all 100 pieces. The challenges are fun and flexible enough to use in a number of ways – from short starter activities to longer pieces of work spanning several hours. “The children clearly loved taking part in the Classical 100 lessons, they were intrigued by the challenge titles and are looking forward to taking part in their next challenge and collecting more stars. It was great to be asked ‘when can we do our next challenge?’ at the end of the session!” Helen Wiles, Leader of the Arts at St. Joseph’s Catholic Primary School Accessible to all You don’t have to be a specialist music teacher to use it in your classroom. Each challenge includes a helpful guide and all the resources you may need to tackle it with your class. Even if you’re not too confident with music, you can still bring the magic of music to your classroom. How did Classical 100 come about? Classical 100 was developed by industry experts with a wealth of primary teaching knowledge and professional experience compiling syllabuses and other education materials, and has been rigorously tested by a broad community of teachers, music services and music education experts. Michael Elliott, Chief Executive at ABRSM: “Classical 100 is about igniting enthusiasm for, and keeping children engaged in, music. This is really important for all of us and is part of ABRSM’s commitment to support and inspire achievement in music.” Classical 100 was developed in collaboration with Classic FM and Decca, and is supported by the Department for Education.
Building sustainable schools for the future
Shortage of space is becoming a fundamental issue for many schools across the country. Recently, it was revealed one in six secondary schools are already at or over capacity, with forecasts predicting there will be more than 300,000 additional secondary school pupils by 2020. In particular, a shortage in pupil places is placing a huge burden on schools to increase classroom sizes, numbers and implement redevelopment projects to make better use of existing structures. With budgets under threat, finding the best building products to use at the right price and with minimal disruption to class time is no easy task. As a result, it may be tempting for school decision makers to deem the external finish of the building a low priority. However, in the long term, taking a sustainable view to the built environment can help to improve a school’s branding – something that is particularly important for independent schools carving out their own identity. If possible, time and effort should be implemented at the planning stage to ensure any renovation, repair or addition to a school’s environment is something that will enhance it for the foreseeable future, and not paper over the cracks in the short term. Despite some schools having the luxury of open land to build on, it is not always the most practical option. Urban schools, in particular, are often hardest hit due to increasingly unavailable or expensive city building space. As a solution, many schools have turned to building upwards. Adding floors increases the number of classrooms whilst eliminating the need to build on open land that is vital to be used as a sports or outdoor area. A lightweight and cost effective solution is brick slip cladding systems, which are ideal for this purpose. With a wide range of brick types and colours available, it is also possible to match any additions or changes with existing brickwork to complement a school’s identity. For older school buildings where heat loss and thermal insulation can be an issue, retrofitting external wall insulation with brick cladding can be a highly effective option too. Staff and pupils will immediately feel more comfortable, energy bills can be reduced and previously old and tired structures will be rejuvenated. When working to tight budgets, school decision makers must ensure any money spent is with the future of the school and its environment in mind. Using products with short life spans may seem attractive at first, but robust, low maintenance solutions that are reliable for decades to come will put the school in a better position. Here at Eurobrick Systems, we have worked with schools on their cladding projects for over 25 years and understand the pressures faced today. When working with restricted budgets in a school infrastructure, it is vital to work with the right suppliers who can maximise the environment available to get the best result for teachers and students alike.
Banish homework horrors: how to make homework meaningful and deepen learning
Plenty has been written about the horrors of homework. A negative impact on leisure time is high on the list of concerns, as is an uneven playing field, where some students benefit from more parental help or access to learning resources than others. Many students also find the marking process problematic as they are often left with little or no feedback on their work, or get a mark they don’t fully understand. But homework can no longer be seen a much maligned ‘add on’ to the school day. More complex curricula combined with new pedagogy like the flipped classroom, where rote material can be ingested at home, means that the work students do away from the classroom is crucial to their success. Homework also provides opportunities for reinforcement of work learned during school time and for children to develop their research skills. Students need to seek information for themselves and so are helped along the path to becoming independent learners, and the responsibility of meeting deadlines instills the discipline needed not just in the classroom, but all the way through life. Sam Blyth is director of schools at Canvas New technologies like Virtual Learning Environments have enabled a smooth transition between in-school and out-of-school work, and made homework more interactive, collaborative and fun. But technology alone won’t mitigate the stress and pressure that homework can bring. Online tools and access to technology must be coupled with a commitment from teachers to make homework as interesting and engaging as the work students complete in the classroom. By prioritising homework, students will feel more motivated working from home without a teacher’s supervision, and teachers will benefit from more engaged students who drive their own learning journey. As a result of countless conversations with teachers and parents, I’ve found that there are some basic things for schools to do to make homework more appealing and meaningful. These are: 1. Put kids in control of their learning Empowering students to learn independently, in a way that suits them, is motivational and inspiring. It’s crucial to give children the autonomy to influence their own path to knowledge, creating as much flexibility as possible within the constraints of curricula. Giving control to students isn’t the same as abdicating control of the classroom – but offering choices can motivate students to succeed. Give them a page of maths problems, but let them choose any ten to complete. If they usually do written book reports, allow students to write a traditional report, film a book review, or create a comic-book-style summary of the major events or themes. It can’t be done for every assignment, but why not try it occasionally? 2. Promote the use of digital tools and resources Banish the ‘dog ate my homework’ excuse forever by moving assignment delivery online. For students, Virtual Learning Environments facilitate access to engaging and compelling content. Using cloud-based solutions also means that students can access work from multiple devices, such as phones, tablets and laptops. For teachers the ability to track progress, or measure peer performance, in a centralised manner, allows them to spot trends or issues quickly and adapt teaching to fit students’ needs. Tracking progress is just as important for students as it is for teachers, seeing how they’re building knowledge shows children that the work they’re doing is paying off. Similarly, knowing what’s coming up builds interest and anticipation. Using self marking quizzes is another simple way to bring a fun ‘gamification’ element to the tuition. Going beyond the traditional curricula, and giving students the possibility to engage with each other in ways that are not associated with homework, often has a positive impact on students’ learning motivation. 3. Enable fast feedback and encourage sharing and teamwork By acknowledging and feeding back as quickly as possible, you’re telling the students you’ve seen their effort, which means their stress wasn’t all for nothing. Online forums enable two-way conversations with students and are a great way to give concrete feedback in an easy and accessible way. With Canvas, you can also give feedback via audio or video, which is a great way to personalise communication with students. Peer feedback is equally important. Teachers must enable a collaborative approach to learning by encouraging the sharing of work, feedback and ideas. When children feel that that what they are learning and producing will be shared and likely appreciated by others, they work hard to impress. Lastly, and too often ignored, is the process of self-evaluation. Encouraging children to ask ‘what did I learn here?’ and ‘how has this improved my knowledge?’ is key to ensuring they feel that the activities they have undertaken are worthwhile and part of a wider learning process. So three simple steps, but important ones. Following these methods will help to tackle the negative view of studying at home – promoting homework as both instructional and engaging; a crucial part of a student’s learning, leading to better outcomes for students and schools. https://www.canvasvle.co.uk/ Written by Sam Blyth the director of schools at Canvas.
Six steps to keeping classroom technology safe
Having technology in the classroom can help enhance student engagement with what’s being taught. Today, many schools have iPads, iPods or other tech devices, and measures should be put in place to keep these expensive products safe from being lost or stolen. Here are six safety steps to consider when keeping technology safe in the classroom, provided by gadget and mobile accessory brand Griffin Technology. 1. It’s important to take necessary precautions against theft in the classroom. Devices such as videocameras, iPads, and laptops should be put away in locked and secured places when not in use. 2. Always establish and enforce classroom procedures for student use of technology. Create a register to check-out and check-in equipment, so it’s always accounted for. 3. If you’re using an iOS device such as iPad or iPod, install the Find My iPhone app on these devices. If these gadgets are ever lost or stolen, the app can easily remotely track it, lock it or even erase data. 4. Invest in proper protection. This will ensure all expensive products are protected with a suitable case to defend against accidental drops. Cases that shield devices against drops and knocks should be purchased, and will add another layer of safety should a mishap occur. 5. Label each device that is used in the classroom. This way, there can be no confusion as to who owns the device. Sometimes, school equipment can be mixed up with pupils’ own devices, therefore it’s good to clearly identify school property. 6. For more expensive equipment and those devices used outside of the classroom, create a process by which supervision of its use must be carried out. This is good practice to roll out for new purchases with a high value, so that a responsible watch is taken over the device and it isn’t lost. For gadget protection and accessories, Griffin Technology provides a range of cases to suit tablets, smartphone and more. For iPads used in the classroom, the Survivor All-Terrain is recommended, as it has been tested to meet military standards making it super tough. When charging multiple devices, the MultDock2 Charging Station 10 and 30Bay provides the perfect security when hosting a number of iPads, tablets and smartphones all at once.