This is easy, and I can see a huge range of applications.  In a recent lesson I taught using wiki (which in itself wasn’t totally successful) I made individual worksheets that contained; personalised instructions, a list of resources tailored to the personalised task of each students and login and password information.  Each student needed different instructions (depending on their topic).  Obviously they all needed differe

Last thursday Jane and I ran a third lesson with my year 9 'Zeldin' class.  This was a second go at using the wiki to study the links between events and factors behind the development of surgery in the 19th and 20th Centuries.

Just upgraded the CMS engine behind this site to the latest version - something I really should do more often.

I'm sure this sort of thing has been posted a million times in the Edu-sphere, but I've got to add my tuppence worth of amazed shock. I've been at some interesting discussions over the last few days about a new county-wide initiative, and about my new role as an SSAT Lead Practitioner.

At both I've been faced with gasps and horror when I suggested that we might like to use blogs and wikis with our students. In today's meeting a senior, experienced and genuinely 'learning focussed' consultant asked me 'why would you want to use a wiki with students?'.

After a recent triumph in which many members of the class leapt at the wiki that we'd been introduced to, a second lesson in which we used it fell very flat. I'm trying to work out exactly why, and I think I may have hit upon the reason. The lesson was designed to use the mind-map / wiki interface to encourage students to make 'links' between factors and events to do with solving three main problems of the development of surgery, pain, blood-loss and infection.

Not only am I really excited (and a bit nervous) - but I'm stupidly happy because the WiFi is free!

We've had some really interesting stuff already about how much they're investing in the role.

Wow - a wiki that works!

Jane Shuyska from the Department of Education at Oxford Uni has been showing my year 9 class (whom I call Marwick cos I can't retain the complicated computer numbers that they go by in the school timetable) the wiki / mind map combination she's working on called "thinkspace".  Jane is doing some research as to how / if students use this combination to aid their learning in history.

We're getting to that time of year again when year 12's are leaving.  In the past I've done a questionnaire to find out how my teaching has impacted on their learning, whether they think that there's anything I should be focusing on.  This year I disposed of the questionnaire and instead we had a slice of cake and discussed what makes a good A level teacher.  I typed the results into bubbl.us (because I love it!).

Phew!

I've had another couple of year 8 lessons, and before they fade from my memory I thought I'd try to put down some thoughts

1. Pupils in and out of lessons;
2. Engaging interest
3. moving from collecting to ordering / analysing
4. pressure of time

Pupils in and out of lessons