My Year 9 netball team recently created a Powtoon to show to a parent who is considering sponsoring their netball kit for our Easter tour to Barcelona.
The students learn to create these in computing and it is something that could be used in other subject areas when students present research or for group projects.
Student Digital Leaders can support staff who may like to learn how to create these.
This half term’s forum was focused on homework. We took a brief look at the EEF’s toolkit which outlines the findings from educational research into homework at secondary level (link below). On average, the impact of homework on learning is consistently positive (leading to on average five months’ additional progress). However, beneath this average there is a wide variation in potential impact, suggesting that how homework is set is likely to be very important.
The toolkit states that homework is most effective when:
- it is used as a short and focused intervention (e.g. in the form of a project or specific target connected with a particular element of learning)
- it relates to learning during normal school time
- it is an integral part of learning, rather than an add-on
- students are provided with high quality feedback on their work.
We discussed the various types of homework that we all set and agreed that it must not be an add on and must add value to the students’ learning outside the classroom.
English shared their use of the takeaway homework tasks that they have used with some classes and how they had been surprised that most students had chosen the most challenging task, or if they had chosen the lower level, had done the middle task too as an extra challenge! They felt that this was good for the students to have the choice to differentiate themselves and to choose to present their work in a style that suited them most. An example of an English takeaway homework can be found below.
We discussed in quite a bit of detail the benefits of flip learning which more colleagues are beginning to experiment with and some very successfully. The key messages were that flip learning allows the students to do the basic preparatory work at home leaving the lesson free to build on this basic knowledge and access the content at a higher level developing the required skills. Some colleagues had experienced some students who had not fully engaged with the process and others who has started the course in this manner had found that persevering and being clear about the expectations, was ensuring that students were completing what was asked of them. More information about flip learning can be found in the staff area in the CPD folder.