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Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
 

Driving Digital Fluency, Kirsty Tonks, Shireland October 2013

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    Driving Digital Fluency, Kirsty Tonks, Shireland October 2013 Driving Digital Fluency, Kirsty Tonks, Shireland October 2013 Presentation Transcript

    • Driving Digital Fluency across the Academy Kirsty Tonks
    • Mundanely clever Making technology work for us; not being dictated to by technology Finding solutions to existing issues
    • “Every teacher should be an outstanding teacher.” “Behaviour and welfare are the bedrock of school improvement.” Outstanding Teaching Radical Curriculum Change “Maximum intervention with students furthest away.” Behaviour and Welfare Expectations and Progress “If we don’t do something truly radical we will never break the cycle.”
    • Objective All Staff are at least Good with at least 20% being Outstanding through both delivery and outcomes Delivery Mechanism Evidence Owner Refine our appraisal process and associated CPD to drive an improvement in delivery AfL is embedded in all lessons Lesson Observation and All staff fully utilise Subject Sites, Planning Bank, Exemplification site and the Portals SMG MA Continued development of Competencies into our KS4/5 delivery Link all subject areas with L4L competencies All subjects crossreferenced to L4L MK DI AC A creative curriculum which provides for the successful personal and academic development of each individual and cohort Flipped classroom methodology in place in every curriculum area using Class Sites Implementation of Homework Central in L4L Increase the % of submitted and marked homework SMG DI MK KT To enhance further the underpinning services which support students and families Support staff in lessons are fully integrated into classroom delivery SMG
    • 2.5 million hits last year
    • Teacher Intervention / Planning / Adaptation Higher Order Questioning / Thinking Skills / Targeted interventions Share Knowledge / Test Initial Understanding Traditional Homework post lesson (Synthesis)
    • Knowledge; Video to watch / Chapter to read / website to study / Photosynth to explore by students prior to lesson via Class Site Understanding; Concepts / Knowledge / Skill. A task, quiz, discussion or survey etc based on knowledge is set via Class Site and completed Interactions / Responses made by students inform teacher of learning / misconceptions via class site and therefore modifies lesson – enabling targeted focus Application / Analysis / Synthesis / Evaluation; Class Session builds upon or is constructed from responses, feedback and interactions from the Flipped work set on the Class Site moving towards higher tariff work Linking it to something that is already familiar to staff has meant that it provides a context and a form of discipline to help them understand it’s role and benefit.
    • Targeted cohorts Well crafted tasks Class Sites Higher quality student outcomes / attainment It’s about quality and timing of interventions and targeted application.
    • Flipped Learning in action across a year group
    • Integrated into Academy’s Monitoring Schedule Qualitative and Quantitate analysis of Gateway elements Technological Competencies assessed across Key Stage 3 Monitor impact of Projects / Programmes Not a bolt on or something that can be ignored
    • Spend time in lessons Lesson Obs / Planning Half termly Monitor Qualitatively and Feedback Senior and Middle Leaders Learning Walks Explicit Monitoring of the use of technology across Leadership teams and within departments
    • Planning Bank Subject Site Class Sites The Learning Gateway gives us a transparency of the quality of experiences at a much clearer and deeper level. Quantitative & Qualitative
    • Literacy for Life is an integrated, thematic, competency based curriculum created for our Key Stage 3 students. It is delivered through the principles of project based learning and is technology rich.
    • Students know where they are and where they need to go next. Staff and students track all competencies.
    • Advanced levels insist on students knowing the information to teach to others. Invaluable as we move to an environment where knowledge is at the end of a course.
    • We collapse our timetable once a week for a day and every half term for a week. They deliver and reinforce key outputs and also have an emphasis on key literacies including digital literacy. Global Publishing Day across all year groups
    • Learning Gateway E-books Family Literacy Project EAL Reading Programme Digital Badges Monitoring the impact of projects that use technological solutions Transition / You-Tube for feedback / Level 4 GPS Intervention / i-families
    • Raspberry - pi Kodu Computer Science Scratch Touch Develop Monitoring the impact of projects that use technological solutions Transition / You-Tube for feedback / Level 4 GPS Intervention
    • “Excellent progress is being achieved by all iFamilies students”. L4l Teacher - Michael Banks “iFamilies has inspired me to learn and achieve more”. Student - Mohamed “The iFamilies programme has allowed me to be more involved with my daughters education ”. Parent “This is a prime example of how technology can make what we do in school more accessible and engaging for our families” Sir Mark Grundy
    • Contact me on:07872 375 894 Kirsty.tonks@collegiateacademy.org.uk @kirstytonkssca