Pause, Rewind My Teacher: A Flipped Classroom
Led by Chris Waterworth, a Teacher, a Blogger and Flipped Learning aficionado
· What is Flipped Leaning - Is it really a new concept?
· Flipping Blooms Taxonomy
· Pause, Rewind my Teacher: Flipped Learning and Ofsted
· Learning is a Social Experience - Social Media and The Flipped Classroom.
· A Learning Culture – Flipped Learning is NOT just homework!
· How can I get my students on board?
· How can I engage parents?
· How can I flip my classroom - where do I start and what do I need?
· What has been the impact so far?
About Chris Waterworth
I've been teaching in primary schools for over 10 years now and have used technology in my classrooms since the very beginning. I believe in a cross-curricular and social approach to learning. Children need to talk, to play, to fail and to have opportunities to refine their work.
Technology is enabling children to do this in real-time and I believe we are on the edge of something amazing in education – a new chapter in what schools will look like and how children will become outstanding learners.
The use of quick, mobile technology available at home and in classrooms is gaining speed and I firmly believe that by flipping your classroom is a way to truly personalise the learning experience for the children in your classroom.
Twitter: @chriswaterworth
Website: www.videoformyclassroom.blogspot.co.uk/
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
FacultyClub Career Tips - Student Engagement StrategiesFacultyclub.org
When you are hired by a university, one of the main goals that you will have as an instructor is keeping your students engaged and active in the classroom. This short guide will help you learn some key strategies for success.
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.
The slides used for the live Webinar in the IATEFL YLT SIG series of Webinars on WizIQ.
Link to WizIQ series: https://www.wiziq.com/course/75751-webinars-for-iatefl-ylt-sig
Link to Play, Learn & Grow recorded webinar : http://www.wiziq.com/online-class/2442065-play-learn-and-grow-together-an-after-school-language-project
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
Flipped Learning Design for VET Webinar Presentation SlidesVanguard Visions
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
Behind the Flipped Classroom: Practical Tips on How to Produce Engaging Videowhipplehill
In this session, WhippleHill's Peter Baron shared a series of tips on how to produce engaging video for the flipped classroom. Learn about a range of production styles — from slide narration to on-camera presentations to screen sharing. Walk away with concrete examples of how you can start producing flipped video today!
FacultyClub Career Tips - Student Engagement StrategiesFacultyclub.org
When you are hired by a university, one of the main goals that you will have as an instructor is keeping your students engaged and active in the classroom. This short guide will help you learn some key strategies for success.
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.
The slides used for the live Webinar in the IATEFL YLT SIG series of Webinars on WizIQ.
Link to WizIQ series: https://www.wiziq.com/course/75751-webinars-for-iatefl-ylt-sig
Link to Play, Learn & Grow recorded webinar : http://www.wiziq.com/online-class/2442065-play-learn-and-grow-together-an-after-school-language-project
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
Flipped Learning Design for VET Webinar Presentation SlidesVanguard Visions
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
Behind the Flipped Classroom: Practical Tips on How to Produce Engaging Videowhipplehill
In this session, WhippleHill's Peter Baron shared a series of tips on how to produce engaging video for the flipped classroom. Learn about a range of production styles — from slide narration to on-camera presentations to screen sharing. Walk away with concrete examples of how you can start producing flipped video today!
Using technology to support the flipped classroomAbelardo Pardo
Learning experiences are increasingly relying in technology. At the same time, active learning, in which students participate in activities in the classroom has been shown to increase learning gains. Flipped classrooms refer to the paradigm in which certain activities are scheduled for the students before the classroom so that the face to face time is devoted to more active ones. In this talk we will review how technology can be used to support this paradigm and the challenges and issues that need to be addressed.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Engaging Student Leaders for Common Sense Digital Citizenshipsolomonsenrick
Gives an outline and some resources of how students, with guidance from the technology coach and support from teachers, are leading Digital Citizenship instruction
Journeying through these pages you will learn 3 valuable things:
o How to become a better teacher by mastering the flipped classroom
approach;
o How to better engage with your students through interactive learning
experiences;
0 How to save of your personal time using 7 active learning ideas for the flipped classroom.
7 Ways Video can Enhance the Student Experience DrFrankONeillCOI
This presentation covers the top 7 ways that adding video to online courses can enhance the student experience. This is a presentation that I give regularly at schools and online learning conferences. Find out more about my work at www.OnlineTeacherYOUniversity.com
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
Pause, Rewind My Teacher: A Flipped Classroom Webinar by Chris Waterworth - 13/05/14
1. Pause, Rewind My Teacher: A
Flipped Learning Approach
@chriswaterworth
2. Webinar Overview
• What is Flipped Learning - Is it really a new concept?
• Flipping Blooms Taxonomy
• Pause, Rewind my Teacher: Flipped Learning and
Ofsted
• A Learning Culture – Flipped Learning is NOT just
homework!
• Learning is a Social Experience - Social Media and The
Flipped Classroom.
• How can I get my students on board?
• How can I engage parents?
• How can I flip my classroom - where do I start and
what do I need?
• What has been the impact so far?
• Questions
3. What is Flipped Learning?
Is it really a new concept?
• Have you watched a YouTube video to learn a new skill and then fixed your car,
sketched a portrait or baked a cake? How many times did you pause and rewind
different parts of the clip? The biggest advantage of flipped learning is that 'You
can pause and rewind your teacher.'
• Believe it or not we have been flipping our classrooms for years - sending home a
passage of text to read, researching a point in history or practising multiplication
tables. This is all learning outside the classroom - at home, on the bus, before a
dance class or football practise.
• Flipped learning enables children to complete the knowledge and understanding
aspects of a learning journey OUTSIDE of class time. They are then ready to apply,
analyse and evaluate the concepts INSIDE the classroom.
4. Flipping Blooms Taxonomy
• ‘Stand and deliver' model of teaching;
something Sir Ken Robinson terms the
'Victorian Model' of education. Utilising
new technologies gives us the power to
change this.
• Why shouldn’t children gain knowledge
and comprehension via websites, blogs,
online encyclopedias and videos
specifically created for them by their own
teachers?
• Developing the ability to use higher-order
thinking supports children to become
more reflective learners.
5. Flipping Blooms Taxonomy
• "If there is a YouTube video explaining what you're about to say to your class then
you should be out of a job...” Aaron Sams and John Bergmann
• Imagine using this model to save countless hours of ‘chalk and talk’. Think how
much more time you will have to steer your students towards higher-order thinking
skills.
• Children are naturally curious and need to follow their own lines of enquiry, to
answer their own questions and be given time to publish and, crucially, refine their
work.
6. Pause, Rewind my Teacher
Modelling the process – finding next steps
• The children in my Year 3 class laughed when I said that I needed to teach them how to
watch a video. “You just watch it…”, “…just press play Mr Waterworth and sit back.”
• At first I modelled the whole process, out loud, verbalising my thoughts. I modelled
how to pause, make a few notes, watch some more, pause, make more notes and then
how to rewind the parts I needed to covering again. I paid particular attention to
modelling how to find the point in the video where I got ‘stuck’ and how to articulate
my difficulties – finding the next step in my learning.
• I then sent the children away to practise the skill using a short video I’d prepared for
this weeks maths learning. I could see the children pausing, having a go, rewinding,
and making notes. We then had a conversation about the video and I asked the
children to discuss with their learning partner where they got ‘stuck.’ This enabled the
children to know their next steps.
7. Pause, Rewind my Teacher:
Flipped Learning and Ofsted
• A bit of background first.
• Ofsted arrived at my school looking for people to ‘take risks’ and to show how
using a variety of learning techniques could achieve outstanding outcomes.
• Learning Without Limits and Challenges
• The children really excelled, knowing exactly which part of the calculation strategy
they were challenged by. They could tell me this, in detail, because they had
watched the video before the session. They had already tried at home and now
they needed their teacher to help them apply and refine their methods.
• Using the video clips at home they had discovered their own personalised next
steps to work on back in the classroom.
8. Pause, Rewind my Teacher:
Flipped Learning and Ofsted
• Throughout the lesson the children were confidently using the video to drive their
learning forward when they needed help. Consequently, I was able to spend more
time questioning children's understanding and moving learning on, maximising the
valuable learning time available.
• The lead inspector commented on how confidently the children used the
technology to learn. They didn't just use it because it was there; they used it
because they knew it would help improve their learning.
•
9. A Learning Culture – Flipped Learning is
NOT just homework!
• Children have been given homework for as long as children have been in school!
This is often to reinforce a piece of learning from the previous week and
sometimes to satisfy the expectations of parents. When first introduced to the
concept of flipped learning people often say, “Yeah, its just homework, isn’t it?
Nothing new.” Well, they’re partly right but also partly wrong.
• Homework is a large part of the flipped classroom and the children need to have
completed the ‘pre-learning’ before coming to the next session. It can be a
challenge to get children (and some parents) to commit to this initially.
• The key is to show that completing the knowledge and understanding element at
home is worthwhile so that they don’t need to spend time in class doing it, whilst
others are applying and evaluating projects. The children quickly see that the
application element is much more interesting and that, by completing the pre-
learning, they can spend more time engaged in the exciting parts of the projects.
11. Learning is a Social Experience
• My experience with this approach does not
mean that I think that standing and telling
children is always wrong. There remains a time
and a place for this style of teaching, after all
many children have become successful learners
in this way over many years.
• Learning is at its most powerful when it is a
social experience, involving children and adults
engaging in a shared dialogue to solve problems
and build understanding. The Early Years
Foundation Stage excels in using this model to
build, fail, question, improve and engage in a
purposeful learning dialogue. Can we take this
model and put into our flipped classroom?
12. Learning is a Social Experience
• Up step Edmodo – Social Media for Education.
This really was a game changer for my Year 3
flipped classroom. It was named “Facebook for
kids,” by the children in my class and they love
it.
• Edmodo is an online ‘work flow’ solution for
classrooms and it allows children to share work
online, receive feedback, improve, and publish
again.
13. Learning is a Social Experience
• I have started to embed videos, share
documents and now the children are
commenting on the information I am
sharing, something they didn't do
before.
• I realised that by using Edmodo, pre-
learning had become a social learning
experience but online.
• When one child replied to the pre-
learning I had posted more children
replied and an online conversation
about the work began. Collaborative
learning had started before they had
even got to school.
14. How can I get my students onboard?
• Flipped learning will not happen over night, children and indeed their parents may
be sceptical at first, particularly if they have been educated in a very traditional
way
• You need to convince the children that by watching the videos they will have more
time to think about different concepts, write down any questions they have and
tell them that you’ll be available to unpick any misconceptions in class. This has
been one of the great successes from my experience of developing the flipped
classroom – the children know and understand exactly what their next steps are.
• My advice would be to keep the videos short to start with and make sure the
application of the knowledge back in the classroom is exciting. Pose a problem or
question, rather than setting a learning objective (learning objectives can spoil the
surprise of the outcome) and give the children free reign to present their findings
in a format of their choice.
15. How can I get my students onboard?
• "Not all my children can get online...."
Hard to believe in 2014 but still very true, not all children have Internet access
outside the classroom. Aaron Sams and John Bergman advise a creative approach
to this issue e.g. burning DVDs for children to take home, allowing time in school
to watch or listen to the videos or send home a flash drive with the content on.
You could leave an iPad or video running in the class as an Interactive learning
wall.
16. How can I engage parents?
• My experience with flipped learning has received lots
of positive comments from parents. I always email the
video links to parents so that they can watch them as
well and I know that some parents have used the clips
to help update their own skills.
• One of the biggest advantages of the making the
videos accessible to parents online is to help them
understand the teaching methods we use today, many
of which may be different from the parents own
experience at school.
• It creates a level playing field for the child, the parent
and the class teacher. I knew that parents were
helping the children pre-learn or build on the same
methods that I would be teaching the following week.
17. How can I flip my classroom - where do I
start and what do I need?
• Start small. Do not expect that the children to buy into this way of working
straightaway. Model the whole process in class first to make sure the children
understand it. The key steps are:
• Explain the new way of working and what the benefits for the children will be.
• Teach the children how to watch a video
• Watch again, modeling how to make notes when the video is paused
• Model how to write down any questions or misconceptions they may have
• Plan with them how to use the information.
• Publish something as a class, giving them free reign as described earlier.
• Email a video home for the next unit of work
18. How can I flip my classroom - where do I
start and what do I need?
• For primary teachers, I would recommend flipping one area of the curriculum to
begin with. I started with mathematics and will begin to flip other areas of the
curriculum throughout the remainder of the school year.
• For Secondary teachers, try start flipping your next unit of work for one class. For
all teachers, don’t expect too much too soon; it takes time to embed a flipped
learning culture where children can take some control and parents are onboard
and supportive.
• I have used videos from YouTube, Vimeo and even created my own which are
short and easy to consume. I’ve also discovered teachers and lecturers who
record whole lectures and send them to students before classroom based lessons.
• Make your videos entertaining – You would not want to sit through a 45 minute
video that did not engage you so don’t expect your students to.
19. What has been the impact so far?
What does my classroom practice look like now?
• I spend more time questioning the children’s understanding by giving them
problem-solving activities rather than spending time talking them through basic
skills, particularly in mathematics.
• Children are independently accessing videos when they need to confirm an
approach to a skill or to check a fact
• Parents are building on the learning in class, knowing they are using the methods
we’ve used in school.
• Children are beginning to share learning online and peer-assess ongoing projects
independently.
• Children are fully engaged with the freedom they have been given to publish their
work and continue that work outside the classroom.