Riskit Book

 

Embed or link this publication

Description

Riskit Book

Popular Pages


p. 1

Northfleet School for Girls RiskIT We have been using RiskIT at Northfleet School for Girls for three years where it has been particularly successful in the second and third years. The first year was not as successful because staff were had fewer visitors (from the leadership team) to their sessions.. I have learned from mistakes that have been made along the way and am still perfecting the strategy, but I am confident that if schools follow the plan (please visit the website) they will definitely enjoy the successes. What RiskIT is about: “All Staff, using IT as a means to improve teaching”. If there is to be a change in the use of ICT in schools, it should be done as a whole school, with the full support and involvement of the leadership team including the head and even governors where possible. RiskIT is simply a strategy anyone can apply within their school with guaranteed positive outcomes. Staff and students enjoy it, and most importantly it has a positive impact on the learning. We, at Northfleet School for Girls, have tried different strategies to sell/embed ICT in the curriculum. We have used Peer to Peer support, Innovations Team (a selected few supporting all staff), Department ICT Leader and digital leaders. Nothing worked fully effectively??. But now, since we started the RiskIT strategy, I have noticed change in the culture in the use of ICT, staff stop me in the corridor and say “I RiskedIT” today … I have used …”. Most schools have ICT champions and digital leaders doing great things. These are usually the same people representing their school in events and shows. Although this is to be commended and all schools should try them, there is, however, a question that needs answering “What about the rest? … the “other” teachers?”, “Are they all using ICT “innovatively” to support their 1

[close]

p. 2

teaching?” If not, how can they be brought to the same speed as “the few”? This is where RiskIT comes to the rescue. 1. How to RiskIT? Staff takes a risk and use a piece of technology they have not used before with their class; this can be anything from using a new interactive application or camera to simply using the IWB. There are only two requirements: 1) 2) It needs to be their first time using the piece of ICT. You must be willing to receive visitors during that lesson. The visitors must not be judgmental; they are not there to evaluate the lesson or the performance of the teacher. Their visit is purely to observe how technology is being used and learn any lessons from the session which they in turn can take to their own classroom. From the Senior Management Team (SMT) point of view, this is crucial to the confidence of the teacher and students. The visit must be planned; it should be about the teacher and the SMT giving maximum support in building their confidence. The teacher is doing something unique to them whilst developing new skills and moving forward with the direction of the school. This is an opportunity where their visit will be welcomed by teachers. 2

[close]

p. 3

2. Why RiskIT?          Work in a judgement free environment Try something new Experiment with technology Take the fear out of using technology Mind over matter Learning new and exciting things Learning from students Learning from failure Taking a risk 3. What is the consequence?            Interesting lessons Enthusiastic students All students engaged Saving time Achieving more Teachers become learners Learners are teachers Active learners Using technology as a means to a goal Innovative ideas Highly skilled staff 3

[close]

p. 4

Mr A.Benjeddi, Leader of Progress and Achievement, ICT Strategy Manager - ICT Teacher RiskIT Innovator Northfleet School for Girls RiskIT has become an annual event and is designed to encourage staff to showcase their use of ICT in their lessons and as part of our programme of continuing professional development; lessons are open to all staff to visit. This allows the effective sharing of good practice to wider range of colleagues. We provided them with the time and ‘hands on’ support during a particular time of the year to take the risk and use any technology they like (software or hardware) with students. From ‘Green Screen’ to ‘Dartfish’ and from ‘ActiVote’ to ‘Robotics’, we encourage staff to try something they have not used before and, as a result, more and more staff use ICT to support learning and students on the other side and enjoy lessons more. We will share with you what we have done, how other schools have taken the idea forward and what effect it is having on their learning. 4

[close]

p. 5

How does it work? RiskIT gives teachers an opportunity and framework in which they can experiment with new technologies and ideas that they have not tried before in a lesson and with a class of their choice. Success or failure of the activity is not relevant, the main purpose of the Risk Taking is to throw themselves in the deep-end, knowing there is someone with them to support them and that they are not being judged. Just like a child learning to swim or a teenager playing a computer game; if you fail, pick yourself up and try again, as long as you learn from your mistakes. What should you plan for?       Decide on the week or two when you will be running the project Lots of advertising, take any opportunity to sell the idea to staff and the management Get the Leadership team on board, they have to be convinced otherwise the strategy will not work A brief description of the RiskIT activity to be undertaken is collected by the coordinator with time and class details A timetable of all those who are taking part is made and advertised throughout the school. The coordinator will allocate the Leadership team or others to visit particular lessons for which they will have an “Opinion Sheet” provided. The leadership team plays a major role in all this; during the RiskIT week they will make short visits to the sessions and give “positive only” feedback. It is important not to be judgmental or critical  Technical support is allocated wherever required throughout the session: this is very important as the support will make sure all the equipment is working properly and sort out any glitches as they happen  Students will be informed of the event and their cooperation is required as well as their opinion at the end of the session; again only positive feedback is allowed at this stage. Staff need to be reassured that taking part in the scheme does not mean abandoning the content of their lesson, as a matter of fact they should try as much as possible to stick to their curriculum but with the added twist of the innovative delivery. 5

[close]

p. 6

E.Fryer Leader of Teaching and Learning ICT/ICT Teacher Risk It Week 2011-2012 I have been taking part in Risk It Project since its insemination in 2009. This year I took the bull by the horns and overcame my reluctance to use the interactivity of the whiteboards. Being a small person, their height has always made it a problem for me. I learned how to calibrate the board (with the help of a chair!) and used the interactivity of the whiteboard to do software demonstrations for my Year 12 class. I then went on to develop activities with other classes where the whiteboard interactivity was being used. 6

[close]

p. 7

In January of this year Mr Benjeddi asked myself and a teacher from a local school who had also taken part in RISK IT, to join him at the BETT show in London. We gave two presentations during the day to explain what RISK IT is all about and how it was implemented at our respective schools. Those who stopped to listen where interested in the idea and in taking it back to their school or local authority. Who else got involved? Year 7, ICT Moodle Teacher comment: Students used Moodle to work independently and gave feedback at the end of the lesson. They worked on spreadsheets and created formulas to assist them with understanding the reasons for using such system. Teacher; A.Benjeddi Student comments: “I like the spreadsheet it’s hard to do but I like it.” E. Jones "Yes I did like doing it because it was fun." K. Thomas "I like this lesson because I did just have you teaching me and I had a video I like doing better because it was the first one I started. I think we should write a statement about the lesson next time.... hee hee... see ya soon" K. Mayer 7

[close]

p. 8

Miss F.J.Collingridge Assistant Head Teacher I trained at Dartford Physical Education College and graduated in 1982 when I obtained my first teaching post at Northfleet School for Girls. Initially I taught PE and some English in my first year, but in later years moved away from PE to teach cross curricular and life skills topics. I currently teach PSHE and am also a member of the Leadership Team in charge of whole school attendance, admissions, pastoral care and behaviour. I have just been appointed as an Assistant Head teacher with overall responsibility for Ethos and Behaviour. In the little time I have outside of school I enjoy travelling abroad, particularly cruising, and have been fortunate in the number of countries I have visited. Interests: I am an avid reader, especially of thrillers, and would be lost without my Kindle!! My other interest is poetry writing; I write poems for special events such as birthdays, retirements, weddings and funerals for family and close friends. 8

[close]

p. 9

Year 8, PSHE Using the Activslate and TV Teacher comment: I used the Activslate on the plasma TV screen with a group of low ability Year 8 students. The lesson focus was budgeting in a real life situation. Students were required to use percentages to work out their income tax and their net salary. I was able to stand behind a student to oversee their work whilst copying their work onto the slate and then correcting and demonstrating methodology for all to see. Students were also encouraged to show their work to others and explain it by using the slate. Another member of staff observed this lesson and commented “Use of the slate enabled students to focus on aspects of the lesson in more detail. A variety of media was used – text, tables, hidden objectives etc. Students were motivated and fully engaged. There was excellent use of a range of tools”. One of the students commented “It makes the lesson more fun, I like it better”. Teacher: F. J. Collingridge Year 7, History Active Remote Devices Teacher comment: Used the active remote devices to answer questions from which the students work out the lesson objectives. Students were very motivated and eager; all were “glued” to the answers and loved seeing their names and answer times on the screen. Lots of pure excitement from 60 students! The right answers coming up on the screen meant that the teacher could pick out students who gave correct answer and ask for their reasons; this in turn led to some discussion and spontaneous questioning by students. (NB: several had some problems setting up devices so is was beneficial to have more than one adult particularly one who offers ICT. It might be good to have the answer times displayed for first couple of questions but then take out – otherwise students could become too focused on times rather than correct answers.) Very enjoyable lesson for all – brilliant for AfL as well as for encouraging discussion and questioning. Also, it was useful because we could tell immediately who understood the exercise and who did not, because it forced complete participation of the whole class. Teacher: K. Knight 9

[close]

p. 10

Mr S Puxty, Support Leader ICT & Business Studies Teacher I have been a teacher since 1999 and have taught Business studies and ICT. My first teaching role was as a Business teacher in a school in The Republic of Botswana, where I lived for six years. Since returning to the UK, I have mainly been based in Kent, finally settling at NSfG since 2005. as a Business Studies and ICT Teacher. When the RISK IT concept was introduced I was working as part of the ICT Innovations team and played a role assisting Mr Benjeddi in getting it off the ground. I was also involved in "Risking IT" myself to encourage staff to take part. As part of the team I was involved in helping colleagues with their professional development in the area of ICT and still took part from time to time even though my role has now changed. I have always been interested in the use of technology and am committed to ensuring that the school is always a leader in this area. Miss J Collumbell Maths Teacher I am a teacher of ICT and recently Maths. I studied Creative Events: Design and Production at the University of Kent and then went on to complete my PGCE at Canterbury Christ Church. I have been teaching since 2009, Northfleet School for Girls is my first job as a teacher. I am moving to Mayfield Grammar School for Girls in Sept 2012. Interests: I enjoy lots of sports and I try to take part in organised charity events regularly. Most recently I took part in the London to Brighton Bike Ride (June 2012). 10

[close]

p. 11

Year 8, ICT Lego Mindstorms Teacher comment: Students had to write a programme and build a programming device to navigate a course using a Lego toolkit designed for educational purposes. Students had to write a program and then program and build a robot and navigate it around a course. The objective was to use Lego in the break-out spaces; an area dedicated for students to do activities that could be contained in a traditional classroom space. Students had an allotted time to develop the program which in turn would program the robot to move in different directions and move through the course. The project involved a series of problem solving dilemmas, team negotiation and a lot of noise; a move away from conventional quiet teaching. The students also developed their kinaesthetic and competitive skills and the teacher had to forego a certain level of control to allow student creativity. Students had a lot of fun and there was a hectic but good vibe all-round. Teacher: S. Puxty, J. Collumbell Year 12, Business Studies Fronter Teacher Comment: S Puxty, staff member was away on a course. Rather than preparing a slip detailing cover work, the whole lesson was uploaded onto Fronter, a virtual learning environment (VLE) developed for students to learn independently. The students were expected to access their study plans from Fronter and re-upload completed work for marking. The cover teacher’s role was simply to oversee the students. This method of work preparation during a staff absence was new to the school but a very useful experiment in anticipation of how learning could continue outside of normal learning hours or in the event of a snow day where the school would have to be closed. Students found Fronter challenging to upload their work from home. Consequently, it is now being used cross-school and students use it regularly with great confidence. Teacher: S. Puxty 11

[close]

p. 12

Ms H. King Subject Lead for Art & Photography I have been teaching at Northfleet School for Girls since 2008. I taught year 8, Illustrator and we looked at using digital drawing techniques to document the new areas of our school buildings. Students found this activity quite difficult but I feel that they responded well to using new software and they were pleased with their results. Interests: I enjoy visiting galleries and doing freelance work at the weekends and love challenging myself with new technology and stepping outside of my comfort zone! 12

[close]

p. 13

Year 8, Art Basic Illustrative Drawing Skills Teacher comment: I used ‘Adobe Illustrator’ to show basic illustrative digital drawing skills using photographs of the school to link with students’ architecture project. Students were divided into two sections with access to a mouse and laptop. Resources were created to assist students. Teacher: H. King 13

[close]

p. 14

Jennifer Lees, Joint Acting PE Head of Department I completed my teacher training in Key Stage 2 and 3 with Physical Education at Liverpool John Moores University in 2009 gaining experience at Primary and Secondary level. I obtained my first teaching post here at Northfleet School for girls. Although I am a PE teacher I have taught a variety of subjects including Performing Arts and Ethics. I have just completed maternity cover for the PE subject leader. Interests: I’m obviously very sporty and try to be active as often as I can. I especially enjoy trampolining and netball. I love travelling (I spent 6 months backpacking around Australia during my studies) and socialising with friends and family. I enjoy reading and watching films in my spare time. 14

[close]

p. 15

Year 8, PE DartFish- Trampoline training and videoing Teacher comment: I taught a trampoline lesson where we made use of a number of technologies to enhance pupils learning and understanding. We used the Plasma TV to view a perfect model of set skills which was on loop throughout the lesson to refer back to. Pupils used the live delay tool from DartFish software to view their performance back identifying strengths and areas for improvement in their own performance. They also used handheld cameras whilst coaching each other to show their performer their strengths and areas for improvement. By recording the skill before and after feedback, pupils are able to see their own progression and that of others. Teacher: J. Lees 15

[close]

Comments

no comments yet