Monthly Archives: May 2014

Get your #AssemblyMojo working by @TeacherToolkit⤴

from

Starting out as a teacher, I was terrified at public speaking in assemblies and staff briefings. However, when starting out in middle leadership just 2½ years later, I discovered I had no choice. I had to speak and present on behalf of my faculty. It was the expected norm and as with all things teaching, … Okumaya devam et

Think Club #P4C⤴

from @ Pedagoo.org

One of my true passions in terms of pedagogical techniques is Philosophy for Children (P4C).  It’s an excellent structure to explore complex ideas and manage classroom debate effectively.  I enjoy it so much we even have a Think Club at school where our students meet to debate the matters of the day during their lunch.  […]

The Internet With A Human Face⤴

from @ John's World Wide Wall Display » John's World Wide Wall Display

The Internet With A Human Face – Beyond Tellerrand 2014 Conference Talk

The first thing to centralize was search. Google found a superior way to index our web, and the other search engines faded away. Then Google acquired the one true ad network, and wrote the dominant analytics suite.

Email centralized in the face of rampant spam, with attractive offers of free storage to sweeten the deal.

Facebook won the social network wars in the US, and began gobbling up competitors in other countries.

The mobile devices that are taking over the web fall into one of two camps. One of them pretends to be more open than the other, but it’s mostly a matter of marketing. In practice they both have complete control of their ecosystem.

I tumbled and tweeted another quote from this presentation yesterday. You could easily quote the words that go with every slide. I’d highly recommend reading this if you are at all interested in the internet, privacy and information.

I am coming back to it today thinking that the awareness of your online presence, the data trails you leave and the consequences should sit squarely with internet safety in schools.

Maciej Ceglowski the presenter, run the wonderful Pinboard bookmarking service. He is also a painter who has painted in Scotland.

Editorial more power to your iPad⤴

from @ John's World Wide Wall Display » John's World Wide Wall Display

A quick test

I am posting this from the editorial an interesting iOS app.

Editorial is a plain text editor for the iPad with powerful automation tools and a beautiful inline preview for writing Markdown

I've only made a few quick tests with the app but it looks like it will be of interest with folk who like scripting. Editorial has a python based automation system with which users can use and build workflows. You edit these workflow in the app itself.

Although I know no python I managed to edit the publish to metaweblogapi workflow to work with this pivotx blog. I also managed to import and configure the FTP image upload script

I am writing this post in markdown and hoping my blog understands it or that the publish script converts to html first. Update I needed to add conver to html to the workflow. This was simple.

It looks like there are plenty of workflows to install and much for the tinkerer to play with.

My own use of the iPad has changed over time and I am not sure this is for me. I mainly use my iPad for browsing, reading RSS (and posting findings to tumblr & twitter), social media, note taking , email and some light image and video editing. I've a few workflow type things that I do in Drafts but that is about it. I'll probably poke around in Editorial and see how it goes. I guess you can't have enough choice in ways to post to a blog.

Ross High S5 Careers Talk June 2014⤴

from

Hello S5.

Welcome to your careers talk and to day we are going to start developing your Career Managaement Skills and in particular start looking at yourself and your strengths. The following presentation outlines the main points and we will go over these now.

LMI Presentation Ross HS timed

Now we are moving on to a personality test callled Buzz so please follow this presentation.

S5 Induction – Ross 2014

Make a note of your animal because you will be need the information later.

Now it’s time to do some work!

Make sure you are registered at MWOW

Pathways to the Professions provides advice and guidance to local state school students interested in applying for Medicine, Law, Veterinary Medicine or Architecture and you can find out more here

Newsletter Complete S5 Ross High 2014

Direction is important!

Dancing hands here

Background music here

NBHS S6 Careers Talk June 2014⤴

from

QRCode

LMI Presentation NBHS HS timed Final

 

S6 Careers Book NBHS Final 2014<

NBHS newsletter S6 2014 Final

Degree Course Planner

Anyone interested in studying Law, Architecture, Medicine or Vet Medicine should visit Pathways to the Professions here

UCAS Personal Statement Advice

Personal statement timeline

Mind Your Language!

Make sure you are registered at My World of Work here

Some job search resources.

 

We Need To Change Our Minds Before We Change Our Practice⤴

from @ School Leadership - A Scottish Perspective

I have been talking to various audiences of groups and individuals recently about my investigation as part the fellowship programme for the Scottish College for Educational Leadership. As part of this investigation I am considering some of the obstacles that are preventing more schools from adopting a practitioner, or professional, enquiry approach to teacher, leadership and school development. Various and varied evidence exists from the work of Helen Timperley, Marilyn Blatchford Smith and others that demonstrates the effectiveness of such enquiry approaches in developing teachers and schools. My own experience over the last four years has given more positive evidence as to the effectiveness of an enquiry based approach. So, my question is, what is stopping others from adopting enquiry based approaches when there is such a large body of evidence that demonstrates it works.

When I meet with teachers and headteachers, surprisingly enough, they are all very very busy. Being so busy they immediately question whether they have the time at the moment to consider another new 'thing' to implement or try. 'Perhaps next year when we have finished what we are doing at the moment,' is an oft repeated response when I ask them to consider adopting enquiry based approaches to development. This betrays a lot of things about mindsets and how such school leaders see school development, and their role in facilitating this and being responsible for it happening. It certainly betrays a lack of understanding about what such a practitioner enquiry approach to school and personal development entails.

It is very difficult when you are a busy school and a busy Headteacher to take the decision to step off the perpetual hamster wheel of busyness, to step back and look at the impact of all that busyness. Is everything you are doing delivering everything you want it to? I know how difficult this is to do, because I was exactly the same myself during my first years in headship. Boy was I busy? We did lots of  'things' all with good intentions. We achieved quite a lot, we thought, and were very innovative before we moved on to the next development. Our SIP was bursting with new ideas and developments. Visitors commented on how they always looked forward to visiting our school because there would always be something new going on and to see.

However, there was a worm of dissatisfaction beginning to gnaw away at my confidence in what we were doing. We had been busy for a number of years but what we were seeing was that the things we had been busy with had only brought about change for a short period of time, often only till we had moved on to the next development. This was no good. Where was evidence of sustainable and embedded change in practice, and sustained improvements for learners? The dispiriting realisation was that there was pretty little such evidence. Something had to change!

The first thing that had to change was our thinking about what successful school development needed to look like. We realised that it needed to be more focused on long-term sustainable and embedded change. No longer would we be prepared to consider short term gains and fixes. Our mantra became ' If it isn't embedded, it hasn't happened' and added to that was the thought that perhaps we had wasted time, or we needed to devote more time to allow change to become embedded in practice. This brought about big changes in our attitudes to self-evaluation and school improvement planning and plans. These became a lot more focused and our expectations became more based in our own reality and not that of others. A big step.

We began to realise that we had to take true ownership of our school development, based on our own self-evaluation. We determined that we understood the school better than anyone else and therefore we were the ones that needed to identify our priorities. We wished to have a progression and a connection in our developments. Last year's actions would determine this year's. We needed to slow down, do less and achieve more. Quality not quantity was key. We thought again about our values and what we identified as our priorities and this helped us make decisions about what we would do and, perhaps more importantly, what we wouldn't do. We decided that we would base our actions on sound evidence and not somebody else's latest fad or hobby horse. In short, we took real control of what we wanted to do.

When I look back I see now how crucial it was that we took the time to stop, reflect and change our thinking as a result. In the schools I now lead we have built on this approach and it is this that has allowed us to embrace the complexity of practitioner enquiry and achieve the results we have.

To really do something different and introduce innovative changes in your practice, you may first have to do the same with your thinking.

Vacancies at The Range, Edinburgh⤴

from

The Position
The restaurant facility caters for many people, providing excellent food and great service. The duties for this role will include, serving customers in a polite and friendly manner, basic food preparation, ensuring kitchen, service and restaurant areas are kept clean, tidy and safe. Other duties will include cashiering, vending and taking an active part in any unit sales promotions.

More details here