Mobile @ Priory–the secret classroom

On Wednesday, we created a secret classroom in the school’s main hall. Then we invited everyone to see it.

We were showcasing the work created during the second phase of the Mobile @ Priory project. The aim was to create some embedded learning sequences that made use of mobile devices (including pupils’ own) so that the mobile device policy could be built upon. Of course, in the tradition of guerrilla (chalk graffiti for example) we wanted to hold a trade fair with a difference.

An overview of the project is represented in this graphic, I’ve tried to avoid any jargon or too many subject specific terms.

I’ll try to describe the main findings before digging deeper. I’ll post about each individual lesson separately, hopefully as a guest post from each teacher. These findings are preliminary as we are still evaluating. Also, I’m keen to point out that the use of mobile devices is only presented as tool for learning. Like any other tool, including glue sticks and mud, using it is only effective if its use is both appropriate and linked to sound learning objectives.

If you give teachers time to collaborate and plan, fantastic learning sequences will occur. This isn’t limited to this project. Each teacher was given three hours with the amazing Ian and Lee from Borbonesa and DiGITAL LEADERS. The young people were simply stunning, working with the adults in a truly breath taking and unexpected way. Three hours may seem a lot, but considering that teachers get five days per year or around 25-30 hours, of in-school Inset days, completely doable in my opinion. Each group of people brought something valuable to the table. Teachers the expert knowledge of their subject and curriculum context; the DiGITAL LEADERS the perspective of young people and what they can actually do (as opposed to what we think they can do) and Ian and Lee the creative input.
It’s not about the device, it’s about the learning. As this image shows (a folding project booklet put together for the DTRM @PrioryBench project), good quality resources are needed to support learning. Young people do have almost ubiquitous and easy access to technology, but as consumers. They simply aren’t aware necessarily of how to use the devices to be creative. Google et al simply don’t provide the guidance for the creative process for most students. Yes, there are the case studies of the brilliant, self-driven entrepreneur young person, but I would argue that they would rise even if there wasn’t access to technology. Learning needs to be well supported and linked into solid learning sequences.
Trust young people and they deliver. Most of the time. I work in what could be considered a challenging school. Over the past year, when encouraging young people to be independent and collaborative, they have been. The learning has been messy and lower ability students still need the ‘quick win’ and encouragement that ‘right’ answers give.

During the day, we collected live information about student devices using a giant paper scrolling machine.

The DiGITAL LEADERS captured the event as well as holding discussions on the way forward with this project. They also helped to keep track of data using a ‘live’ graph created from Lego.

Did we engage everyone? No, especially some teachers. Did we start conversations? Yes, I think we did. Did we create disruption? For sure. Will that disruption result in change and the adoption of mobile devices? It already has.

More to come?…………

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment is not always conducive to profound

The danger of Teaching and Twitter conversations: poorly formed bipolar arguments.

Sometimes in life, there really are only two options. Get the wrong one and you can look like a muppet. Take this useful sign for the toilets in Morocco. I successfully navigated it, choosing the right option. The result? No egg on my face. As a mountain leader, there are many right or wrong decisions that I’ve faced, as there are all over life. It’s not a good idea to let inexperienced young people walk themselves down Snowdon. They may die or be seriously injured. If someone is showing the signs and symptoms of hyperthermia, you need to treat it fast in a specified way. There is no real arguing with this sign: Other options are less obvious. Take this sign recently spotted near to where I live: Now, I wouldn’t consider sleeping in a bin. However, faced with a sub-zero night, I could see the appeal. The danger? Being tipped into one of those huge lorries with a compactor. (by the way, I only really considered all of this thanks to questions from my four year old boy).

David Rogers

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