Skip to main content

Using PowerPoint better: LiveWeb add-in plus text input to support thinking about UK flooding

Geography is all about events that happen outside in the real world.  As mentioned last week, Year 10 are currently exploring flooding and its effects.  That means a slight juggle in the order of teaching in order to utilise the resources as they happen.  I’m sure our young people can live without oxbow lakes for a few lessons Winking smile.

What enables Priory Geography to develop these ideas is the following (although Jo and Sam may disagree)

  • A solid curriculum, supported by lesson level Schemes of Work.  We are always aware of the bigger picture and the requirements of the examination.  This allows us to link current events easily to the specification, ensuring that we are developing geographers rather than exam passers.
  • A sharing culture within the department and the wider geography world – this enables us to collaborate on ideas and develop them.  The learning activity described below was inspired by Sam’s input earlier today: he emailed out some resources and weblinks.

I’ve created a short screencast that demonstrates the learning idea.  Apologies for the poor sound quality and random rambling, but I hope you get the idea!

Thanks to Stuart Ball at Microsoft’s Partners in Learning for first alerting me to these features through the Teacher Blog.  Both of the tools are easy to use for proficient PowerPoint users:

The lesson goes on to explore the UK floods via a geographical enquiry (supplied by Sam Atkins) and uses a live Twitter feed to add further information.  Getting young people to critically assess formal and informal sources of information is an important geographical and life skill (and with the BBC and other news channels using sources such as YouTube and Twitter more often this is even more important.)

The resources used are:


Popular posts from this blog

#GAConf22: A paradigm shift for anti-racist, decolonised teaching and inclusion

 " You can't start a fire,  You can't start a fire without a spark" Bruce Springsteen.  Well, it's been a fair while since I felt the motivation or the need to blog. Whilst not a story for now, over the past five years I've danced along the knife edge and, often, the call of the abyss has been both tempting and compelling. Certainly, my failing in both my personal and professional life have been numerous. But. This is not about me, but the people that have (re)ignited the spark to the fire in my soul. I realise that this is from the perspective of a privileged, white, middle class male view. I even have a beard. I am scared of getting it wrong on this topic. Teach me if I am wrong, it is from the position of a learner. I was looking forward to the GA Conference this year, the first face to face since 2019. I have to say that Alan , as president, and the Geographical Association's team did a fantastic job at being inclusive. The hybrid format allowed peopl

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

Trust and support our school leaders, the role of the governing body in the Covid times

One of the roles that I love is being the Chair of a Governing Body.  The aim of this post is to share what we are doing, as a Board, during these difficult time.  I will refrain from commenting on the role of the Government, DfE and local authority as I intend for this to be both a positive and useful post. What is clear is that governing bodies have a crucial part to play. I am grateful both to the brilliant Clerk and the National Governance Association whose Covid advice pages are fantastic. Firstly; from the outset, the brilliant leadership team that I work with have my unwavering and public support. Regardless. As this is a fast evolving crisis, often with pages of advice, guideline and directives to decipher and digest on a daily basis. As such, the role of governing bodies is twofold: 1.  to prioritise the providing of support to the Headteacher and all colleagues in the school, and 2. to allow them to get on with operational matters and decision making. The role of