How Google's Wonder Wheel and Timeline can help improve learners searches

This is the second post about the Google Teacher Academy that was held in London last week. The first can be found here.

Another highlight of the Google Teacher Academy was being shown that I had no idea about search! The first session, led by Lisa Thumann explored a number of search features. Two of the features would be very useful in Geography (and other) classrooms. First, a screen cast. I should add that I purposefully didn't use these tools until this morning, and shot in one take. This was to evaluate how intuitive the tools is - something that is very important in our Geography department if the tool is to be shared with staff and students. I have used a geographical example, and a topic that I am working on for a forthcoming project.

These tools help to expand the search beyond the first six or seven results that are commonly used by most young people (and myself if I'm honest!). The tools could also allow searchers to explore the information in more detail. I know that staff in my school often wish that homework consisted of more than the first few results returned on Google! Alternatively, view the screen cast here.

In summary:

Use the 'Latest' option to return results within the last 24 hours. This option often includes tweets, adding and extra option of interaction.
Use the 'Timeline' feature to sort and explore search results by date. This is very useful when exploring the relationships with past events and in evaluating past event responses e.g. have the lessons learned been implemented?
Use the 'Wonder Wheel' option to explore the search results through a mind-map style interface.

Personally, I didn't know that these tools existed before I visited Google, although I have to admit, that I could have discovered them through a little more exploration. However - who has the time? I can see these tools having a positive impact when shared with other teachers and young people.

It is worth adding, that these tools can only improve the search for information, and the analysis and selection (both important in a geographical enquiry) of information still needs to be developed.

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

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words

David Rogers

Search This Blog