New learning = blogging explosion

Yet more just in time learning! I wanted to create some QR code stickers for our school Ready to Read texts so I don’t have to keep fluffing searching for the audio file during the lesson, or going and putting a bookmark on each device to the text. I was going to use bit.do for short links & creating QR codes. A quick Google search & some experimenting = success!

How to create QR codes on mass  – use this. It does work. I was really suprised – but excited.

“Getting Ready:
  1. Go to: drive.google.com.
  2. Create a new spreadsheet.
  3. Label Column A “Text or URL.”
  4. Label Column B “QR Code.”
  5. Resize the columns and rows so they look like the screenshot below.
  6. Enter some text or URLs in column A.” Quoted from Google Search”

I then wanted to resize the cells so that QR codes were larger. I figured out how to do one – a bit painful, but achievable – on mass though? No. There is a shorter way.

Resize cells in Google Sheets – “Locate and click the Select All button just below the formula bar to select every cell in the spreadsheet. Hover the mouse over the line between two rows. The cursor will turn into a double arrow . Click, hold, and drag the row border to modify the height.” Quoted from Google Search. 

Summary – Singaporean teachers’ views of classroom assessment

Assessment matters 6: 2014 p.34-64.

  • Singaporean teachers’ views of classroom assessment.
  • Assessment is cultural and not easily transferable.
  • Teachers first need to know their views of classroom assessment.
  • Should be holistic.
  • Q: viewpoints can be subjective and can be communicative. Designed to explore “Subjective perceptions of groups of individuals.Easy Blog Photo

Formative Assessment in Action: summary notes

Information taken from “Formative assessment in action: weaving the elements together” by Shirley Clarke.

p.6 Authority for the knowledge cannot be left in the hands of the teachers alone. All have a contribution to make. Making sense of new knowledge comes by connecting these to their prior knowledge and their expectations construed from this.

P.8-11

Assessments themselves do not result in learning. It needs to be deliberate. Formative assessment is defined Continue reading

A question about retention…

Throughout the world there are students who struggle with their school-based learning, despite multiple interventions in place. Yes there are always elements of poverty, genetics,  home-life, social interaction and what habitus they bring with them to school. However to simply put the struggle down to any one of these things is irresponsible and deficit theorizing. The best place a teacher can start from is examining their own practice.

After discussion with a colleague I have begun to wonder whether a part of this issue stems from a lack of ‘memory fitness’ of sorts. Is the underlying issue in the context of school that the students are getting the results into their short term memory but something blocks it from moving into the long term memory? Are  there exercises that can be used to develop the ability to shift short term memory to long term?

My question therefore is: how can memory exercises be used to improve long term retention of strategy and number knowledge and what evidence can support this?