Latest articles from the Innovate My School community.

All throughout February, our content will be centred around the theme of The Disruptors. These are the visionaries, stories, tactics and resources that will ensure your school stays ahead of the curve.

“Engaging students of any age is hard,” says George Hammond-Hagan, CEO of Studytracks. “From the start of anyone’s educational journey all the way to the end, there’s a battle - internal and external - for their mind’s attention.

“This is why disruptive teaching methods are important. The educators included in this month’s theme are ones who have shown that they will do things a little differently to get the result. Personally, my own path has led me to using music to power teaching and learning. Music creates an environment that we’re instinctively attuned to, as it modifies our mood, opens our mind, demands attention and transforms anywhere into a focussed sphere of influence. The brain is ‘hacked’ by music."

Don't let your teaching and learning grow stale.

Uplevelling point system - making children reflective writers

Lee Parkinson

Lee has been a Primary School teacher for eight years at Davyhulme Primary in Trafford, Manchester. He provides INSET and CPD internationally, looking at ways to raise standards across the curriculum. He works alongside Alan Peat Ltd and the Literacy Shed. His blog provides teachers with a variety of ideas for using technology in the classroom. Lee has also released a range of eBooks demonstrating how technology, in particular iPads, can enrich teaching and learning in the classroom. His latest eBook, The 12 iPad lessons of Christmas, was the 3rd best selling eBook in the iBook store.

Follow @@ICT_MrP

Website: mrparkinsonict.blogspot.co.uk Email This email address is being protected from spambots. You need JavaScript enabled to view it.

For the past 5/6 years, my school has been using Big Writing in literacy to provide a focused time for children to write. As time has passed we have moulded our approach to include other useful aspects of literacy. We now tend to use our Big Writing session as a final piece to a particular text type focus, unless it is an assessed piece and has to be a standalone lesson. Often we use a Big Writing lesson at the start of a text type to assess what the children already know or can remember from previous years. This is a great way of informing future planning. For example, if you were covering 'Instructions' and few children used imperative verbs, this would inform you to focus on this in your planning.

After a year or so of using Big Writing, I started to think about the whole writing process. It was advised that during the next Big Writing session children should be given time to read back on their work, look at the comments and, as a class, decide on some “goal scorers.” This is a good way of revising, but I felt it wasn't enough; also, if it was a whole week or two later, the activity is long forgotten by the children. I am sure if you ask any author they will always say that the revising and editing part of writing is possibly the most important. But how can we teach this and instil a reflective approach in children? Timed writing sessions don’t provide this quality time to reflect on your writing. It led me to make a resource which I have found invaluable ever since.

In order to make our website better for you, we use cookies!

Some firefox users may experience missing content, to fix this, click the shield in the top left and "disable tracking protection"