#Nurture1314 for what it’s worth :)

I’m not at all sure about writing this but I have a tendency when I feel doubt to do it anyway.
First, to give some context, here are some of the factors that have shaped me as a teacher and as a man.

A week after my 18th birthday I ended up in the back of an ambulance with a heart that you could hear beating from across the room. A goalkeeping accident had led to a bleeding heart. It was a pivotal moment in my life. Born in Trinidad I had come to England (Grimsby of all places) and had been bullied for looking different, talking different and unforgivably being seen to be ‘clever’. I put up a host of barriers and harboured huge fear of more grief from the bullies. Faced with the realistic potential of being dead in a few minutes I reviewed my life. It sounds corny but I decided I would face all my fears and take all opportunities, make mistakes and learn from them. We regret the things we haven’t done more than those we have. Above all I chose to live life as if it was not a rehearsal. I have been true to this: ten years of travelling, being rich, poor, cold, hungry, having the best food on the planet, despised, taunted, lauded, arrested, being close to being eaten by lions, fought off a hippo, seen the most beautiful places in the world and the most appalling squalor and death, become a husband (for the price of a plane ticket to Zimbabwe – no regrets!) a parent to four wonderful/maddening/frustrating children and taught throughout most of this.
One day a 16 year old student walked out of our school to the nearby cliffs and jumped to his death. This was 14 years ago and it still haunts me, I played REM ‘Everybody Hurts’ the next day in assembly and that song still brings tears to my eyes as I picture a desolate young man on top of the cliffs.
In my teaching I have been mindful of this, how a quiet word of concern can have a huge impact on a child’s life (and so many have such cruel starts to their journey). I have tried to treat all my students as if they were my own children. I want to be defined as a teacher not by my intellect, but by my humanity: this does not make me a soft touch. I hope no ex student can ever say I didn’t push them to be the best they could be, to teach them as well as I could and to never give up on them. The high point of my teaching career was when my year group, which I had taken through four years of emotional roller coasters, gave me a spontaneous standing ovation at their end of Year 11 leaving assembly. I was gone, I couldn’t even speak!

There are some fantastic blogs on the theory of education that I have learned a great deal from, even if I disagree with them. Some are very strident in their beliefs that there is one way to educate, and often that is traditional and knowledge based. I do not believe that is the case in science or maths. I firmly believe we need knowledge and that it must be taught and that learning is effortful (and often boring). I teach students science, maths and outdoor pursuits. Young people with hopes and dreams that I want to inspire to love learning. If I can make it fun and interesting I do so and will until someone shows me research that says it damages learning. On any measure you wish to judge success I have been very successful – OFSTED/HMI inspections 9/12 lessons judged to be Outstanding; AST assessor said I had the highest overachievement at GCSE and A Level she had ever seen. There was the highest uptake of A Level physics from my last GCSE class for similar schools in the country. I can learn much from the research based intellectuals, but I’m not certain I would want them teaching my own children and I find it sad that some feel they can learn nothing from people who can walk the walk. I have taught in very high performing schools with traditional teaching and a very high percentage of Oxbridge entry and students there are generally no better, and are often worse, at using their knowledge to solve problems. I won’t name the school where the students given the problem below answered it immediately, telling me it was an Oxbridge problem, but most were then incapable of telling me what would happen if I poured a bucket of water over the side rather than a rock. They had only learned how to answer the question.

13 things

Started blogging to get things clear in my head, learned a lot, still lots to learn. Blogs from people like Alex Quigley @huntingenglish, Steve Wheeler @timbuckteeth , Tom Sherrington @headguruteacher and John Tomsett @johntomsett to name but a few are awesome.
Started engaging with twitter entering a world of incredible people, self reflective, insightful, challenging. Greatest period of growth of knowledge after over 20 years of teaching. Thanks to people like A Ali @AST supportAAli for fostering the spirit of collaboration And to people like Cheryl -kd @cheryllkd for increasing my knowledge of SEN
Maintaining a balance between training teachers as well as still teaching regularly. I’m still making mistakes in both and learning from them. When I stop making mistakes I stop learning.
4 years ago left teaching due to a hearing loss and jumped into self employment. Never was one for the easy option. Was on benefit and struggling with a mortgage and 4 kids. Now financially secure.
Went to first teachmeet just over a year ago and met the wonderful Mr Stephen Lockyer @mrlockyer (he is the Lionel Messi of the teaching world – super talented and everyone loves him) who threw a kangaroo at me but he didn’t throw it hard! And the inimitable Ross McGill @teachertoolkit . Have learned so much, but still so much to learn. Presented at 5 teachmeets, and met lots of lovely people like Sarah Findlater @mrsfindlater my favourite audience being the one at the wonderful Keven Bartles @kevbartle school.
Proud of the physics of football project for the Institute of Physics with Arsenal that I devised with the ridiculously clever Lawrence Cattermole who unfortunately won’t blog or join twitter. We are presenting it at the ASE conference on Jan 9th would be great to see any of you there.
Running a session on the science of surfing at Camborne Science Festival for some of the top science students in the world was brilliant. It was also interesting to see how giving different contexts to physics principles could completely throw them and push them further than they have been before. Finding my element – couldn’t be any happier anywhere else doing anything else than teaching students on a beach.

Still managing to be a good father – I hope
Have retained my passion for teaching and belief that we need passion as well as knowledge
Having had the experience of teaching in the highest performing schools in the world. On stage with to present my mathematical modelling see the end here lesson to 250 year 9s in Karachi Grammar School was a highlight. Teaching sullen and switched off year 9s in a challenging school a week later a reminder that there are many ways to teach and that you can force them to be quiet, but not to learn.
Massively enjoying ‘Physics is Awesome’ shows I’m delivering for the IOP, walking out of them with a real buzz. Concerned that girls think cool stuff is for boys. Fantastic feedback from students, with about 20% saying their perception of physics and how useful it is has been improved.
Am loving some of the TED talks Amy Cuddy stands out.
Growth mindset had a powerful impact on my eldest son who went from underachieving in his Outdoor Education BTEC, failing his driving test four times and not being placed on Camp America to getting a Triple Distinction in his BTEC, passing his driving test and working as Camp Counsellor in New Jersey two month later.

14 things

Work on getting more girls into physics
Get a better work/life balance
Become a better blogger
Carry on learning
Continuing to champion that the best teachers are the ones who can work with what they have in front of them. To know what they do best, whether it’s traditional or progressive and then add more.
To further develop the use of mobile devices to really enhance learning
Organise a science teachmeet
To dive with great white sharks with one of my ex students doing a PhD in South Africa. Drive a big digger with another one and have a cage fight with another.
To start a PhD with Steve Wheeler, the inspiring @timbuckteeth at Plymouth University on mobile devices and their use in learning
To stop taking life so seriously and meditate more
To live love and laugh
Read more
To get better at surfing
To continue following Zen dog philosophy


Have a fabulous 2014 everyone ūüôā

Science Teachers – 10 ideas for heat transfer lessons

A lot of students really struggle with the concepts of thermal energy transfer. It is a classic case of them turning up to our lessons having plenty of ideas of what is happening, most of which are wrong!

It may be worth looking at the Institute of Physics resources  (that include the new energy transfers which are not without controversy) here (You might have to register with www.talkphysics.org but it is well worth it as it has a superb forum and all the SPT materials )

iop warming

It is pointless trying to teach them the concepts until you really know what they are thinking so ensure you start with some AfL hinge questions. They will have covered this topic before so are we ready to move on?

Here is an example of a Science hinge question where the incorrect responses show typical student misconceptions:

The ball sitting on the table is not moving. It is not moving because:

A. no forces are pushing or pulling on the ball.

B. gravity is pulling down, but the table is in the way.

C. the table pushes up with the same force that gravity pulls down

D. gravity is holding it onto the table.

E. there is a force inside the ball keeping it from rolling off the table

Darren Mead @DKmead has written  a great explanation of hinge questions here

Some useful diagnostic questions are here (some are very high level but you can pick the appropriate ones )

transfer qs

Other useful questions to find out if they only know the definitions or really know how these mechanisms work

At certain times of the year the air temperature and the sea temperature are the same. If you get into the sea why does it feel colder? The truly brilliant Veritasium has a video for this

Other questions
Should ski/snowboard jackets be black or silver? How would we find out?
Are white china teacups a good design to prevent heat loss? How would we find out?

Use socrative @socrative , google forms or quizlet  here

Useful Practicals 

Before we start a practical  we really need to think what value it has to the learning. Too often practical activities can be a waste of time . A truly superb document to read is  here


Observables and IdeasAnalysing Practical

I wouldn’t suggest filling in the form in the inventory available in the ¬†appendix for every practical, but would suggest that you familiarise yourself with the key questions.¬†

Practical activities to support learning

Here are some ideas to draw out from them what they think in order to move them on. I take no responsibility for risk assessments or if they go horrendously wrong!


the classic experiment to show how we sense temperature is with the hot and cold water

You can extend these ideas of sensing with these ideas


Transfer from areas of high temperature to that of a lower temperature

This is a very simple experiment that works brilliantly with data loggers . I particularly like vernier ones as these are industry standard link here


This follows a simple script.

“I’m making a cup of coffee. I put the hot water in and am about to add the milk” ” Hang on a minute, my phone is ringing” Picks up phone ” it’s my mother, I can’t drink my coffee when she’s on the phone and the phone call will be at least 5 minutes long.” Pause ” Should I put my milk in now or in 5 minutes time to keep it as hot as possible?”

You can either do this as a thought experiment or for real . “There is the kit you may need, get on with it”


The rate of heat transfer depends on the difference in temperature of the two bodies. By putting the milk in straight away you reduce this temperature difference earlier. Hence milk in first stays warmer

 Ice cubes on a plastic and tin lids

Do ice cubes melt fastest on a tin or plastic lid – or does it not make any difference?

This is a great one to find students ideas using a simple AfL technique. If you think it would melt fastest on the metal lid put up your left hand, the plastic lid your right hand. No difference then hold up both hands.
Keeping their hands up they find someone who has a different opinion and argue with them until there is an agreement.

a nice Marvin and Milo card from the IOP here

(If technology is available this is an ideal activity to do with socrative short answers or on a padlet wall)

Balloons popping?
A very simple demonstration a balloon full of air pops ( make sure none of your students have a phobia!) the balloon full of water doesn’t. Why not?


Paper Kettle

A messy, fun and educational exercise.
The challenge is to boil 100ml of water in a paper kettle as quickly as possible. You must risk assess this before you do it

To make the paper kettles have the students fold a sheet of A4 paper in the way below Note: the heavier the paper used the better the result.

Once the kettles are made put them on a tripod with a gauze. Pour the water in and then move a Bunsen underneath. Give them a choice of how hot to make the flame (it’s fine on a blue flame) they may choose to use two kettles inside each other – mistake as air gets trapped and the paper will burn. They may choose to use another kettle as a lid.
Note: often there are spillages and fires so be prepared. They must not try to move the kettle on the gauze when it is wet as it will split.

Extension: Cook an egg in the paper kettle

This is smelly, messy and lots of fun do it in someone else’s lab or at the end of the day!

Convection РHow can rice, a  table tennis ball and a ball bearing be used to demonstrate convection?
A very simple demo that students love. Push the table tennis ball to the bottom of the rice before showing it to the students. Then put the ball bearing on top. Shake the bowl vigorously and the ball bearing sinks. Continue shaking and the table tennis ball appears (and they love it!)
Why does this happen?

I’ll put a video of this up when I have time for now look at time ¬†36 seconds

Effectively you turn the rice into a fluid and so denser objects will sink and less dense ones will rise.


Students often confuse the concept of heat transfer by radiation (Infra-red) with the radiation emitted by radioactive nuclei.

Herschel experiment is a great one for showing that there is a part of the light spectrum we cant see that heats things up. A comprehensive outline is here 

Make a solar cooker here

Light a fire with a drinks can – this is awesome and works , but do a risk assessment!

Make your own drinks bottle solar panel

Give the students a plastic water bottle and a range of materials – who can make their water hottest?

Using all 3 heat transfer types

Solar Stills

One I use all the time.
I have been washed up on a desert island with 2 plastic bottles of water. I’ve drunk the water and then needed to go to the loo. Rather than waste my urine I’ve peed into a bottle.
Can you drink it? It looks ok, smells ok, tastes – sip some (it’s apple juice) ok!

Can now have a discussion as to whether drinking urine is ok


Then give them
2 plastic bottles one half full of diluted apple juice
Cardboard, foil, paper, filter paper (red herring) black paper, newspaper etc

One solution is shown above. Effectively you create a mini water cycle with the aim of keeping the “urine” as hot as possible for evaporation and the other bottle as cool as possible For condensation.

Solar Still 2

Similar to above but this time have
Selection of trays, ice cream cartons etc
Plastic bags in a variety of colours including clear
Glass beakers
Dirty water/ ink
Filter paperer/silver foil

Have a competition to see who can produce the most clean water in a given time.

Solar still

Possible solution.
Though one group I did this with looked at the weather forecast which was for rain. As it was done outside they made a massive funnel and won!
Make a house to insulate a beaker of water

This is a wonderful practical to do to see whether students can apply concepts to come up with practical solutions. I have given this activity to groups who have ‘done’ heat transfer and ¬†it is a perfect ¬†activity to see who knows the names of the heat transfers from those who know how they work in reality. There is also no perfect solution. If you have access to mobile digital devices ¬†get them to film their thinking.

They are given a sheet of A3 paper to make a ‘house’ with at least 3 windows that will keep a 100 ml beaker of water as warm as possible. There has to be a way of putting the beaker in the house ( or the house on the beaker) with a thermometer in it

A range of insulating materials are given, with one restriction. The total area of the insulating materials must fit onto a single sheet of A4 paper.

The area of insulation is the same

Materials can include: black paper (huge red herring) silver foil, carpet, bubble wrap etc

From the solutions you can deduce their thinking (or lack of)

Possible solutions

Many students create a traditional looking large house with big windows high up and a black roof to ‘absorb the heat’ shudder!! . Better solutions are to keep the surface area as small as possible – this also allows thicker insulation so a cylinder ¬†with small windows low down and no black anywhere!!!

please feel free to add comments and  ideas

have fun!

Maths Teachers – Ideas for the New Year and one less lesson to plan!

There are some awesome Maths Practitioners out there sharing some wonderful ideas. Please feel free to add those I have missed and you want to draw attention to. This is not an exhaustive list by any means

First up the very talented Colin Hegarty @hegartymaths and his website www.hegartymaths.com

What’s so great about his website? He is sharing loads of videos that very clearly take students through the thinking process in solving the problems. Visible thinking¬† ideas are outlined here

Revision Videos

Revision Videos

These videos are ideal if you want to try Flipped Learning as Colin has done very effectively in his own school. Another great practitioner is Dave Ashton @DaveAshtonCPD who has created a google doc of collaborative approaches

Collaborative ideas

Using Hinge questions can transform your AfL and impact on progress

What is a hinge question?

A check for understanding at a ‚Äėhinge-point‚Äô in a lesson, so-called because of two inter-linked meanings:
1) It is the point where you move from one key idea/activity/point on to another.
2) Understanding the content before the hinge is a prerequisite for the next chunk of learning.

There is an interesting Blog by Nik Doran on hinge questions in maths herehinge questions

To further develop hinge questions an utterly brilliant website from the wonderful Mr Barton @mrbartonmaths is a collaborative diagnostic questions site that uses multiple choice questions to unearth misconceptions as well as the right answers. Possibly the biggest thing in Maths Assessment for learning ever.

diagnostic questions

Thanks to the brilliant William Emeny @Maths_Master for lots of ideas on his website greatmathsteachingideas.com

Download his newsletter with the link below


I am a huge fan of the work of Dan Meyer @ddmeyer and his blog http://blog.mrmeyer.com/

If you want the spreadsheet of ideas you can find it on another blog of mine here an example of one of the tasks is given below

An oldie (and he can annoy some people)  but some fantastic ideas from Jonny Heeley from the Masterclass Series are available on Schoolsworld here

I love the Nuffield Foundation Ethos and there are some great activities outlined on their website here

Nuffield AMP

Supermarket Queue

And finally the lesson which is developed from an idea from Dan Meyer on supermarket queues. This is mathematical modelling and is based on the idea that the students already know how to use algebra. I have used it from Year 7 up to Year 12 with more sophisticated answers available from the older students ( though the younger ones have pushed them close) This is an example of the Low Threshold High Ceiling tasks outlined on NRICH Maths site here

You walk towards the checkout in a supermarket and there are 2 queues. One person has 10 items in their trolley, the other 20. Which queue do you join?  What maths have you done?


Before you get there someone pushes in so now we have this arrangement. Which Queue now? What maths have you done?


This is quite sophisticated maths – If s = time to scan and p = time to pay The students have worked out that

(10s + 10s + p +p)  > 20s + p  But most will not have realised that this is what they have done.

So what about this scenario? Which queue now?


We cant work it out as we don’t know¬† s or p. So how can we work it out?

Next step is to model a checkout to determine s, the time to scan. So what variables do you need to consider? How many items do you need to scan to get a reasonable estimate?

You may want to include an origami exercise to make a shopping basket

Now we turn to p, the time to pay. The variables here are massive. Cash, card, cashback, vouchers, age, gender . I’ve heard students suggesting that over 50s take twice as long and women wait until they are told how much before reaching for their purse – be careful not to reinforce stereotypes!) So do we use mean, mode or median ? This is a truly high ceiling task enabling very sophisticated considerations

Then give them the challenge


They are given 5 minutes to calculate the times, put them on a post it note and stick them on the board. There is a large timer projected.

We find the answers by modelling the activity itself. Run one, with the 3 baskets  on the left goes smoothly.

Run 2 is the 4 baskets on the right. I am the last customer and I am the customer from hell. “Oh sorry that paint is light blue, I wanted the dark blue, can someone change it for me please. ” “But thats the gloss, I wanted the matt, please get me the right paint”¬† Then I cant remember my pin number etc. The students start losing the plot at this point and getting cross as they see their calculations going ‘wrong’. The point of this is that mathematical modelling tells you what might happen. Not what will happen.

Please try this and let me know how it goes or any additions. Have a great New Year and keep getting better. Not because you are not good enough, because you can be even better! (D.Wiliam)

7 Things to do to prepare your students for the future

In times of change it isn’t the strongest, fastest, fittest or most intelligent that survive, it is those that can adapt to the new conditions. We are undoubtedly entering a period of unimaginable progress, driven by mobile devices, and as educators have a duty to equip our young people with the skills to do so. Continuing to do what we have always done is not an option.

Progress does not always necessarily mean improvements. When humans moved from being hunter gatherers to agriculturalists (described by anthropologist Jared Diamond as our ‘Worst mistake’ see here. there was a massive increase in time invested to feed ourselves. Difficulties such as overpopulation and the resulting aggression and social problems began to emerge.

A new skill set was needed, the ability to throw a spear was less important than being able to grow and store crops. It wasn’t enough just to grow things for yourself, you needed to be able to collaborate and trade with others. The concept of land ownership and settled communities were established wreaking havoc on the nomadic hunter gatherers.

Historically, before the Industrial revolution, the strongest man in the village had a real value and was capable of doing things others were not.The industrial revolution however removed the limitations of muscle power and soon the tractor driver could accomplish far more than the strongest man. Now the World’s strongest man is who? We don’t know because it is not important to us, unlike of course the worlds fastest man.

What value does he have?

What value does he have?

According to the likes of Andrew McAfee in the video below, we are now on the cusp of a digital revolution where the limitations of brain power will be overcome. Are we in danger of our education system missing this transformation? It undoubtedly cannot keep up with developments.

There is a lot of debate about the fine points of education, the value of direct instruction and evidence based learning. Is this comparable to fine tuning our strongman’s training program? Do we need to think completely differently?

Could we be educating our students to be the cleverest kid in the village only to have the one who knows how to use a mobile device and a personal social network effectively outperform them in almost every way?

How long will it be before our exam system starts to look like an anachronism, if it doesn’t already. Take some students, remove all digital support tools and personal networks, give them a pen and paper and see what they can do, isolated from reality. This is starting to look as effective a way of assessing what people can do as by how far they can pull a truck in a given time or lift a very heavy ball. How often does anyone in the ‘real’ world solve problems or create new things isolated from others. Most things are now mashups. The wide scale adoption of social media has transformed what I personally can do. I put requests out on Linkedin , twitter and Facebook and receive wisdom, collaboration and answers. Digital tools transform what questions I can answer even without asking others given my phone: with Siri I don’t even have to type anything.

Currently Exam questions tend to fall into one of three categories

The familiar – Students have answered similar questions before.
The procedural – Students follow a set of learned procedures in order to solve the problem.
The novel – A question presented in a new context that requires deeper thought.

The majority of questions fall into the first two categories and students can be effectively prepared for them by giving them lots of practise with past papers (this is how I passed my Physics degree ) When the exams unexpectedly have novel questions in them all hell breaks loose, for example 2010 AQA Biology paper had questions about shrews. The students came running out of the exam screaming at the teacher ‘you didn’t teach us about shrews!’ The teachers responded with ‘Shrews were not in the book or the specification!’ What was expected in the question was the application of ideas, but many students couldn’t do this as they had only been prepared for the familiar and procedural questions. The fault lies not with the students, nor the teachers, but a standardised testing system that judges performance only. Performance then becomes the focus instead of learning; teaching to the test and a risk averse system becomes the norm. The curriculum becomes the focus rather than developing the students themselves. What would happen if we just tried to create outstanding students through the curriculum rather than those who could just pass tests. Do we even share with our students what we would like them to be? The pressure is on us as teachers to be outstanding, shouldn’t we shift this burden onto them? Dylan Wiliam described schools as ‘places where kids come to watch teachers work’ is this true of your classroom?

The issue with the familiar and novel types of questions is that they are relatively easy to solve with now commonplace technology, such as my phone.

Wolfram Alfa has a series of algorithms that can solve most maths and physics problems. Given a tablet and Wolfram Alfa I can answer all the familiar and procedural questions.

Wolfram Alfa Algebra

Wolfram Alfa Algebra

Wolfram Alfa Algebra Solution

Wolfram Alfa Algebra Solution

I am not suggesting for a moment that we don’t teach our students how to solve maths problems manually. I believe that we need a sound base of knowledge and skills in order to make the connections to reach the state of Extended Abstract in solo taxonomy. To see how the subject really fits together. My argument is that it is no longer enough just to solve the problems an algorithm can solve. We need our students to be creative and independent problem solvers, to be able to apply their skills to solving problems, not dependent learners coached for familiar processes.

Digital devices and artificial intelligence will struggle to solve the novel and this I believe, should be our focus in order to prevent students being perfectly equipped for a world that no longer exists.

‘Sir will this come up in the exams?’ should be dismissed with a rant about the future. Siri , Watson and Andrew McAfee’s video shown. It might not come up in the exam, but may prevent you from becoming redundant as the droids take over! We are aiming to educate, not simply to qualify.

What can we do to try and future proof them?

(1) Embrace the use of technology where it can transform learning, and be aware of the SAMR model see and TPAK. I am a big advocate for the use of mobile devices in the classroom but only when they do something I or the students couldn’t do without them. We must set our students free to use tools that we might have little knowledge of ourselves. Our role is to instruct when needed, tools like socrative (@socrative) and Answerpad (@theanswerpad) give us an incredible insight into the knowledge and ideas of our students to allow intervention when needed. Mobile devices enable students to use tools like iMovie which gives them a fully featured video editing package to record, express and share their ideas. However only use the technology when it adds real value to the learning

(2) Use SOLO Taxonomy. In physics I cannot teach about electricity until my students understand forces. Most of electricity is pretty much the action of forces on charged particles and my students need a thorough grounding in order to see how simple the fundamentals of physics really are. Yet rarely, if ever, do we see schemes of work which connects topics and learning. For more information see Pam Hook’s work here ¬†or David Didau’s here ¬†. What might this look like in practice? Here . Ideally have your students understand and self assess using SOLO.

(3) Possibly more controversially encourage your students to make social network links and to set themselves up, as Steve Wheeler calls it, a ‘Personal Brand’. He argues that it will no longer be enough to send your CV and impressive batch of qualifications. The future is connected and digital so create your own youtube channel and twitter account; create an online presence. ¬†Already people are not getting jobs because they don’t have enough twitter followers or their blogs are not read enough. Google are not looking at qualifications when they hire people, but on what they have done Shouldn’t we be preparing our students for this future where you are responsible for your own impact on the world. There are some great examples of school blogs here and here from @jbohistory. Please give me links to more so our students can use them as models.

(4) Make thinking visible in the classroom and encourage your students to move out of their comfort zones and challenge their own beliefs. Two blogs I have written Teaching your students how to think here and 9 strategies here with visible thinking outlined here

(5) Encourage problem solving using approaches like Dan Meyers 3 act maths outlined herehere ¬†. Act 1 is the ‘hook’ that gets their interest and engages their curiosity. Act 2 is the ‘explore’ phase where solutions are considered. Act 3 is the ‘reveal’ . To see this in action see an example popcorn picker here ¬†on this can be developed in most subjects.

(6) Use Thunks as a basis to answer and create abstract ideas and thinking here

(7) Get yourself using the tools such as twitter, get yourself blogging, use Pinterest in a professional capacity. Join the revolution that is about collaboration and freely sharing resources. If you know how to use these tools you can help your students build their own networks.

We cannot keep up with all technological developments, but need to develop the skills to be able to adapt.

Please feel free to comment and add ideas