The pen you can see in the picture above has enhanced my teaching. This is how:
1. Saves time
I used to spend the first five minutes of a lesson writing out the date, learning goals and homework for the lesson. This was typically followed by some notes and drawing out maths diagrams/problems. This can now all be prepared before the lesson and I can use digital inking to write over the work:
2. Effectively answer student emails
How do you assist students when they send you an email asking for help? By using the video snip tool with digital inking you can quickly pull up a blank whiteboard and explain a concept or take a snip of the question and explain it via a short video. The video then uploads to the cloud and you can email the link to students without worrying about the size of the file. Best of all it is fast, simple and will save you time trying to explain something through a written response:
Guide on how to use office snip:
3. Use with multiple programs
Digital inking is supported across multiple programs - Apart from my favourite tool OneNote, Digital inking works in many popular programs all teachers use including word, excel and outlook:
4. Provide instant feedback
When combined with a shared Notebook, homework can be marked and feedback given prior to students entering your class. You therefore have an excellent understanding of issues students are having and can target your lessons/feedback accordingly.
5. Students provide videos of understanding
When you combine digital inking with office snip and a class notebook students can provide video snips of their understanding. I blogged about this here: http://www.mrawebster.com/blog/use-of-the-snip-video-tool-in-onenote-for-reviewing-students-thinking
6. Having a permanent record of your lessons
By using a projector and my laptop screen as my whiteboard I now have a record of every lesson I teach. This is useful for students who missed the class, revision support, to improve on my lesson for next time and to share with colleagues. This is now my whiteboard:
7. Facing the class when you teach
If your classroom is setup correctly you are able to teach your class without having to turn around and write on the whiteboard.
8. Move around class
7. You can move around the class as you teach and assist students, even move to the back of the class to teach lessons. I am very lucky to have Microsoft adapters which allow you to connect to the IWB wirelessly. This allows you to move around the class or setup in a different position while still having your laptop (new portable whiteboard) with you.
9. Create videos for flipped learning
You can use a variety of different software to create learning tutorials for your classes. See examples below:
One of the goals I have set for 2017 is to improve students 'higher order thinking' skills in my Accounting classes. As with most subjects, students are generally strong in knowledge/procedural style questions but struggle with more complex tasks requiring problem-solving, reasoning, developing logical and convincing arguments and interpreting data.
Our school-wide pedagogy states that teachers will explicitly teach problem-solving and higher order thinking skills. These are phrases thrown around a fair bit in my staffroom but rarely am I told of actual ways/strategies of improving/teaching these skills in a classroom. Here are some ways I have been trying to improve these skills but I need more ideas. Could you please share your best idea by commenting on this post.
My examples of teaching 'higher order thinking and problem-solving' in accounting:
1. Providing students with problem-solving questions - for accounting this may be complete questions with errors in them or questions involving many steps. We then discuss/share different problem-solving strategies. In this scenario, I am 'modelling' problem-solving.
2. Students creating their own questions with full solutions for a topic. Their task is to create an exam for the class. I use office lens (amazing app) and the collaboration space in OneNote to then share these with all students. Below is an example of a student creating a bank reconciliation style question which was shared with the class.
3. Students creating their own video content explaining concepts. I use my class OneNote and the office snip tool for this (amazing tool). See this blog :http://www.mrawebster.com/blog/use-of-the-snip-video-tool-in-onenote-for-reviewing-students-thinking
4. Students marking and critiquing each other's work - Often students will make similar mistakes, if students are looking at work from different students they can identify errors and help them not make the same ones.
5. Making connections to the real world. By connecting concepts where possible to real world scenarios students are better able to understand a topic. For example, in the budgeting unit I asked my schools Business Manager for a copy of the schools budget and for accounting for non-current assets I asked the schools accountant for a copy of the asset register. Providing students with source documents rather than narrative style business transactions also makes the student think more about 'real world' accounting.
6. To start a unit, giving students an exam style question which we work through. This provides students with an idea of where we need to get to in the unit. I then went back and taught the content as normal, linking/connecting each lesson to the end goal.
7. Where possible, making links to past units.
8. Questioning - This is something I have tried to focus on this term but am not quite there yet. I tend to ask a difficult question and not wait long enough for a student response. I will prompt the students/give them the answer after 5 - 10 seconds on silence. Perhaps I need to ask students to think about those difficult questions for homework and respond the next lesson?
9. Using flipped learning (see videos via clickview or youtube). I flip certain accounting topics which opens up class time for more problem solving, one on one feedback myself and more collaborative work.
I am out of ideas. How do other teachers explicitly teach problem solving and higher order thinking skills?