25 Dec Teacher Resources: Recommended Sources of High Quality Content

Teacher Resources: Recommended Sources of High Quality Content

“The model of those 30 children in neat rows facing a single teacher is (or ought to be) an anachronism. Why shouldn’t children be helped to learn French by French children in French schools or physics by a Nobel Prize winner?
    Lord Puttnam”

— David Puttnam

We need to ensure that we take care to bring the best possible resources, expertise and stimuli to our hyper-connected students. With this in mind and in response to requests for recommendations, we have sourced an initial list of what we believe to be exemplary content. As we looked through the following sites we could not help but get incredibly excited about the potential of each and every resource to form the basis of a challenging provocation capable of initiating high quality thinking, cultivating curiosity or  challenging every student to arrive in class equipped with big questions to be answered.

The list is by no means exhaustive and we have deliberately tried to dig beyond the usual tried and tested (and amazing!) suspects such as TedEd, Khan Academy or  MIT-K12, and we fully  intend to add to this list over the coming weeks and months.  Hopefully, this will be in response to your comments and contributions. To this end, we would encourage you to add to the list using the comment box at the end of the post.

We have loosely curated the sites under subject headings but please take time to explore as the vast majority of these exciting resources can be used across many subjects. As we have said many times before, it’s all about context and purpose.

All of the resources are free for use in school and the majority allow you to connect and subscribe. We hope that you enjoy using these sites as much as we do, and remember that your feedback and suggestions are what drive us. (more…)

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27 Dec Teacher Resources: Read before you create another piece of instructional content!

This short video is a “must watch” for anybody interested in developing instructional content for their students. When I watched, I was forced to rethink the investment I have at times made in creating content for student activities. Veritasium offers an amazing bank of resources for teachers for use in Verso or their LMS such as Life, Moodle or Edmodo. However, these videos serve as fantastic examples of how to deliver enhanced learning gains by adopting Veritasium’s research backed approach of starting with the misconceptions.


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23 Dec Active Learning Research: Is the traditional lecture meeting the needs of connected learners?

“The trend toward active learning may overthrow the style of teaching that has ruled universities for 600 years”


Harvard Professor Eric Mazur developed the peer instruction approach to learning after realising that, despite achieving outstanding test scores and doing well on textbook-style problems, his applied physics students could not match their success with simple problems that asked for a real understanding of the concepts behind the formulae. The realization that his students were successfully completing his course yet lacked the depth of understanding to apply what they had learnt to real life scenarios prompted Mazur to fundamentally change the culture of his classes and peer instruction, a data rich version of flipped learning was born. (more…)

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13 Dec Verso Learning App Case Study: Verso at the Royal Children's Hospital, Melbourne

Verso Learning App Case Study: Lauren Sayer at the Royal Children's Hospital, Melbourne

Lauren currently leads pedagogical direction as Head of Teaching and Learning with the Royal Children’s Hospital Education Institute.  In this role she is working with a team of educators to implement evidence based innovative pedagogical models to support chronically ill children across Victoria

At the Royal Children’s Hospital, we are about to join a small group of schools from around the world that have been selected to trial Verso, a mobile learning application designed to offer visibility on student learning and support teachers in bridging the gap between knowing and doing. As a centre of innovation I see the pilot as part of our ongoing mission to embrace mobile learning as a means to give students voice, to make learning visible and to blur the distinction between formal and non-formal learning whilst empowering teachers to respond to mission critical student feedback. (more…)

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