Skip to main content

Making Genius Makers

Recently I enjoyed a wonderful day at PedagooSW where I heard +Nick Dennis talking about the Multiplier Effect* and its role in shaping the way people lead.  The question is are you a genius or are you a genius maker?  I was inspired by his talk and the points he had to make and I am looking forward to reading the book and exploring how I can enable my team to develop and lead more effectively.

One week later and I have had further cause to reflect on last week's talk.  Interestingly my reflections are based on a classroom experience as opposed to any departmental or whole school issue.  I found myself with a small year 8 class who are bright and incredibly keen to learn.  We had spent time over the year learning how to talk about our past and now I wanted them to create something with their knowledge and I wanted them to be able to go beyond writing something on paper.  I had one iPad at my disposal.  So not a 1:1 experience at all.... more like 1: 20. 

They decided to talk about the differences between now and then (when they were so much younger!) and then they would create some kind of film.  Using images they found on google images and PhotoCollage  they then imported into Yakit Kids where they had fun choosing the mouth and eyes for the picture.  Once the picture was just as they wanted it, they then recorded their message and went through the process again with their next picture.  With all the recording organised students then imported the whole thing into iMovie  where they cut and edited their work and chose some background music and titles.  Here's the first attempt:

For all of us, the process was a new one; we were all app smashing novices.  In the absence of a class set of iPads and a way to mirror my iPad I demonstrated to my first pupil what to do. Here's where, even though it was unwittingly, the Multiplier Effect came into play.  With the rest of the class to deal with, I left the first student to demonstrate to the next student how to create their video.   Here's the second video:

This next student then reciprocated for the third student and so on.  The process worked remarkably well and they learnt a bit more French as well as some digital skills.  It was a successful experience for us all and one that I would definitely repeat.  Undoubtedly the videos are excellent evidence of what can be achieved by students given the right tools.  However, most of all, for me, the main lesson was realising how exciting it is to enable others to become a "genius".  To help anyone to move out of their comfort zone and tackle something new and feel in control of this new skill is incredibly rewarding.  There was a successful educational outcome here and I am looking forward to empowering others to do the same with their classes and their teams.

*The Multiplier Effect: Tapping the Genius Inside Our Schools by Wiseman, Allen & Foster


Popular posts from this blog

Does education really need technology?

There may be many with a view on what makes for a good lesson.  Most would not argue with the ideas clearly expounded upon by Hattie and Yates (1) that a good lesson starts with an initial review of knowledge, moves on to a formal presentation, guided practice, initial feedback, independent practice and a follow-up review.  In terms of my own practice this is a model that I follow.  Not via any particular tools because I know that my target audience need variety and must not settle into any type of formulaic process.  Thus, I follow the steps but use different methods. Far be it for me to claim that this effective lesson cannot be achieved without technology.  Having started my teaching career over 20 years ago I know that it is possible to be an effective practitioner and deliver a lesson where progress is made using old-fashioned methods that may well have included some worksheets created on the trusty (rusty?) Banda machine.  Nor am I here to advocate that this process is more effe…

iDoceo - marking in the 21st century

The very title of this blog may lead you to believe that I am an out and out technophile.  To a certain extent, this is true; I love to make the most of technology in my classroom and redefine what I am able to do with my students.  Increasingly, I explore technology options for managing my own day to day planning.  I can see and understand the benefits of google drive and documents for me when communicating and collaborating with colleagues and friends.  A shared document is easy to work on and I appreciate the way I can link in photos and so on.  This being the case when I was introduced to iDoceo I could see so much potential.  It was clear to me that I could do away with my traditional mark book and use this new option.
Firstly, I was easily able to import the class spreadsheet from our school information system along with all sorts of details that I wanted to use. 
Once my mark book was in place it did not take me long to sort out my calendar linking it to my school outlook calen…

3 Core Principles to consider when using Tablets & Office 365

Technology must not cloud the pedagogical intent.Having made a start at explaining how I use Microsoft in Education in these three posts here (Learning to teach with Microsoft in Education, First steps with OneNote and Tags & Templates) I want to take a step back and outline my thinking behind using this technology in the first place. I am teaching at a school where a decision has been made to commit to using Microsoft Surface Pro and the suite of Office 365 tools and although this has meant learning about a new set of tools essentially I am in favour of the decision and all its implications.  In fact, use of technology to enhance what pupils are able to learn and achieve in the classroom very much fits in with my intrinsic teaching methods and my ideology.  I have posted on many occasions about technology use.  This post from last June clearly outlines how technology can have an impact on the different stages of teaching.  
As I embark on my second term with my Surface Pro and O…