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Toulouse presentations...

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My presentation will attempt to answer the question:

Using Adobe Flash in the classroom: is it just ‘flash’ or can it be useful?

I will divide the presentation into four parts:

1. What is Flash?

2. How can it be used by teachers?

3. How can it be used by pupils?

4. Taking it further...


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My presentation will be on the following topic:

'Using ICT to strengthen Independent Learning'

  1. Rationale for Independent Learning
  2. Powerpoint and peer instruction
  3. Using Movie Maker
  4. Using Captivate
  5. Podcasts - mock broadcasts

The aim of the session is to show how a tight focus and rationale makes the most effective use of ICT.

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My presentation for Toulouse:

If we are to build world class schools for the 21st Century then it is not sufficient to tinker with existing structures. We need to transform schooling, the ways in which students learn and the ways in which schools are led and managed - ultimately to the benefit of our present and future communities. This presentation recognises the need for a radical re-think of what we mean by 'a school', where it is located and what it does, taking into account the rapid technological progress and some of the other dramatic changes in the world that have affected our lives since the beginning of this century. The intention is to ask key questions that address the need for transformational, systemic change to meet the needs of current and future learners. This presentation will raise some of the essential questions facing school leaders who are seeking an alternative vision of education and who aspire to leading more humane schools. To illustrate some of the elements of transformation this presentation makes use of the conceptual framework of innovation and abandonment to emphasise that we need not only to do certain things differently - but that we also need to make a conscious effort to abandon, or cease, certain existing practice.

This presentation draws on a forthcoming publication by the Futures Vision group of the Specialist Schools and Academies Trust in The UK. The Futures Vision network exists to stimulate thinking amongst educators and policy makers through questioning current practice and by presenting thought-provoking calls for innovation from practitioners.

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How to Develop Interactive Teaching & Learning Styles using an Interactive Whiteboard

The aim of this workshop is look at practical ways of developing a variety of interactive teaching and learning styles using either an interactive whiteboard, stand alone data projector or a networked tablet PC.

The seminar will cover:

Principles which unperpin effective use of an IWB in the classroom

How to use an IWB to annotate pictures, diagrams and graphic organisers

How to use Smart notes and graphic organisers to develop starters, plenaries and thinking skills for accelerated learning.

How to manipulate, use and edit video on an interactive whiteboard

Depending upon the time available and the experience of the audience this seminar will also cover:

How to use PowerPoint and Drag and Drop exercises interactively

How to use content generators and flash games like Game Show Presenter to add spice and variety to your plenaries!

The principles and skills covered in this seminar can also be used on a stand alone data projector or a networked tablet PC

In the event that I am unable to get the IWB to work with my laptop I will be show casing the above on a data projector!

Kind Regards

Roy Huggins

Mexborough School

PS I have 20 gigs resources that I am happy to trade / share with delegates via my external hard drive - British / US / Roman / French / German History

Edited by Roy Huggins
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My session will look broadly at new opportunities on the web including blogs and wikis. However, the focus will be on my use of podcasting. I see that Neal is also planning to look at this so I will co-ordinate with him to avoid repetition. Therefore, a provisional outline is:

Beyond the History Classroom

1. The web is changing

2. What is ICT in the History classroom for?

3. What is ICT beyond the History classroom for?

4. What is podcasting and how can I do it?

5. Problems and Possibilities

All the best,


Edited by Simon Ross
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The publication of The Spin Doctor’s Diary is September of last year caused a minor storm in Whitehall. I was told it had provoked “apoplexy” in the Cabinet Office and I know that many people in No.10 believe it should never have been published while Tony Blair was still Prime Minister.

The serialisation in The Mail on Sunday, not surprisingly, fuelled the flames. Not least because they decided, without informing me, to publish those parts of the Diary that I had agreed to alter at the request of the Cabinet Office prior to publication. Among the more controversial stories were that the Prime Minister had “relished” first sending British troops into action in Iraq back in 1999; that he had cursed the “xxxxing Welsh” over the first Assembly elections and that he had apparently promised Rupert Murdoch not to change policy towards Europe without speaking to him first.

The House of Commons Select Committee on Public Administration will report shortly on the whole business of whether and if so when it is acceptable for former civil servants to publish diaries. And the North Wales Police are still investigating whether Tony Blair committed and offence under the Public Order Act with his choice words about the Welsh.

I will confine my remarks to the business of engaging in instant or more-or-less instant history in the way that I have, although I’m happy to answer questions on the Welsh or anything else.

One of the questions I asked the Select Committee to consider when I gave evidence to them was ‘Who Writes History?’. Should rules designed to protect legitimate rights to government confidentiality prevent anybody other than ministers and Prime Ministers from setting out their experiences shortly after leaving the corridors of power?

Because when I first submitted the manuscript of my diary to the Cabinet Office the then Cabinet Secretary, Sir Andrew Turnbull, replied and not only refused consent to publish but also said he found books like mine “totally unacceptable”. I will try to explain why I believe he was wrong to come to that snap judgement and why future writers in my position deserve to be treated more fairly.

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MONTESQUIEU, Les Lettres persanes

‘Teaching history and second language acquisition.’

1. The French system of the “Sections Européennes”

• A new program

• The original ambitions

• A great success

• And new evolution

How can we explain such a success?

2. The teaching

• Language is used as a tool and not the main topic of the courses.

• I believe that there 3 steps in teaching History in a second language:

o Translation

o Transposition

o Transformation

3. The essential role of ITC and European project

• We are isolated

• We are limited

• We are curious

For students

• collaborative or autonomous work

• easy and flexible

• no stress with the second language

• exchange, production, distant researches and the building of collaborative work with a Wiki interface

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