Adding some WSQ to my #flipclass

I’m nearly a month into my flipped classroom approach and I’m already seeing the benefits (some of which I’m sharing as part of a whole-school INSET on Wednesday):

  1. Students are – in the main – responding well to the video introductions or lessons
  2. My tasks are becoming more diverse to cater for students who need additional challenges in the extended time we have in class
  3. My department website is the central focus of most of my lessons, where students can find or create sections on concepts
  4. EdPuzzle has been great at tracking video views and the embedded questions have helped me group students together where possible for remediation or further challenges
  5. Students are learning to make best use of the time in my class to move forward at a pace that suits them and to engage in deeper learning tasks

I’ve included a little screenshot of one of the pages of my department website to show you how I am beginning to embed deeper learning tasks into each concept.

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While the layout isn’t pretty it is consistent and students are becoming used to completing the Task link (usually a Google Doc with some questions or challenges) before moving on to the Deeper Learning Tasks link.

I used an idea I picked up on whilst completing my Google Certifed Educator exams late last year: the Multi Media Text Set. This is where the student is given a number of different options: links to webpages, articles, videos, etc. so that they have an element of choice in each lesson. Here’s a screengrab of some of the deeper learning tasks for the Machine Instruction Cycle topic:

Screen Shot 2016-01-25 at 23.42.44

I have to thank the great Voxer group I’m part of for keeping me motivated, focussed and for sharing their own practices and challenges. One teacher (Shai McGowan) told the group about WSQ (pronounced whisk) as a way of collating feedback from students on the flipped approach. I’m currently using a mixture of EdPuzzle, Kahoot quizzes and 1:1 conversation with students (now I have the time!!) to gauge their progress but am interested in reading further. I did a little searching and found the following comprehensive guide to WSQing your flipped lessons:

The next step is to try the approach with a few classes. While my target class for the flipped approach has been my year 10s I have been teaching younger students the art of note taking (Cornell style) so they should be by now more than capable of completing the Summary part of a WSQ. Come to think of it, I’d be very interested to see who are better – those who have been explicitly taught to take notes in a certain way or those who haven’t.

Inspiration from “The ON House” Milano #thisismyclassroom

I was lucky enough to find out about this house through a parent of the school and visited it today. The ON House has been created by Simontech to demonstrate the various home and office automation products that they sell and how they can be integrated together via an overarching web app.

As you might remember from previous blog posts I am gathering inspiration, student wish lists and researching classroom design in order to develop a classroom with a clear Computer Science identity and purpose. In short I want a classroom that can be customised to suit particular learning and teaching tasks but also become integrated into the lessons I teach.

I plan to take some of my students there so they can also gain an insight into what is possible with current technology. What I particularly liked about The ON House was that the technology was not obvious or overwhelming however the integration of the technology made the house more accessible and customisable.

During the visit I thought about how some of the technology could be integrated into a Computer Science classroom. For example the ambient lighting presets could be used to indicate and suit different learning activities. Programmable colour changing LEDs in the ceiling or floor could also be accessed directly by students in their programming lessons. I think there would have to be a way of allowing access to these lights during lesson so that my classroom did not become a disco when a student got home!

The ability to change the machines that were displayed on the short throw projector via an app would also be very useful in class. At my previous school a custom SMART panel was used to switch sources which meant that any changes required software updates from the company. It also meant that if the panel broke – it cost a lot to fix it and rendered the AV unit useless. Multi-platform applications that perform the same function as a custom panel would, I think, allow changes in the future to be made much more easily. Also replacing an android tablet or iPad mini would be much cheaper than a custom SMART panel.

Simontech also explained that access levels can be set within their system and I think that this could be fantastic for lesson preparation. If you have the lighting, AV, etc. set appropriately for a particular task or topic you can quickly save this as a preset at the end of a lesson and recall that preset the next time the class comes in leaving you free to start the lesson without fiddling with the technology.

There were other interesting components built into The ON House including electric privacy glass. On returning to school I trawled YouTube for a while and found a great short video showing this in action.

In the video you can see that when the glass is set to white you can project on the surface and, if you think it’s useful, add a touch screen too. This could allow you to open out a classroom with few windows so that more natural light was let in and also function as a display space.

Another aspect they discussed was security. In their kitchen demo they showed that their app could prevent doors into other rooms as well as individual cupboards and drawers from opening depending on the preset.

I have linked a few videos and articles about the ON house below so you can find out more about it. If you are in the Milan area and would like to visit it you can send an email to or phone +39 02 40043548.

A slightly late #teacher5aday 2016 pledge

Although spending most of the Christmas holidays under the weather (double dose of the Milan flu I’ve been told!) I really enjoyed following the #teacher5adayslowchat hashtag on Twitter (started and perpetuated by Martyn Reah). I peeked over the parapet to post my thoughts and had resolved to post a #teacher5aday pledge before the end of the week. However – I forgot!

To keep my own wellbeing in sharp focus, as well as the development of my students, I pledge to:

#connect – although I already connect a lot digitally I want to try and voice chat (already getting into @voxer)/ video chat with friends and colleagues more in 2016. I also want to take advantage of the short visits home to catch up with as many technophobe friends as possible!

#exercise – take advantage of Milan’s BikeMi service, where you can borrow bikes from areas across the city by swiping your metro card; swim in the lakes as soon as it gets warm enough!

#notice – Explore Milan, find secret places, drink in the artwork and try to slow down in my spare time.

#learn – I was lucky enough to get an electric guitar and iRig for Christmas so I’m currently using Yousician to brush up on some rusty techniques; My Italian could (and will) be better; I also want to continue to learn from my colleagues – both real and virtual!

#volunteer – As well as planning for TeachMeet Milan at the end of the school year I’d like to volunteer outside of the educational sphere. I’ve heard that Italians are some of the most generous and helpful people in the world. There must be a way to lend a hand…

Using @EdPuzzle for the first time #flipclass #flipchat

EdPuzzle is not a new site to me, however I’ve never had the time to sit down and investigate it properly. I got the opportunity today as the rain made an overdue visit to Milan.

My Year 10 Computer Science students are revisiting the Python language and I gauged their knowledge during class last week. As they all selected similar problems to solve I decided to share my solutions via video and take advantage of the embedded questioning offered by EdPuzzle.

I had intended to link to the finished EdPuzzle from a Google Form and then mark student submissions using Flubaroo however I was happy to see that EdPuzzle linked to Google Classroom and recorded student results and progress for me.

I’ve attached a quick video walkthrough of one of the tasks below, in case you want to see how it works. I think that next time I’ll make one video so that students do not have two tasks to complete but would appreciate any other feedback or suggestions!

Trying to create a student understanding tracking system using Google Forms and Sites #gafe

I used (and sorely miss) Geddit. It was very useful in gauging student understanding during a lesson and was a low-cost, high-gain tracking tool that I could refer to after lessons, before end of topic tests and during parents evenings (if needed).

I decided to try and create something along a similar vein, but using Google Forms and Sites. The advantage of this is that I can restrict access to those within the school, automatically use GAFE login details, and – in the future – customise it with more complex Google Apps Scripts so that students can be emailed and Google Charts automatically generated into a dashboard (I’m thinking by student or class at the moment).

My late-night sketch was simple enough – the teacher could choose a class and enter a question into a teacher-only Google Form. This would then be parsed by a Google Script to somehow display the most recently entered class and question in or above the student Google Form. When I’m generating reports into the dashboard I can use the timestamps from each Google Form response spreadsheet to correlate which question the student response relates to.

Anyway this was easy enough to prototype:

Teacher question control form
Screen Shot 2016-01-04 at 01.48.33

Student response form
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The problem however was getting the most recent teacher question to appear in the Google Form. I decided to create a new Google Site and see if I could publish a range of the teacher Google Sheet as a webpage. I thought that this would be the easiest way to display the current question.

First I used a Google Sheet query in a new tab (called Question Feed) to reverse the order of the Google Form submissions:

=query('Form responses 1'!A1:Z, "select * order by A desc", 1)

I then created another Google Sheet tab (called Web Page) to create the view to be embedded in the Google Site:

Screen Shot 2016-01-04 at 01.56.53

I managed to publish this tab as a web page and then went about embedding it into my Google Site. All worked great! However Google Sheets only seem to refresh every 5 minutes so I investigated a way of doing something similar using a Google Script.

Using code similar to the following I was able to change the page title of the Google Site’s current (only) page to the most recent question submitted:

function displayQuestion() {
var ss = SpreadsheetApp.openById("put your Google Sheet ID here");
var sheet = ss.getSheetByName('Web Page'); // or whatever is the name of the sheet
var range = sheet.getRange(2,1); // Get the question
var question = range.getValue();
var range = sheet.getRange(1,1); // Get the class
var data = range.getValue() + ": " + question; // concatenate
var site = SitesApp.getSiteByUrl("put your Google Site URL here");
var page = site.getChildren()[0];
page.setTitle(data); // Puts current question from SS into page title section


I added the script to the Google Site and set a trigger to run the function every minute.

The student view of the system currently looks like this:

Screen Shot 2016-01-04 at 02.03.25

Yes there are UX issues – such as the page refresh to get a new question, or the need to click on “Submit another response” to change the teacher question or add another student response, however I think I’m happy with it as a starting point.

Please feel free to use the above code if it is useful to you. I’m going to try it out with a few classes in the next few weeks and see if I can use some real data to create reports from. Any comments on how I can improve the system would also be greatly appreciated.