Learning myths can undermine education.

They originate from initiatives being suggested that have no basis in evidence, or initiatives that are built upon poorly conducted research.

Blooms taxonomy has been used to show that ‘higher order’ skills such as analyse, create and evaluate are more difficult and more important than knowledge and understanding.

However, this was only meant to show that knowledge is the pre-requisite of any other learning and to remind teachers of the importance of knowledge and that acquiring

knowledge is crucial before other skills can be attempted.

There is a learning myth that teachers should adapt their lessons to learners’ preferred learning styles.

There may be different types of intelligence (as described by Howard Garner’s theory of multiple intelligences).

People also may have a preferred way of learning,

but matching instruction to these does not improve learning.

Instead, the type of instruction should be matched to the content.

1. Teacher Creation:

• Teachers can access Practice Sets from the "Classwork" section within Google Classroom.

• They can either create new practice sets from scratch or utilise existing content like documents, slides, or forms.

• The platform allows for the creation of various types of questions, including multiple choice, short answer, matching, and open ended.

  
  

2. Student Experience:

• Once assigned, students access practice sets directly within Google Classroom.

• They work through the set, answering questions and receiving immediate feedback on their responses.

• Built-in hints can be provided for specific questions, offering students additional support and guidance if needed.

• Streamlined Induction: Calderdale College uses a well-structured online induction process via Learning Central (SharePoint).

• Clear Communication: New staff receive a welcome email with clear instructions and a link to Learning Central.

• Accessible Resources: Learning Central provides a central hub for all TLA training materials, information, processes and timeframes.

• Self-Directed Learning: New staff work through the materials at their own pace by a set date.

• Expert Support: Following reviewing the online materials, new staff meet with an AP to address any further questions.

Insightful to see their ideas on 'Digital Champions (DC)' across the college and the creation of a front line chatbot named WADE (We Are Digitally Empowered) to support with initial enquiries. There was a clear view on where they wanted to end up, and this starts with the DC's supporting all staff with digital queries, not limited to TLA. A digital standard (Digital Tech Check) is shared so staff can BRAG themselves, highlighting the needs for each department and where the DC's will be required to support.

Other support discussed the needs to Business Services and how a clear digital strategy can create a more efficiency within their departments. The 'My Calderdale App' was showcased, where questions were asked on why Luminates 'MyDay' app didn't go to plan.

My takeaway - there is a clear plan to promote, support and develop their digital applications and processes across the college, how can we create our own vision and plan, with the barrier of being such a large organisation?