This is a list of Podcasts that I listen to on a regular basis. You can add to this list yourself and/or download a copy here.
An early start 0630 into school, after washing the minibus in order to bring the IA kit back into school. Much time spent hanging up tents and re organising the kit store, making a list of items that need to be re purchase. My G10 lesson was swapped with English (I will have it back in two weeks) which freed up much of the morning for planning the next stages of the IA as there is another expedition leaving at the end of term and this time we are taking students to an area that we have not used before. Therefore maps need to be purchased, campsites booked, checkpoints identified, photographed and recced. I also used this morning to put an impassioned plea to SLT about need for support for IA to be protected next year. I am still awaiting a response…I also managed to discover and book a new campsite in the Valleé du Joux for the G11 Focus week happening this September. This place seems quite exciting as it is a tipi village and looks like a great place to take the kids to have fires, marshmellows and BBQs in the late summer for one night. I have also made some progress in planning that event which happened quicker than I thought.
Just before lunch my line manager and I had training with BridgeU, the new university guidance platform that we will utilising as a school going forward and the upshot from this is that we have arranged a session in May to roll this out to our student group in grade 11.
In the afternoon I took my G11 Biologists. We ran the following practical before the kids began preparing presentations on antibiotic resistance in bacteria and the changes in shape of Finch beaks on Daphne Major.
I took these videos of the practical in action
Tuesday morning was spent primarily on planning G11 and G10 Biology. I produced this workbook for DP Biology:
I then went to a TOK planning meeting with my co-teaching colleague to plan the structure of TOK up until the bank holiday.
After lunch I taught TOK and G10 Biology. In TOK we continued with our investigation of religious knowledge systems; the students giving their presentations, before breaking out into a discussion that compared various features of the religions in the presentations.
In G10 Biology we recapped meiosis and homologous chromosomes before beginning to look at monohybrid crosses and simple patterns of inheritance.
In the morning I had a short cover of G7 French class before my colleague arrived. After that I had a two hour Biology class. Here we finished looking at Natural Selection. I opened the class by looking at the next 20 mins of Carl Sagan’s cosmos episode 2 (I had shown the first 10 mins in a lesson described here.)
Students then delivered their presentations that they had prepared in our previous lesson before break. After break we reviewed the exams that students had taken last Friday. Students used the rubric to review the questions they got wrong and to develop a strategy for revision before I went round and addressed individual concerns.
After this I had another cover lesson but after 15mins of waiting for the class I discovered they were actually having map testing and so there was no need for the cover…
In the afternoon I carried on planning DP Biology and created a workbook for topic 5.3 and started on one for 5.4.
On Thursday morning I finally finished packing up the dried tents from the international award expedition from the weekend before.
I spent most of the morning on administrative tasks: a little bit of time was spent on finding out about using BBC Horizon programs in my teaching. I have a lot of this digitally and I currently store them on a hard drive that I bring into school, however I would like to get them onto the internet so that I can share them with my students and I wanted to know how I could do that because all BBC Worldwide videos are blocked on YouTube. A short telephone call and I had an email address. I think that this may be possible if I have a password protected website.
I am also in the process of organising the schedule for a Dance production that will be shown in school the week after next. Well, I was under the impression that my role was simply to organise the schedule for classes to come and see the dancers performing a piece about the action potential in neurones and the affects of motor neurone disease on those neurones. However I seem to be the go to person for any questions about this event. I think it will be a great production but to be honest with everything on my plate at the moment in terms of international award, careers guidance and university guidance, I just don’t have the energy to bring to this task. I started the ball rolling this year, as I was involved in it last year, but other colleagues I would have expected to be more involved with it than me have been absolutely no assistance mainly because they are organising their own festival that is happening the day before, so I don’t blame them – but there is only so much I can bring to this production myself. Anyway some of the scheduling needed to be changed because some performances were clashing with the whole school photo because, despite approval for this event being given by the Head, no one placed this event in the school calendar. Basically its a mess, and I have to salvage what I can and move on.
In addition to this and a much higher priority in terms of my role at the school, I am organising a careers week for G10 and a careers afternoon for G8-11. I have had some parents offer their support and this week I started to pull on the university contacts I have and so on Thursday morning I began the process of contacting these universities.
I also spent a lot of that time this morning also finishing the IBDP Biology 5.4 workbook on cladistics as well as a powerpoint, shown below, which I will be teaching the week after next.
I have subsequently found a clip from BBC Inside Science about the Kakapo which I will use to introduce the topic of biodiversity and cladistics
In the afternoon I drove over to College Du Leman to attend an admissions talk from Oxford University. Here were my notes:
No 1 in Europe or no2 in the world after caltech
Do they have a course that is right for you – got to be something you love and are passionate about
8 weeks. 40% more work – academic challenge are you ready for the academic challenge
High predicted grades
Academic and theoretical courses
Broad and compulsory courses at the start then students have more choice becoming more specialised
Joint courses are also available although not pick and mix
Normally these add on languages
Course vs career
60% of jobs do not specify the types of degree you need
Careers service website
Tutorials the heart of the Oxford learning experience
Supervision at Cambridge
Weekly meeting – tutor talk about what you have read and essays that have been written. Got to love your subject. You have to talk and have to do your reading.
Choose course first, choose college or open application. Start UCAS application early deadline 15th October test registration written work and tests. 2 weeks notice for interview. Usually first 2 weeks of December results announced in January. Choose firm and insurance choices
Looking at possible academic ability and potential. Genuine subject interest need to be demonstrated outside of school and a suitability for chosen course
Don’t look at particular students or schools or don’t look at irrelevant extra curricular activities don’t look for well rounded individuals just in relation to the course unless it’s super curricular those that demonstrate subject interest
38-40 depending on course 6or7 in higher level subjects these are minimum requirements
Plan it over the summer first
80% academic – what have you done in school and out of school to demonstrate your subject interest
Work experience, future plans, extra curricular should focus on transferable skills
Tests stretch and challenge you used for interview shortlisting.
May want to see some written work to
Practise the past papers tests are timed
Interview lasts 2 or 3 days can be 2nd 3rd or 4th.
Test self motivation and ability to think independently. Tutorial rehearsal. Want to see how they problem solve. Practice thinking out loud. Speak about why they think certain things. Practice expressing thoughts verbally.
Everything is looked at as a whole. Engage and explore your subject. Listening to podcasts, reading and watching.
After the admissions talk I drove back to school for a meeting with my line manager and programme coordinators to discuss the school policy for allowing students time off lessons to attend visiting university presentations and days off to attend open days.
Earth Day. A humiliating start to the day when at 0805 a senior colleague frantically runs over to the coffee machine as myself and another colleague are helping ourselves to the days first beverage and says “We need to turn this off; we are sending a terrible message to the kids”. I assume that they were talking about the electricity the machine was using and not the fact that we were guzzling coffee before we could even greet each other in the morning…
Today I introduced my grade 11 DP students to microbiology and aseptic techniques. I used the following protocols taken from the nuffield foundation website to run the practical:
1st An introduction to Aseptic techniques
2nd An introduction to making streak plates
We didn’t actually use any live bacteria in the practical but my technician had prepared a pretend inoculation mixture of sterile water.
Students were able to follow the instructions for the first part very well but when it came to streak plating they showed a reluctance to read the protocol (an ongoing phenomena I have observed this year – I don’t think I have ever taught a class so resistant to reading and following instructions).
The protocols could do with modifying to make them more student friendly.
After this the rest of my day was spent on international award planning. This time, I was checking and recce’ing the routes and checkpoints for our bronze qualifying journey as it will be in a new location this year. Last year we took the students to Verbier, but the terrain was far too difficult for this level and the team ended up very demotivated. So this year we are taking them to the Valleé du Joux in Vaud. I spent most of the day in the area, hiking up to checkpoints I identified and photographing them.
Back at school around 3pm I was able to upload the pictures and prepare the checkpoint handouts that we will give to students along with the maps and route cards so that they can plan their own routes through the checkpoints.
With the campsite for the expedition now booked all that remains is to give the materials to the students and create the actual checkpoint cards, with the photographs, so that we can give these out to our students.
Last week on Monday we returned to school for the final term of the year. At least my colleagues did; I was hauled up in bed with a stomach bug that I had caught from my 11 month old daughter! When I returned to work on Tuesday I was left feeling drained, washed out and wiped out – a feeling that took a surprising number of days (and early nights) to get over. Anyway this is what happened in my working life last week:
A hard start to the working week. Seeing as I had missed Monday sue to illness I had also lost the planning time that I was banking on to get ready for TOK. TOK is a new subject for me to teach this year. While I relish the challenge of teaching a brand new subject and I am very interested in the subject content, I would be lying if I was to say that teaching this subject had not put me under a lot of strain this year. Not only is the concept of the subject wildly different to teaching a science subject, the style of teaching needed to make the subject inspirational is very different to what (I think) one needs to bring to a science classroom. It is unusual at to say the least. Basically it has been taking me at least two hours to plan each lesson, sometimes three, sometimes more. But it has been excellent at pushing me to go further with my teaching style; forcing me to make my teaching more discussion based. This week I had agreed with my co-teacher that I would introduce Religious Knowledge Systems as an AOK. After reading the relevant chapters from several textbooks I decided not to reinvent the wheel. After a google search I came across ideas on the links at the end of this post. Using mostly the ideas I found here plus those from the Dombrowski textbook, I created this powerpoint activities:
The video that is removed from the slide is religion good or bad can be seen here:
I also taught my grade 10 Biologists. In this lesson we recapped mitosis. I started the lesson with this hook which is essentially a review of the material we had covered at the start of this current unit:
I then had the students review the posters that they had made at the end of last term before working together to piece jumbled images of a nucleus undergoing mitosis together into a coherent, labelled sequence. Finally we completed a wordcloze exercise, summarising mitosis
Originally I had a trip out this morning with several grade 10 and 11 students to go and hear some presentations from UK universities. However there was a last minute cancelation which left me having to cobble a two hour DP lesson together in about an hour. This was actually a relief as I was worried about missing my G11 DP Biologists all this week as I would be out on Friday as well. This lesson was a great opportunity to get some review in of the topics covered so far this academic year. We started by brainstorming all the concepts and word related to biology with no filter as they came to our heads. We then quickly placed these into the relevant topics of the DP syllabus on the board. Students then created tedious links – you pick to concepts and have to link them together in a concept map via as many steps as possible. Finally students had to pick one word and definition to write up for the G11 word wall in the lab.
After break we returned to the second lesson where we recapped topic 5.1 “evidence for evolution” before watching the first 10mins of carl sagans cosmos episode 2 – one voice in the cosmic fugue as a hook into the concept of natural selection:
We then moved on to complete the first few pages of this workbook. In our first lesson next week we will carry out a beak finch practical and students will create the natural selection presentations.
In the afternoon I had my first university visit. We hosted members of the European Universities Consortium – EHL; Bocconi; IE and Carl Benz School of Engineering. The presentations were engaging and following from my visit to Esade last week, they added to my growing knowledge of the possibility for studying in English on the continent for an undergraduate degree. I am very much enjoying networking and building relationships with communities outside of our school. I feel a real sense of pride when I meet these guests and give them a tour, while explaining what we are trying to do at our school. I was disappointed by the lack of turn out. We only had three students and three parents, but the universities seemed pleased at the end. I was also pleased to have more options for summer schools for engineering outside of the UK, but still in Europe. After the meetings I had a chat with one of our parents who lamented the fact that some of the parents of our G11 students were not aware that this even was happening. We discussed communication and I wondered what I could be doing better but I do think when it comes to comms less is more. This mum was suggesting further avenues that I could communicate to parents with but I already have four or five chanels through which I send info: ManageBac, Newsletter, Letters home, emails and messages in HR. I conclude that schools need to streamline the information they send out to one or two sources and encourage the teachers and parents to all utilise those. If different groups start using different avenues, information gets lost.
This day saw me running round like a headless chicken with final preparations for the International Award Bronze Practice Expedition all morning, bar 15 minutes at homeroom time where I ran round, G9, G10 and G11 homeroom to publisce the visit from Westminster College UTAH and their talk on the US Education System. After that and checking with colleagues that they were happy to release kids early for the talk and then firing off a few emails to the spokesperson, I had a contract meeting with my line manager. At 10am I began the process of IA prep – printing off the maps and information for my supervisors and putting the staff briefing in place, before raiding the IA stores and organising the needed kit all into an IKEA shopping trolley so that it was ready to roll on Friday morning’s kit check. This was topped off by a lovely department meeting before lunch.
In the afternoon I taught my Grade 10 again. We began by reviewing the wordcloze exercise before using word, phrase sentence to learn and discuss about chromosome structure.
After the lesson, I had my second visit of the week. This presentation was much better attended and my guest gave a very succinct and helpful overview of applying to the states.
After the presentation, we had a tour and discussed the differences between teacher and counselor recommendations, and what type of information should be included in each. I thought that next time I do this then I should a) film the presentations to be included on this or another website and b) perhaps record a podcast interview of any specific questions like the difference between counselor and teacher recs.
Friday & Saturday:
International Award Expedition! Met the kids in the morning in the Dining hall at 0830. Collared by parent at 0810 would wanted to ask what happens in a lightening storm (can I have my coffee please!). Kit check and then on to the minbuses to start the hiking at 1000. I was ably assisted by some very reliable colleagues. All in all this was a successful expedition despite a very wet and wild night. I will not forget my G9 students up at 6am in the morning cooking noodles for breakfast on the Saturday morning.
This year we had built in an afternoon training session with the students in early October which I think really helped the process for many of the students.
Challenges for moving forward with award: route planning time (its currently to pressured in school) proposal to use HR time; time to produce presentations at the end of the journey; managing the stores.
Ideas from the week:
- Next time we have university visitors to the school I will arrange to film their presentations and begin to build a library of these for the school website.
- I may also arrange to run an interview in the recording studio and make a short podcast. Topics could range from admissions procedures to overviews of the education system in different countries to advise on writing personal statements.
- The International Award is running well at school but we still need to tighten up a few areas like goal setting with the students and I need to find ways that next year we can do this. A closer working relationship with the CAS coordinator needs to be developed but currently there just isn’t the support structure to make that easy. In particular we need to identify more long term service activities that students can get involved with.
I have only been a “guidance counselor” for eight months now am learning a lot about this side of the education industry/vocation/profession. One of the things that seems to be the perception of guidance counselors outside of schools is that they are the gatekeeper to the organisation that they work with. Recently, every week brings an overwhelming, inundation of emails from companies toting the latest innovation that they inevitably believe is the greatest opportunity that my students shouldn’t miss out on. Everything from summer camps and tutoring companies and new #edtech online platforms keep regular contact with me, pulling at my paranoia that I must pass their information on, otherwise my students will suffer.
For one, working in start up school I am just to busy to prioritise these emails, dealing with companies outside the school is the last thing that needs to happen when you are trying to teach, plan, assess, write the curriculum, take a school through authorization and accreditation. Add to that you are having to learn the ropes of a new job (university guidance) to present parents and students with their possible future options, with little to no real experience in “counseling” and from starting with nothing in place; no program, no relationships with universities or other schools, little internal support (everyone else is far too busy setting up their programs to help), all the while trying to convince your colleagues that the role is vital to the success of school when they query why you aren’t teaching as many periods as them. You can see why I don’t have too much time to spend on junk mail: pas de publicité, merci.
While my school is very small with a cohort of only 13 in grade 11 and no grade 12 until this September, the students are diverse. Not a single one of them is the same in terms of their background, passports held, and aspirations. While the majority of students want to apply to the UK some are considering Canada, Switzerland, Netherlands, Australia and the US. I even have one student trying his luck with the NCAA for a basketball scholarship. While my experienced colleagues in schools with larger cohorts will say “so? our student apply to those places too”. While this is true and you will certainly have more applications to process next year; just walk in my shoes for a while. Imagine that you didn’t know anything about counseling students, about helping them identify choices, imagine that the terms NCAA, CEEB code, personal statement, common app, were all new to you. You were a Biology teacher, who suddenly had to learn all about the different systems for applying to universities in different countries, about applying for visas, about funding, about the NCAA, forge relationships with universities across the world and suck in as much information as you could about where to apply and best-fit as you could all the while trying to engage and guide young people. Do all this and teach a subject you know very well but learn a new curriculum and start teaching a new subject, assist with CIS accreditation..the list goes on. Oh and did I mention that I have a child under one. You see my predicament.
During all of this, two of these emails that passed my inbox in the last six months did catch my eye for long enough for me to dig a little deeper and pursue them and I am so glad that I did! In this post I will briefly outline who these operations are.
For a while I have been trying to build a case to convince my senior management that having a platform to help students identify matching universities globally, to help them develop what is known as a “list” based on their criteria. This platform should also make it easier for me to manage their applications, to track where they have got to so that I can assist them better. I am a firm believer that often what is in the best interest of the student is to have a teacher/counselor whose bests interests in doing their job are met.
Initally Naviance was the obvious choice. This is the system I first heard about and everyone I met seemed to know, use and love, which is unusual for a piece a software. Normally there are a handful of people that don’t like it, or at least find it cluncky. This seemed to be really positive thing – I wanted it. At least until I learned a little bit about BridgeU.
Naviance uses lists and drop down menus to filter data in a database to help students identify potential matching universities. It is also heavily US focussed. While it does have information about UK and other universities it appeared to me to be certainly focussed on the US market. Students can also apply through the common app through Naviance and so it offers definite advantages to managing student applications. It also had a huge price tag which just wasn’t economical with such a small number of students.
I will start working with BridgeU this month but what I know about them already has obviously sold me and I am excited to work with them. They seem to approach the problem of university choice a little more intelligently by matching students with universities based on an algorithm that maps their interests, skills etc. Now I anticipate that this won’t be perfect initially – they are a small and new company and I am sure that there will be bumps in the road on this front but the vision is there; the vision to do things more intelligently and more student-centered.
BridgeU’s outlook is truely global with a focus currently on US, UK and Canada they will also be adding soon, universities in Netherlands, Australia, Hong Kong and Singapore which for me means that they will be able to help me advise a very diverse (although tiny) student body, and hopefully I will learn more along the steps of the process.
So far the service appears to have the personal touch, BridgeU is also a small start-up and they have promised flexible and responsive support as they cater to a small number of schools. This remains to be seen and I wonder how they will keep that promise if the platform grows.
Finally, aside from being an offering that is able assist my students select opportunities across the globe the platform also promises to be able help me support them through collating the schools’ grades and references by bringing my colleagues comments etc into one place where I can access them.
These are the things that have sold the platform to me – oh and the price which was competitive to say the least when compared with a giant like Naviance.
Yesterday, on a bustling busy street I made my way into the Starbucks of Plainpalais in Geneva, where I had the pleasure of meeting with Unibudy another company that had even persuaded me to take time out of my Easter holiday to meet them. I was a little skeptical initially over their intentions and the product they were offering but it really did not take me long to see just how exciting their product could be for some of the young people I work with.
Unibudy are essentially building a platform that will allow young people between the ages of 16-19, or in final stage of pre university education to find a mentor at a university that they like and ask that person questions. The mentor would be a current undergraduate at the university of choice and questions could be about anything, but would ideally focus on the structure of the course and the real time experience that the mentor is having. It struck me as a simple way to help to make what could be quite a daunting (and exciting!) prospect for a school student, leaving home, leaving school, going to a new country and a new learning environment a little easier to manage. I can’t think why students would not want this. The only issue is that they would have to pay for their talk time. Although the prices seem to be quite reasonable. Mentors are rated a bit like rooms on airbnb and students have the ability to filter mentors based on university and degree course. Currently it is only being developed for UK universities.
The platform is still in its infancy, or yet to be released but Unibudy also have other plans for content that would be free. This would include webinars about courses and universities from academics at those universities where students could sign up to ask questions. They also have plans for forums where students could ask general questions and dicuss their answers for free.
For students coming from a small school like mine who may not have that much to offer in terms of an alumni network this is almost like an alumni network in a can. For a little bit of cash you can get access to students studying the course that you want to apply for at the university you want to apply to. You can get the inside track and perhaps begin to break down what can seem to be a paralysingly huge change in your life into something that is a bit more manageable.
Both Unibudy and BridgeU are new, fresh and offering something that is a little bit different. Certainly as a counselor who is new to the game, they offer solutions that are complimentary that I can see would certainly benefit the students I work with. I am looking forward to working with both and I shall keep blogging about my experience with them over the next 12 months.
PosScript: I did want to ask Unibudy why they weren’t spelt unibuddy, why drop a d but I didn’t dare.
If you have decided to undertake the Duke of Edinburgh’s International Award – congratulations!
No doubt you are excited to get underway. Part of the process of the international award depends on identifying activities for your sections: skill, service and physical recreation as well as deciding what you will do for your adventurous journey.
Each section will need a goal that is achievable and that you can work towards realistically in the time that you have available for it. You should decide on your activities and their aims with your Award Leader.
Once you have registered your account following these instructions you will need to setup your account and log you activity. Maintaining accurate records on the ORB is essential to successfully completing your award.
Use the two videos below to help you navigate the process of setting up your account on the ORB:
Setting up your ORB account part 1
Setting up your ORB account pt 2