A teacher's guide to Facebook in the classroom

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Since its launch ten years ago, Facebook’s potential for use in the classroom has become undeniable. But how can teachers keep their private life private, while still making use of Facebook as a collaborative learning tool? 

Many people will rightly advise you that to expose your private life to students is to risk public humiliation. It could happen to anyone, anytime. A photo is put up on Facebook, it’s tagged with your name, the privacy settings aren’t as strict as they could be and there you are: on a lively night out, in provocative fancy dress, a bit worse for drink, and for all the world to see.

The teaching profession, in particular, is in the public eye and many teachers are finding that Facebook – and their pupils – are revealing much more about them than they’d expected.

But Facebook has the potential to create an open and supportive environment for the pupils, and allow you to get to know them in a whole different light, and to revolutionise the way homework is planned, completed and reported on.

It can also be a great tool for teachers’ professional development, providing a safe space for teachers to share their expertise and professional practice within and beyond the walls of the classroom.

But how can you make the most of Facebook in your classroom without falling into its traps? Our guide below will take you through the process, and hopefully give you a few exciting ideas to try in your own school.

Creating a profile
The first thing to do is create a new Facebook profile that you only use for school. Only include the information you want your pupils and colleagues to see. Set all your security levels to high.

Next, set up a fan page for your school. Fan pages allow you to distribute announcements, blog posts, events, assignments and more right into the live streams or 'News Feeds' of those that ‘like’ your page. This is better than using a personal profile because there is no need for parents or students to be your friends to get the updates, and it can really be used to develop an online community around your class or school.

Setting up groups and pages
For most teachers, pages and groups will be the two key tools of your communication hub.

A page is public, which means that anyone can view it. Anyone can like a page on Facebook, and students who do will see updates in their News Feed.
Groups enable you to communicate to a smaller audience and allow you to limit membership to only those you approve. Using a page or a group is a great way to use social media with your students without blurring the line between your professional and personal lives.

Facebook groups can be quickly created, with their access easily limited only to a form or year group. Pupils can be invited by email. Files can be uploaded by the group administrator, who can also begin debates using an inbuilt polling feature. Pupils can be directed to the group where they can easily access a set of resources for a specific subject, share links to resources and discuss revision assignments. 

Plus, when a teacher adds a new file, question or post, they are able to see how many group members have seen and read the item.

How to introduce Facebook to your school

• Get leaders on board – get your headteacher, senior leaders and governors to understand the benefits for learning, engagement and communication.
• Talk to ICT – identify and unblock Facebook access restrictions for teachers first so you can test ideas and projects with colleagues. Start simple – experiment with the use of a Facebook page or group where you can test the tools and technology.
• Privacy – if you are working directly with students, adjust your own privacy and security settings on Facebook and get them to do the same.
• Start outside the classroom – consider starting to use Facebook in an out of school hours learning activity like a sports team or drama group.
• Test ideas – use fellow staff members and pupils to explore what works and doesn’t work to develop and test your ideas across subjects to extend the reach of the initial project. Informally test and evaluate its impact.

EXCITING IDEAS!

• Use polling tools to set up a series of questions or debates for a group of pupils.
• Set up a Facebook page for each project you do with your students. You can post news, photos, videos, comments, competitions and information relevant to the project. The page’s Timeline will keep a record of it all, allowing you and your students to track back and access older content.
• Just in time for remembrance day… why not have your students create a comprehensive and interactive history of WW1, or indeed any other time period? Split your class into groups, have each group create a Facebook page, and then ask them to post relevant images, information, articles and other media to the page’s Timeline, pinned to the dates these major events occurred.
• Ask outside experts to chime in on your Facebook page – easier, quicker and cheaper than booking a school visit!
• Use Facebook for foreign language learning and partner your students up with pupils who speak different languages, from Spanish to Japanese. It’s easier than writing and sending letters and allows students to engage with their pen pals frequently and instantaneously outside of the classroom.
• Set up a Facebook group for your students' parents. The group acts as a central hub for information – so using the example of a school trip, you can use it to share relevant staff contact details, itineraries and maps. You can even use it to keep parents updated during the trip itself, for example by posting photos.
• Set up an event on Facebook to ensure your students never miss an upcoming exam or essay deadline. Invite all the relevant students to that event – they’ll receive a notification of the invitation and then when they accept or join the event, they’ll receive alerts when you or other members post information or update the event details. 
• Not really a Facebook tool, but inspired by it... Fakebook allows you to create a fake Facebook account for a book/film character or historical figure (it doesn't create an actual Facebook account). This is a much more inventive alternative to writing a standard biographical piece. There are lots of other tools/templates like Fakebook if it doesn't work for your particular needs. Students could even create their own in powerpoints and word documents.

More advice and an even greater range of exciting ideas and inspiration can be found in our article, Facebook in the classroom, available to purchase from our website.

'Never again' - Helping the next generation to understand the Holocaust

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It's been 100 years since the war 'to end all wars', and just over 70 since the systematic murder of 6 million Jewish men, women and children shocked the world into declaring 'never again'. 

Guest blogger David Lawson describes how he does his bit to support the next generation in keeping that promise, using the story of a young Jewish girl who survived the Holocaust.

Eva Erben was born in 1930 in Czechoslovakia and now lives in Ashkelon, Israel.  Her life as a young girl from 8 to 14 years old was spent in Theresienstadt, Auschwitz, Christianstadt, and on a death march. I have written her life story – with her help and encouragement - and it has been published.

It is quite a short book, written very simply as if told by Eva as a young girl as she experienced events. It has been read by adults and children, literally from age 8 to 80. They all comment that the text is very under-stated but has a very powerful emotional impact.  It is easy to read and hard to forget.  I say this not because I am a brilliant writer but because Eva’s story, as she tells it, is powerful and under-stated.  The story more or less wrote itself.

I have spoken to many groups, from Rotarians and Church groups to schools, about Eva’s life and my involvement in it but it is the school groups that I wish to write about and to explain how some of my hidden preconceptions were, happily, shattered.

Never too young
My first talk was to Year 8 in a Jewish school and I was not surprised that the students could relate to the story and its implications and that we had a very lively discussion terminated only by the end of the school day.  But then I was invited to talk to Year 5-6 in a North of England primary school.  I refused, firm in my view that the children were too young to appreciate the story.  However, the class teacher insisted and explained that the school had successfully studied World War I and II and the Holocaust for many years and that my talk would be welcomed.  The school was about one mile from where I was born and that more than anything persuaded me to accept the invitation.

So I arrived at the inner-city school, in quite a deprived area, ready to talk to about 40 children. Some of them were recent immigrants and were not fluent in English.  One was statemented and had a carer with her. And all of them appeared to me to be too young for what I was about to tell them.  My talk was due to start at 1 o'clock and I expected to be well on my way home within half an hour.  Two hours later, with no break, the class teacher called a halt as I had to leave to catch my train!  The interest and involvement were intense and the discussion lively with all the children taking part, asking quite searching questions both about Eva and the Holocaust and about how I came to write the story.

I spoke at a school in Bradford, with a large majority of Muslim children (all of whom spoke with a broad Yorkshire accent) and a school in Cornwall and in each case, the interest in, and the emotional response to, the story was remarkable. One school invited me back to talk about the problems I experienced in writing the story!

What is clear is that children are much more receptive and mature in their reaction than I had imagined. They can and do easily relate to Eva’s story because she was their age when it happened and her story is written and told as if she was there as a young girl telling it. Although it is not a direct first-hand telling as Eva is not there herself, it is as close to that as is possible. It is easier for the children to relate to someone who is present, talking directly to them, and who knows and has spoken to Eva than it would be to a third party or even a teacher.

Why do children need to know about the Holocaust?
There is, of course, more to the talk than simply describing the events, horrifying though they are. The conclusion of the talk is to explain why I spend my time talking to schools (I am not paid!) and why Eva herself still goes to talk to schools in Israel, the Czech Republic and Germany, despite being now 83 years old.  

There are four reasons or key lessons, in increasing importance:

1. To bear witness to what actually happened.
2. To explain that genocides start with small matters, minor discriminations, bullying etc.  Everyone, including the children, can and should resist and prevent such things.
3. At the same time, there is usually propaganda that such and such a group of people are different, not as good as us and are somehow evil or undesirable and should be excluded.  We must all be alert to such pernicious propaganda and counter it.
4. Each life is precious.  Each of us has only one life and we must all make the most of it.

The story is specific and particular to Eva and the Holocaust but the lessons are universal. Given recent events in Syria, Iraq and many other places, the lessons are needed now as much as they ever were.  Humanity has learned nothing, apparently, from history. However, at least in the schools I have spoken to, the lessons seem to be accepted, understood and appreciated.

- David Lawson

Would you like David to visit your school? He's happy to speak to primary and secondary schools free of charge (though he does ask that schools cover his travel expenses). 

If you would like more information, or to book David for a talk, please contact Imaginative Minds by email at enquiries@imaginativeminds.co.uk or by telephone at 0121 224 7599. 

See here for more information on Escape Story. Individual copies cost £8.99 each, but can also be bought in bulk for discounted prices.

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Interested in teaching the Holocaust? Check out this blog post featuring a range of useful websites and resources for teaching about conflict and genocide.

Can maths really be creative?

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Image: schoolatoz.nsw.edu.au

Carey Ann Dodah of Explore Learning thinks it can. In this week's guest post, she considers a few simple ways to promote the development of problem-solving skills and creativity in maths lessons, as expected by the new primary maths curriculum.

'Creativity in Maths!? Isn’t that an oxymoron?' was the response from many when we launched our creative maths programme last year, a weekly class for eight- to ten-year-olds. However, we are strong believers that creativity defined as ‘a process where something new and valuable is created’ is the very essence of maths and it’s those inquisitive mathematical minds that we want to develop in our future generations.

The new National Curriculum supports this - problem solving is implicit across all subjects in the maths Programme of Study and with the recent announcement from the government that from 2016, Key Stage 1 and 2 tests will now include more problem solving, we can see the emphasis being placed on this skill.

We love solving problems at Explore Learning – it’s a life skill that we want every child to enjoy and have the confidence to tackle, not just in our centres but in their school experience. However, first there are some hurdles to overcome.

What makes a good maths problem?
In classrooms, problem solving is typically taught in a formulaic manner. The problem is introduced, a technique is demonstrated, the process is practised and then used to apply to other scenarios until practice makes perfect. In life though, and in maths, there is not always a technique or set route to follow to reach a solution and remember if you know how to solve something then it isn’t really a ‘problem’. A problem has to be new and without an obvious route to solution to genuinely challenge us. In maths, as in life, we need to develop children’s confidence to find a route themselves. They own the problem and they can fix it. 

At Explore, we have been very fortunate to work with NRICH – a team of inspiring mathematicians, teachers and trainers based at the University of Cambridge. Together we have created the annual National Young Mathematicians Award competition. Its goal is to bring rich, creative problem solving into primary schools. Last year,1000 schools took part, entering a team of their top four mathematicians (typically two girls and two boys).

Unlike conventional maths competitions that are based on individuals attempting paper-based tests involving equations, computations and problem solving, the National Young Mathematicians Award allows young people to create maths. The problems are real, they are without an obvious solution, and they often involve making something. They provide opportunities for logical thinking, identifying patterns, looking for all possible solutions, hypothesising and perhaps most importantly communicating and working as a team. 

Image: getsurrey.co.uk

I am always inspired observing the final each year. I especially love seeing the children working together. It highlights that maths is not a solitary subject – its true power is seen in collaboration. All the tasks that children get involved with require collaboration and therefore good teamwork is essential. The tasks are also very open ended with limited instructions so the next ingredients to success are using logical thinking, working systematically, using trial and improvement and taking ownership of a problem. You can really tell the schools that have incorporated this type of problem solving into their lessons previously. Those children that haven’t find it very difficult to know how to start given so open parameters – so much freedom!

How can we teach problem solving?
So how can schools introduce these skills into existing maths teaching? How can we make maths more creative today? First, let’s adopt one important rule – maths is about more than a right answer. It’s about exploration and letting your imagination go!

Try this exercise to demonstrate the concept to students and colleagues. Ask for three volunteers and instruct them to tell you a two-digit number, it doesn’t matter which ones they give. Get students into pairs and ask ‘which is the odd one out?’. On the board, draw five bullet points. 

Let’s say you have been given 62, 27, 36. Give a couple of minutes to the group and ask each pair to tell you their ‘answer’ and the reasons why. Record all the reasons on the board and try to fill the five bullet points. 

You may have something like this:
• 27 – it’s an odd number
• 62 – it’s above 50
• 62 – not a factor of 9
• 27 – it’s below 30
• 62 – ones are smaller than the tens

These are all correct answers! Well done! 

Now add several more bullet points to the board and allow the group much longer this time to think up some other possibilities. Thinking time in maths is vital – if cut short then you are unable to uncover the rich, deep thinking that everyone is capable of. Too often this is missed because time is pressured.

Now you will have less obvious associations made:
• 27 – has a diagonal in the digit
• 62 – adding the two digits together does not equal nine
• 36 – square number
• 27 – the words have a different number of syllables to the other two
• 27 – has ‘open’ figures rather than ‘closed’ ones

And you can keep going and challenging your group to think of more reasons. It can be anything as long as they can explain it! You’ll be amazed at the amount of learning that can be gained from such a simple task and how many different directions this will lead your learners. Those without the confidence to share initially might suddenly find a gem. 

Your role is as a facilitator: little talking, lots of listening and then jumping on the great ideas that could pull out more maths from the activity (‘what is a square number? Can you think of any others?’) and in doing so help children clarify their ideas and share their knowledge.

This exercise demonstrates the power of peer learning. It tells students that you value different ideas, strategies and routes. It encourages clarity in explanation and opens opportunities to introduce new vocabulary in a subtle but powerful way. Last but not least it encourages creative, imaginative thinking.

Making maths accessible

Image: willowbrook.leicester.sch.uk

The task described above is a good example of the kind of activities that we cover with our children each week on in creative maths course.  Every week our centres fill with a group of excited mathematicians awaiting a new challenge. They are not all ‘strong’ mathematicians, in fact many of them lack confidence in class but this is maths with a difference!

All the activities apply the NRICH philosophy of ‘low threshold, high ceiling’. In essence, low threshold means that all the exercises are accessible to the whole group. To access the task, you may need a basic ability to add numbers or use a ruler – everyone can have a go. High ceiling refers to the task having the potential to result in very complex mathematics, nth terms and formulas, should the individual be able. 

One of our favourite examples in the creative maths course is buttons! This is an exercise that could run over a couple of classes.

To begin with, describe that you have a cardigan with three buttons. You like to do the cardigan up in different ways every day. Sometimes you might start at the top, sometimes from somewhere else. How many different possible ways can you do up the buttons on the cardigan? This can be a great practical task and you could have a pot of different coloured buttons that the children could use or they might prefer to use T M B (top middle and bottom). It’s about the children finding a method that makes sense to them, rather than the way you would do it. 

Quite quickly children will come back with answers – it’s great to ask at this point that you need to be convinced that they have found all the different ways. Once children have convinced you, ask if they can find out what happens when you have four, five or six buttons and the task becomes a greater challenge. Your able mathematicians may start identifying a pattern and they might use conjecture and develop a theory. They are reaching for a high ceiling but in gentle, structured steps that allow you to see them grow (intellectually and in confidence) within a matter of hours.

You can find more similar problem solving activity ideas here and here.

What other skills will creative maths develop?
This practical maths allows children to improve key mathematical skills which also translate into other subject areas such as science, technology and are used in later life: 

• logical thinking 
• developing a systematic approach 
• trial and improvement strategy 
• exploration and explanation skills 
• convincing and proving 
• collaborative learning.

The challenge was to prove that maths can be creative, collaborative and stimulating. I hope this post has given you some insight into how this can be the case and some inspiration to challenge your young students. Perhaps you can try some of these rich, low threshold–high ceiling exercises out before entering a team for the National Young Mathematicians Award this autumn. Let’s see how far they can go!

Carey Ann Dodah is Head of Curriculum at Explore Learning.

To enter a team into the National Young Mathematicians Award, visit www.explorelearning.co.uk/youngmathematicians. Registration closes 30th September so hurry!

For further activities to help students practise for the competition, visit nrich.maths.org. For more information on Explore Learning, visit www.explorelearning.co.uk. 

Image: explorelearning.co.uk

Activities for outdoor learning this Autumn

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Image: gardeningforkids.com.au

Earlier this year, we published a blog post detailing some lovely outdoor activities to enjoy with your students in the Spring time. But, in case you haven't noticed, it's no longer Spring! Autumn is upon us and with it brings plenty of opportunities to get your class out in the crisp golden sunshine and kicking about in the leaves.

The resource sheets, activity ideas and online flash games featured below are all available from The Woodland Trust's fabulous Nature Detectives website. They're all completely free so we figured they wouldn't mind us sharing some of their wonderful ideas and resources with our readers! Simply follow the links to download. And don't forget that this is just a sample. We really recommend checking out their site for more Autumn activities and ideas.

ID tools and spotter sheets
Some brilliant resources here! Get your class outside and identifying Autumn leaves, fruits and seeds, twigs and more. My personal favourite resource is the hunt for animal tracks, as well as - one for the boys this one - an animal poo ID sheet! (It does stress to kids that they shouldn't touch the animal droppings). Other spotter sheets include nocturnal animals, minibeasts, birds, bramble and fungi. If you don't have access to a proper woodland in school, why not send some spotter sheets home as homework (optional or otherwise)?

Image: Rake's School, West Sussex

Conkers
The best part of Autumn in my humble opinion... hunting for conkers! Nature Detectives provides instructions on how to play conkers, plus a snazzy conker champion certificate and a cool horse chestnut tree fact sheet. There's also a recipe for making realistic-looking conkers out of chocolate (no actual cooking required - all you need is a fridge) which would be great for a classroom session on cooking and nutrition.

Den building
Giving conkers a run for their money as most awesome Autumn activity, is this lovely set of tips for building a woodland den. It's aimed directly at the kids so it's all in really simple language with loads of great ideas plus helpful safety advice.

Tree faces

Image: naturedetectives.org.uk

A brilliant resource for art lessons this, students find and draw a picture/photograph a 'face' on a tree. It's a great way to develop imagination and also empathy, as the kids are encouraged to think about how the tree is feeling based on the face it's pulling. Could you take it one step further and have them come up with reasons why the tree is feeling that way? What happened in the woodlands that day? The children could write up their stories as a follow up activity or even look at existing stories about tree people, such as the green man or dryads from Greek mythology. Don't miss the tree face 'hall of fame' on the page linked above - your students could even send in their own 'tree face' photos like the one to the right.

Cross curricular indoor activities and online games
You don't even need to go outside to enjoy all Autumn has to offer in every subject across the curriculum! 

Science
Develop a range of scientific skills with this DIY fungus experiment in which kids control variables like temperature, moisture and light to work out what fungi need to grow best. Another science activity is the food chains game, a board game which teaches children the connections between woodland wildlife in a fun, imaginative way. 

Literacy
If you'd prefer to develop your class' literacy skills, why not try the concrete poetry online flash game. Kids choose a woodland shape (or draw their own) and fill it with words (either from pre-prepared word banks or their own imaginations) to make a poem. The completed poems can be printed out. 

Another literacy game on the Nature Detectives site is called Save our wood. This presents players with plans to build a road through beautiful Badger Wood. The player navigates the woodland, looking for woodland residents. They interview each creature, collecting information before designing and writing an article to defend the wood from development. There's also a list of supporting resources including a sheet to help them develop a balanced debate (with arguments both for and against), plus a template to help them format an offline newspaper piece too. 

History
Another fab online game worth mentioning, this one based around developing historical knowledge, is A tree's memory. In this game, kids meet three trees - the ancient tree, the city tree and the country tree. They pick a tree and fill in its life story from a choice of images. For example, the city tree is only 50 years old, but in 1969, it witnessed something that was 'out of this world'! After selecting the correct image, the player gets a bit more information on the event, plus the tree's opinion!

Image: Rake School, West Sussex

Are you thinking of taking your class outside? Fancy a bit more inspiration or some advice on assessing the risks? This article by The Woodland Trust's Amy Williams is packed full of safety advice and inventive ways to engage students with the natural world.

Alterntatively, if you'd prefer to read about other schools who've taken the plunge and rented a piece of woodland to care for and use with their students (and that's not as outrageous an idea as you might think), take a look at this article by Patricia Ockenden of woodlands.co.uk. In it, she describes the amazing curricular opportunities taking the classroom to the woods offers.