Hello. Good evening, everyone. I hope you're well. My name is Ross, Teacher Toolkit. Thanks for signing up to this webinar. I'm very excited to be joined by a couple of colleagues. We're going to talk about EdTech, School Life, and Rosenstein, and a great white paper published by LessonUp. We will introduce it also. Before we start, just some general admin. We're going to be here for about 40, 50 minutes or so. We're going to share lots of resources throughout. I've got a printed copy of this fabulous white paper, Unpicking Rosenstein, in an EdTech context. See how you can switch all the kind of online teaching you've been doing for the last couple of years, following some great research principles. We're live streaming on YouTube, Twitter, and LinkedIn. If you are logged in to those accounts, then you can leave a question and we can pop it up on the bottom of the screen and you can interact with the guests shortly. I'll keep reminding people as people dip in and out of the live recording. Just to make sure that you know that you're in the right place, I'm going to give some QR codes. I've got some here on the screen. If you just can, it's going to be sharing those as we go through the session. I'll remove those for now. You have signed up for a Barrett Rosenstein session. Let me just put the slides here on the screen.  Let me just move that banner out of the way. People watching all over the place had an email from a teacher in Jordan just about 10 minutes ago saying it's pretty late here. It's almost midnight. They'll be catching this up maybe in first thing in the morning. Now, I'm recording this over here in the UK, so let's just have a zoom in and see where everyone is. There's about 252 people who've signed up. Thank you and welcome. Again, a reminder to put your comments into the chat box and people watching online, internationally, etc. Thank you everyone for joining me. We've got a few comments already coming in. If you're logged in to any of those social platforms, please say hello. We've got Chris here watching in Belgium. This is your only chance to give your town, city, or country a shout-out, so get them coming in quick as we can. While we do that, hello Paul. Good evening. Thanks for joining up. Let me just do a little bit of admin. In a recent white paper, lesson up outlines how teachers can apply Barrick Rosenstein's 10 Principles of Instruction alongside 12 learning techniques. What we'd like to do this evening is meet some educational people in working in schools and in the ed tech center and learn more about how Rosenstein, what it is and why it's such a hot topic. We're going to learn what it means to put those principles into practice. What does it look like? How long does it take to implement the techniques within our schools and for colleagues around you? We'll learn about the lesson up white paper. I've already kind of showed you that and I'll share that link with you and I'm going to tease you for as long as I can before I give you those links. And then how lesson up can help you with our learning strategy and help standardize your curriculum. So let me just take this off the screen. So I'm working on two screens here. Last chance to have a shout-out, so Angelica, thanks for joining us from Gloucester, a very nice part of the world. I've not yet been to Cuba. I'd love to go to Cuba, Jenny. So get as an invite, please, and I'll come over. Let's see who else. We've got Colchester Louise, a nice part of the world too. And Northwest Julie, thanks for joining. Do love the Northwest. They're all coming in now. New Zealand, crikey Brian. Well done for joining us. Thank you. Hope you find it useful. Right, I'm getting inundated now. So we'll do a couple more. Nigeria and Ireland. So thank you, everyone. Keep those coming in and we'll see. Right, I'm going to introduce my two guests. We'll go alphabetical order, guys. I'll let you introduce yourself. So here we have Ute and Thomas. Let's just pop our heads around this way. So alphabetically by first name, let's go with Thomas. Thomas, please say hello. Introduce yourself to everyone. Tell us a bit about yourself, your career background and what you do now. Yeah, of course. Yeah. Hi, my name is Thomas. I'm currently working for Lesson Up, which you can probably tell by the jumper and did about 10 years in education. Some of his kind of unqualified find in my way very clumsily. I'd like to say naturally, but that's not necessarily the case. Trained and then worked in secondary schools. Most inhumanities, head of department, head of faculty down in the southeast of England. So the sunny southeast. Fantastic. And what's your role in Lesson Up, Tom? So my role in Lesson Up is what we call an educational specialist. So because I've had so much experience in the UK educational sector and Lesson Up is a Dutch based company, they basically want to bring someone on board who had a lot of experience and hopefully a thorough understanding of how the UK education system works. And with the teaching experience as well, hopefully I've proven very useful. Lesson Up is an education first company, not a tech first company. So it's really important educational background. Fantastic. Thanks, Thomas. Ute, tell us a little bit about yourself. Good evening. I'm Ute. I'm from South Africa, but I've been working in the UK. And I've been teaching for about 16 years. I love teaching. I love, I did my doctorate in cultural diversity in schools and the way, yeah, how to transform a school from a mainstream school to a full-server school. And I'm teaching English at the moment. I'm also the sinker at the school and that I'm working at and I'm based in Essex. Okay, fantastic. So Ute, just for a lot of international people watching, could we kind of describe the context of your school a little just to help people watch? And so how many people's, the context, disadvantage, etc.? Right, so we are a school about 1,200 students and we have a lot of background or ethnic. It's about, yeah, we have a high number of disadvantaged students in our area. So it is really important that our teaching standard and it's on point because we want to make rapid progress and bridge that gap. So, yeah, we have a high number of disadvantaged students in our area in our school and also same. Yeah, so about 1,100 pupils, would it be about 40%? 40, yeah, yeah. And people who might not know what Essex is. So imagine London on the UK map. So Essex is just immediately kind of to the right and a little bit up to the right. So that's where we're talking about here. So about 30 minutes on the train or something like that. Okay, so let's get started. Want to talk about Rose and Shine and we'll talk about lesson up also along the way and we'll start to share some links. But I'm going to start with our first question. Tom, I'll come to you first. And what brought you to teaching and what do you consider, you know, why teaching, why still work in education? You know, you've recently left as you mentioned, but why still work in the education sector, I guess. Such a good question. That's probably the question I've been asked most the past few months. So the reason I actually got into teaching was kind of by accident. I actually left university and kind of realized my degree in politics might not actually be super helpful. So I was looking for things to do, ends up in sales actually and did pretty well. You know, I'm quite comfortable in sales, comfortable with new people and just really didn't feel like I was getting anything back from it kind of, you know, emotionally. I didn't get that feel good that I expected to get through making money. So luckily I'd built up enough of kind of a cushion, let's say, to just make a decision to leave that. Someone advised me, you know, you probably love, you know, you like working with kids that kind of sports camps and stuff. Why don't you try teaching? So I did, I went to school, did a couple of weeks' work experience and then sort of didn't leave education for, you know, 10 years till 10 years later. And then yeah, I think the joy you get from helping other people and kind of working and developing young people doesn't ever go away. Doesn't matter how stressed for the job gets or how intense teaching can be as a practice. I'm sure everyone's experienced how incredibly tough teaching can be at times, even though we might love our students and love what we're doing. So that's the reason I still want to work in education because ultimately I still want to help develop people. And you were, you know, you work through the pandemic in schools. Tell us, you know, just for people watching internationally, I suppose the kind of context, the challenge that you faced in your career at that point. So yeah, I'm very much, I think, like most teachers are very much a people person. I think we very much feed off of other people's energy and emotions and how the room, you know, the feel of the room is something I hear a lot of teachers saying, I know we're not allowed to say that anymore, but I think as a teacher, we know what that is like. So not being in a classroom and not seeing my students' faces light up when I've made a bit of a, you know, silly joke about the topic or they finally understood that concept or wanting some to understand. I thought it was a real struggle and it was that sort of time. I realized that traditional teaching techniques weren't going to work in the way that we kind of all hoped they might at that time. Sure. And I just tease her out for everyone watching. We're going to talk about Lesson Up, which Thomas represents, but also a brilliant piece of research and we've all used Rose and Shine. We're all familiar with it. So we're going to unpick, I suppose, how to work in that ed tech context. Ute, same question to you. So, you know, 16 years, you said you start to be start teaching in South Africa started. No, I actually started here and then I taught here for two years. Then we went back to South Africa and then continue teaching and then came back and I've been here for about six years now teaching. But it's for me, it was always about making a difference and also the way students learn. That's quite interesting for me like the way they learn. And yeah, I just love teaching and I must say with it, like Thomas said, during the pandemic, it was really tough, wasn't it? And thinking about new ways of teaching and connecting and you know, with body language, you can't really read the body language and then the students would switch off the cameras and you're like, where am I? So, yeah. And what got you into the role of special needs coordinator? So in England, people watching internationally, we call it a SENCO, an SEMDCO, but a special educational needs coordinator. What got you into that? I've always had a love for inclusive education.  So, yeah. Great. And now I'm a struggling academic. So this is a hard question I know, but could you summarize your PhD in 30 seconds? Tell us. It's basically just looking at the role that cultural diversity plays in a school and what it influence because it influence so many different types of, you know, areas, cultural diversity. Yeah. And even when you look at globalization and all the cultures coming in, you're like, yes, go. I'm done. So fantastic. So there you go, folks. Thanks for still tuning in. If you're new to us, we're live streaming here on LinkedIn, Twitter and YouTube comments in the chat box. Any questions for Thomas and Ute? Ping them in now and I'll put them on the screen on your behalf and ask them some easy and some hard questions. Let's get some hard questions, too. So I'm going to switch to Rose and Shine. And here's your first kind of teaser from me in terms of some QR codes. I'm going to leave these on the screen for everyone for about a minute or so. You can scan the top QR code if you're interested in lesson up. So I'm going to talk about lesson up a little bit later. This white paper that we're going to refer to is a fabulous working document how you can switch the research principles to an online context. So that middle QR code will take you to a landing page. Just put in your email and you'll be able to download the PDF straightaway. Strongly recommend it. And then you've got a free bank of lesson examples. I'll ask that Thomas might correct me, but do we have a million lessons now on lesson up, Tom? A million plus. A lot of that's already... It's not all English, but... Phenomenal piece of resource there with a huge bank of resources there ready to use. So here's my question out. Uta, I'm going to start with you. So you're familiar with Rosenstein and why do you think it's important and why do you think it's become quite popular at the moment? Well, I think with Rosenstein it gives that accessible bridge between research and practice. It's nothing new. It's sort of like... It's common sense the way that we teach, but just having that sort of like structure in your lessons makes the difference. So, yeah. And it's rooted in evidence. You have all the evidence backing it. And you think that's... I mean, my observations on social media, Lisa, I know you're active on Twitter too. You'll see it everywhere. What's the response Uta in your school in terms of people's familiarity with it? They're doing really, really well at the moment. You have to remember that if you want to apply this in your school it should be a school culture that is changing and everyone needs that buy-in because otherwise you will have problems of that. But, yeah, I must say at the beginning it was for all the teachers... Well, the teachers that's been teaching 10-plus years. It was a bit difficult, but it's just about understanding it and then structuring it and it's for the students at the end of the day. It's not for us. It's for our students. We want the best for them. So, yeah, but we did a whole cultural shift in regards to teaching and learning with the principals and we focus on various little sections every term in CPDs, et cetera, and everyone is involved. Fantastic. And Tom, how about you? When did you discover Rosenstein and why do you think it's become really popular? Well, I discovered it just purely through trying to keep on top of what was happening, kind of making waves in education at the moment. I think like everyone that that social media wave hit, people were talking about it and I thought, well, you know, I've got to learn about this a little bit more and kind of experience it. And again, I think it has said it perfectly. I think the reason it's got popular so far or so popular, I should say is that nothing in there is necessarily new. It's not super radical. It's not really out there. I think the people to implement the techniques and the slight changes to routine, maybe they might have to do, is nothing completely radical out of the ordinary. I think it just gives structure to a lot of things that we already know work, you know, in hopefully a super easy to understand way. Yeah. So thank you, Tom. So like Tom and Nute both said, it's a great piece of research. We'll share some links in the chat box as we go through the session. I'm confident a number of people will have heard about Barrett Rosenstein's research. If you're not, please put a comment in the chat box so I can at least gauge opinions and I can share some additional links. I came across Rosenstein in 2015. The original paper was published in 1982. It started off with just six principles, moved to 10, then to 17. And then what I've seen, at least on my teacher training travels there's lots of teachers kind of lapping up this research. I suppose why it's so popular is it's an affirmation as to what we do, but grounded by research. And for me, you know, if we're frustrated with parents or maybe politicians more likely telling us what to do, then as a profession, it's more important that we are informed by research, guided by research so that we become a bit more rigorous and disciplined in terms of our methods. So I'll share those links again, but any questions in the chat box, please ping them through. So Ute, back to you. I want to know step by step, how did you go about bringing in Rosenstein and switching your teaching and learning culture? Can you talk us through, you know, the strategy, the kind of timeline and the practicality? So what we've done is we started first off with the daily review. So when we look at the daily review, your retrieval practice.  So our teaching and learning team will go out and ensure that all lessons have a retrieval practice and then it's not just, you know, questions that you put up, but it's more about what are they learning? What are they retrieving? And really thinking about micro-cognition not to overload all our walls.  So really scaled back gray walls and only the information that they need is there on the walls for them to access and then starting from the beginning, retrieval practice and then drilling it in and then making sure that you also look at the quality of those retrieval practice.  We would do a step, but then we'll do another step. But at the minute we're doing pitching up so we are, you know, raising the bar a little bit and the students are meeting those expectations. It's like they're craving it. They're craving that structure and we know children feel safe when they are in a structured environment. They are craving this. So they really meet, you know, rising up and like you've said, we work in a challenging area and our students are raising to that expectation. So... Right, good to hear. And Tom, how about you in terms of when you were in the classroom, you know, when you discovered Rosenstein? Was it something that was introduced in your school or was it just more of a personal discovery? I would say it's pretty more of a personal discovery. One of the kind of elements I really loved about the place where I obviously did decide to leave teaching, not the school's fault at all, was that they were really quite liberal in letting you try out what you thought was right. Obviously it was monitored and it was maintained and we were observed and it was discussed and stuff. As a head of department, I was really free to kind of introduce the steps I wanted to. So actually in our routines, I did manage to work in some of the structure that Rosenstein provided, just maybe not by giving my staff the whole list of, okay, well, these are the principles, this is how they work. And that's another reason I really like is, you know, it's easy to show someone exactly how one thing could work within your own routine already. And even if you don't have a routine, you could base your school routine around the principles as they are and kind of give them your own school flair. So yes, it's the answer to that. Right, good. So I've got a couple of comments coming through in the chat box. So just for clarity, everyone, Tracy and as many others actually in the chat box are not familiar with Barrett Rosenstein's research. So one, I'm going to just put a blog summary on the screen so you can find it on my site. But more importantly, I'll share the lesson up QR code which explains how you can then apply these principles in an ed tech context, a teaching online, you know, setting homework or teaching remotely if God help us, we are back in a lockdown. And then a question here from Polyana, will the discussion be posted anywhere? So all these comments here will appear on the YouTube and LinkedIn page. You can follow the commentary and you can see where everyone's watching from, from Australia, from Cuba, from Nigeria, et cetera, all these wonderful places around the world. And then we'll get the QR codes coming up. So I guess the first thing from me, let me just get something up on the screen. Just give me this wasn't planned. Here we go. So on the screen here, this is teacher toolkit. If you just go to the search bar at the top, type in Rosenstein, you've got how Rosenstein has evolved in this blog. I guess as a first starting point, you've got a podcast here from lesson up explaining the white paper. And then there's another blog here with the 17 principles he says trying to find it. So if I just type in 17 Rosenstein, this is my kind of teacher friendly summary of the research. So this one here, 17 principles of effective instruction. So if it's new to you, that's what I'd recommend you take a look at first. So I'll remind you at the end of those links again. Ute, another question for you then. So how are you, any kind of hurdles along the way? I'm sure people that are busy, they don't have time. We know all this. It's obvious research. Why should we engage in this? What kind of stumbling blocks do you think you faced as a school getting up to speed to where you are now? So kind of tell us some of the teething problems you had. I think the teaching and learning team, they would be more able to answer this question. But from a teacher's point of view, when we introduce this, you would always have those people that's scared of change, that don't want to change. They don't want to even just sit in a CPD. Oh, it's just another gimmick. It's just the wheel going reinventing itself, all the talk. And that was really just to get the buy in. And what we've done, our teaching and learning team, they are amazing. They would go to the lessons where the teacher would model it best, take a video of it. And you can actually see that the students are performing better. They're closing that gap. And it's because of the way that the teacher is teaching and the structure of the lessons. So we all know it's research that well-planned lessons helps with learning our students and pushing them forward. So I think at the very beginning, we had staff who was a bit like, oh, this is too much. This is too much. But like Thomas said, introducing it drips. So first starting with one, focusing on that. And then it doesn't seem because it's everything that we do every day anyway.  So yeah, no. So can I ask how it might have changed or influenced your teaching? If it's nothing new, has it made a difference? Yes, it has.  All the students are focused. They're ready to learn. And it's because they have those structures in place. They know exactly what to expect in every lesson. They know they have that retrieval. When new information is being introduced, it's lovely because it actually helps with your scaffolding for your same students as well. But when new information is being introduced, it's done in small steps. And then with the questioning all the time for other lessons, it actually helps them. And we've got another strand where we really focus on RSE skills. So we really focus on that RSE skills. And with that, the questioning and the responses that we get is just, you know, pushing it. And it's really beautiful. Like I wish we had an example, but yes. Right, well, we'll put Tom on the spot and see if he can share a screen shortly and see if we can get an example on the screen. Now I'm going to switch topics to ed tech. So Rosenstein for people that are familiar, Rosenstein for people that are not. I've seen Rosenstein for a large number, not a lot of seven years. Tom's just switched from the classroom to the ed tech space. Ute still on the front line, looking at the research and applying it into her classroom. So the question I've got for Tom, I suppose to begin with is how can you switch the Rosenstein principles into an ed tech scenario? So whether it's online lesson plans or logging into a piece of software like lesson up, explain to me what, how you see the benefits of following Rosenstein in a kind of ed tech space. So that's, again, another question we get a lot, we ask a lot when people kind of approach lesson up or want to learn more about different ed tech, you know, I also talk about ed tech a lot in different spaces. And I think the thing that really sticks out to me is that actually people, I think the reason some people were kind of a bit hesitant for ed tech, obviously the pandemic forced all of us to embrace it to an extent. But I think coming back, we've reverted back to how things were, we've kind of forgotten we all had this great tool that we will learn how to use. And, and now it's, we'll just put that to the back. Having it related to something just like Rosenstein, so like in the white paper you've seen and just like lots of my other colleagues in the ed tech world have kind of expressed, it's really simple. And I would argue even easier to make principles like this or different types of kind of didactics and exploring different teaching techniques so easily repeatable. It's so easy to start making a routine out of what you're doing by using various ed tech tools. So it doesn't have to just be less than up. I'm sure we've all experienced other, you know, lots of different apps, Kahoo, et cetera, et cetera, by working a piece of software like that into your teaching practice, preferably one that does it all in one obviously, but no matter what it is, you can build that routine very naturally, very naturally it's repeatable, you know, to edit something in an ed tech platform is copy and pasting it seconds, right? Whilst rewriting a whole lesson plan out to base it around the new principle is pretty time consuming. So as long as you've got those basic kind of starter documents or starter programs or base lessons to go off in one of your platforms, it makes it incredibly easy actually to implement a kind of challenging didactic approach for teachers. Sure. So Tom, can we give us a kind of 30 second lift pitch? What is lesson up for people and how can we use Rosenstein inside? And maybe we'll do a little demo later on in the session, but I'm going to ask you to the same question in a moment and then I'm going to move on to the actual white paper itself. But Tom, what's lesson up and then how can we do Rosenstein inside lesson up? Okay, so lesson up is a online teaching platform. It's actually a set of tools which allow you as a teacher to put various different interactive elements that have got genuine educational value. You know, as I already said, we work really as an education first company. So everything we do, everything we implement, we like to be able to say this is why it's used for an education setting. This is how it works. There's so many different variations on how you use it. Again, for those of you who have read the white paper, the examples that we've included in there is one example, but as it is a toolkit, as you all know, Ross, toolkit means you can use it in any way you want. So there are hundreds of different methods I've seen in the lesson. Tom, your first tough question here from Angelica, can you give an example of how you might embed Rosenstein in an edtech space? Is that possible? Yeah, yeah, I'd say so. And it goes back to what I've said about how you structure using any kind of edtech in your classroom, right? Starting a lesson and deciding you're going to, you're going to perk a hoot on or you're going to try and do an interactive mind map is not really the way to approach using edtech, right? Edtech's a great tool when you use it properly and you fully envelop it into your teaching. So for example, if we were looking at, you know, review of previous learning, let's look at Rosenstein, the first principle, right? If at the start of my lesson lesson, I've always got a three to five question quiz made up of short answers, long form answers, mind maps. My structure is there so that every time I plan a lesson, I can just insert the new topic into the mind map and a new reflection question. And the students will get to know what it is. So it's about the pre-planning and not just trying to, you know, chuck edtech at kids like it's a game, although it can be done. Okay, thank you. They're good, a couple of tough questions. Well, well answered. Ute, so how could, you know, you're in the classroom still, how have you used Rosenstein with edtech in support of it, I suppose? So for us at our school, we are very fortunate to actually have, you know, every single student as soon as they come into the school we sponsor a laptop building. It's only this year. But I mean, it's, we need to understand that our students, you know, we are evolving and lessons are going more and more, you know, laptops and digital. So it is easy. We used to use Flickr. And I don't know if you are familiar with Flickr, you know, put up a little sign.  And without the teacher just probing all the time and you can capture all day beautiful, you know, responses and they can refer back to that as well. So we use our laptops every single day and with that we do quizzes and they have to do the quiz and see it. Then we have instant feedback and I know exactly where my miscommunication or my misinterpretation is and I can address that student and, you know, correct that. So it's instant. I don't have to take in a book and mark the book, et cetera. We still do them. We still write extended writing pieces in a book and I review that and give feedback but it just makes it so much easier, isn't it? Fantastic. So, you know, you don't have to wait two weeks to mark some books, I suppose. So I'm just going to pause everybody. So thank you for people bringing in comments. There's lots in here. I'm going to bring some questions in also and a few more hollows from different parts of the world. We're streaming live on Twitter, YouTube, LinkedIn. I'm here with Ute and Thomas discussing edtech, Rosenstein and principles of effective instruction. I'm going to share a white paper. Before I do, just for clarity, here's my blog summary of the Rosenstein research. What I've done in the blog is the resource is here but I've given you a paragraph of the research findings, what it looks like in the classroom and then a resource. And if you scroll all the way to the bottom, you've got this little graphic here, which looks like this and these are the 17 principles. So let me just zoom them in because I know there'll be one or two people watching here and I've not seen this before. So if I just kind of slow things down a little and we just look at these 17 principles. So first published in 1982, they evolved into 17 principles in 2012. And I guess, you know, all this academic research, what are the hallmarks of effective teaching and definitions by effective are in exam score outcomes, nothing else. These are your 17 hallmarks. So I guess just to kind of pinpoint everyone's eyes to maybe number one here or maybe number eight, we can think about what that looks like in your classroom or what that looks like when teaching 4-year-olds, 2-year-olds, maths, students or in PE. Everyone's answer will be slightly different, but I guess what's brilliant about this piece of research is it's got these kind of principles that can become something can be guided by and become a bit more of a methodology that you might want to adopt automated over time. So I'll just pause that there. I'm going to switch over to the white paper. So let me just put the QR code up on the screen for everyone. It's this middle QR code that you need to scan on your screen. And what you'll do when you scan that, you'll get a little sign-up form and you'll get access to this white paper which is lesson ups version of the principles summarizing 12 learning techniques to apply in a learning ed tech context and ultimately obviously using the lesson up software, but not exclusively, but just to be guided by it. There's lots of research in the back, lots of references. So I'm going to now move to that and put that on the screen. So I'm going to show this QR code again towards the end of the session. There was one question I wanted to pick up from. Let's see if I can find it. So my mouse on the other screen here. So here's a question for you, Ute. Do everyone use the same strategies or do you allow teachers to experiment and with a couple and build from there? We allow teachers to experiment, but because we are doing this as a whole school focus and we change our culture, we do force them to use the same strategies at the beginning until they are embedded naturally into the lesson, then we step out and the teachers can then, you know, try different techniques, et cetera. But as a whole, at the moment, yes, we are doing that until it's perfected. Fantastic. We got a shout out here, Ute, from Charlotte, from Peter's Field. Obviously recognized the strong South African accent. Yeah, sorry about that. Really important comment here from Charlotte, you know, looking forward to evolving my pedagogy, particularly from post COVID. So thank you, Charlotte, for a very important comment and a reminder to us all, you know, particularly from COVID, I suppose, equally. Right, I'm going to switch slides. So I've got lots of different tabs here. But here's the paper. Now, this is what it looks like. There's 22 pages. So print it off or you read it online, 10 pages back to back. I just zoom in. Tom, I'm going to come to you quickly. This is your organization. Can you just give us a, I won't scroll through every page. We'll come to one or two printable in a moment. Just give us a synopsis of what we'll find in here. So the point really of the wire paper is to make the principles super accessible. Not that they're, you know, hard to follow anyway. We're all intelligent people, you know, we're teachers, you know, we're doing, but we've also got quite a lot to read and look at in our daily lives, right? So we've tried to kind of make it really accessible, really readable, and then actually it kind of explains how to use them in, you know, real settings. So with pen and paper and maybe on the board and then gives a really specific example for people who, if they're interested in our software in particular, how to, you know, implement those ideas. So it really is, even if you kind of look at lesson up and think it's not the time, it's always the time, but for whatever reason you weren't interested, there is still information there and ideas and tips and how you might implement it into a lesson. We know pen and paper style just very traditionally. So, yeah, that's the idea. Okay. Well, come back to in a second. Ute, now you don't use lesson up. So I guess, you know, someone that, can I ask maybe some softwares that you might use in your skill that could you can use? So at the moment we are looking into lesson up. If, yeah, oh, yeah, we are looking into it. Okay. Then we are using, yeah, it's almost a real book that meeting. So, yeah, they came last year and we decided we are going to do it, but then, you know, you get so busy and it's the end of the year and then it's the start of the year and we're embedding all of these, you know, principles in school. So, yeah, we are going to do that. At the moment, we are using just Google classrooms. We're doing our forms on there. So, you know, so what is it? Google forms and then we do plickers stall with the little cards and we also do, yeah, various like, what is that other one that you mentioned earlier? Flicker. No, not that one. No, there's another one. All right, you can come back to that one. Okay, so let's just skin through the paper. So what it looks like essentially at a glance, I suppose, for people looking at this the first time. On the left-hand side, you've got kind of a description. On the right-hand side, you've got a description of how to implement it in a digital teaching platform such as lesson up. Looks like we might have lost Ute temporarily on the connections of fingers crossed, you can come back. Principle two here, we've got a zoom in technique. So remember, there's 17 principles. Lesson up, I've referred to 10 and then given you 12 techniques to apply. So it can get a little bit complicated with a little different numbers. But essentially, what you need to do is look at the original principles, see how you can adapt these to suit your own context and whatever way in terms of your context works, be guided by them. So there's another one here. The left-hand side, the zoom in technique. On the right-hand side, how you'd apply this in a ed tech context. Here's a screenshot. Tom, can you talk us through this screenshot? This is a resource from lesson up, isn't it? Yes, yes, it is. Yeah, so this is... So we were looking at kind of those first principles of explaining a new topic, right? And how we'd slowly give information, make sure we're not giving our students cognitive overload but still ensuring they can move at a good pace through their learning. That is a screenshot of one of our... The different interactive elements you can put in. So that's the little red dots and the yellow dots you can see are called hotspots, right? So you can actually put a picture down or some kind of imagery. And if we were on the app, you can hover over those spots and it will give you a bit more information about the area you're looking at. You can also link... You can set those spots, can't you, yourself as a teacher? Yes, yes. The picture is a standard picture. The lesson up allows you to add those dots with a click and you can either add more information, links to a website, links to a video. You can even record audio. So I saw someone using it in a really great way for a Spanish lesson the other day. It's super interesting. Okay, nice. Ute, welcome back. We lost you temporarily. So you can see here, as we go through the paper, some more principles are introduced and then the paper goes through another technique and then how to do it in an ed tech context. So this is a really good paper. In my opinion, it's well worth discussing with colleagues around you sharing it in a CPD session back at school. If I just pop to the very back and we'll come back to a few more pages in here before we finish. There are just a set of references. There we go. A bit of further reading and I've shared a one or two from my own website for you to also have a look. So let me just take that off for a moment. So a question kind of move things on a little bit. In terms of ed tech, we mentioned earlier, Tom, that it not necessarily be dominated by ed tech, but in terms of credibility, is it as and when you should use ed tech or be guided by it or be dominated by it? I mean, I guess context is key. What would be your words of wisdom here for people in lots of different contexts? You know what it's like in teaching. Sometimes you can be consumed by technology. It doesn't work. Plan B, all those types of things. What would be your words of wisdom? My words of wisdom for people who are kind of looking at becoming more interested with their lessons and their students is one experience in different technologies, right? As a teacher, your duty is to make sure you're bringing the right things into your classroom. Don't be afraid to try things out. You won't believe, I think. And maybe it's a, maybe it's a very teacher thing. I was always very skeptical of clicking on. If you need help, click this or click here to learn more. That always kind of turned me off.  That is genuinely where I help is. That's where information is. If you've got questions, if you want further knowledge or you're, you know, you're wondering, how do I do this? Don't be afraid to request that help. But also I feel like when you're bringing tech into a school, you have to be realistic with, you know, what you've got. So again, lesson up and a few other platforms I can think of, I think some of the things on Google you can use without having constant access to student tablets, for example. Whereas some you will need it. Some if you're going to look at VR in the classroom, for example, that can get incredibly expensive very quickly. And actually there's a lot of talk right now about how educationally, you know, viable that is and if it's just a cool experience or whether the students get anything out of it. But try and have a bit of fun, you know, experience some different things and don't be afraid to discuss with your colleagues and try and get people involved. Score budgets there to be used, you know, ultimately for the benefit of students. So just to remind everybody that QR code in the middle of the screen, I can see one or two people leaving comments in the chat box on my side. So if you scan that, you'll get the signup page. You can download this great paper. It's a great working document. There's easily, you know, each page is easily a CPD session in its own right. So you potentially got 12 teacher training sessions there to inform your pedagogy back in the workplace.  The headaches, it doesn't work. All those types of things. Any tips and tricks? What solutions does your school have? You know, single sign-ons, reducing password, log-ins, et cetera. Yeah, you're still there. I thought I'd lost you for a second. Any tips and tricks? Um, so I would say the first thing you need to do is get your board of directors or governors to fund laptops. Vans, mobile phones. We've, we have a ban on mobile phones, visibility of it. We only focus on the learning, be creative as teachers. And the thing is, you have to consider that the teaching is a tough job, right, for all of us. But it is what you make of it.  It is about evolving. You must become a lifelong learner and you need to be resilient because without that, you're not pushing your students forward. And at the end of the day, it's not about you. It's about the students. What are they taking from it? And I think that's, like I always say to our teachers, it's not about you. It's about the students. What are they learning? So I think it, it must be really a cultural shift in the school, you know, towards how to use the principles and using it effectively in classrooms, but looking for precision as well and stepping away from, it's, it's me. I'm a bad teacher. I'm not, I'm not getting it. I don't understand this new technology, but rather focusing on the students because it's the end of the day that it's about them. It's not about us. So I would suggest all of that. That's it. Good words of wisdom. Thank you, UT. So everybody watching live, and this is your kind of final call to post some questions in the chat box for me to ask Thomas and Ute, or to even say where you're watching from, which is always good fun. So we know where you're logged in. We've had lots of different locations. Let's see if we can find something new. But I guess, you know, just to kind of emphasize why we're here because I know one or two people will be watching live. People are skipping through the video watching this recorded. We're looking at a piece of research by Barrick Rosenstein first published in 1982 has been republished in many forms over the last 10 years or so. Very popular here with teachers in the UK. Not so much on the ground, I have to say on my teacher travels, but it is increasing and we should be guided by lots of research, not just one piece. And then we've got the Fabulous Team at Lesson Up with Tom here where they published a brilliant white paper. Let me just come out the slides very quickly show you what that looks like. Here it is here. Let me just pop back to the first page and we'll probably just revisit one more principle before we finish in here. We've got 22 pages. We've got 12 learning techniques inside to kind of highlight how you can follow these kind of principles in an ed tech context. So when you scan this middle QR code pop into lots of different slides here, this middle QR code on the screen, you can download that paper and have a look back in your place of work. The top QR code, you'll get a little link where you can talk with people in the Lesson Up team if you're interested in the piece of software. So this is the brief little sales pitch. Here we are. And the other QR code over one million lesson plans and you get a free demo. Tom is it for 30 days? Yeah, so well, it's the pro features of 30 days. But then even if you think, you know, I don't want the data collation, for example, your account can keep running as a free account. Okay, well, there you go, folks. So what's not to like? So let me just see if I can give you both one more, I guess, hard question to think about. Now, Ute, you mentioned earlier one or two teachers who might be frustrated, you know, nothing new. Get a bit stagnant in the practice, bit frustrated that we're being told really obvious principles. What advice would you have for a person watching who works with a teacher who's not really bothered about maybe pulling their socks up for one of a better expression? So you need to be clear on your vision and then you need things to believe in that vision. It's all about that. If they believe in that vision as well, you can accomplish many things if they're on the same page. But it is about making the standard, making them see. So having those, recording someone using the principles effectively in lessons, showing that, modeling that to other students, to other teachers and making them go and observe those teachers because we sometimes look at a class with the exact same students in the class, but the teacher using the principles correctly and effectively in lesson, no behavioral issues. Why is that? Because the students are actually learning. They understand the work. Even your, you know, low ability students is able to access the work because of the way that it's introduced that new knowledge is introduced and embedded into their learning and seeing that they also want in on it. And it's, it's simple. It's so simple that the principles like for me, I understood, you know, so like for example, I have ADHD. So for me, using the structure is a matter of plus and it's helped all my students and myself in my teaching because as you can realize like I ramble off. I thought you were going to say you were stuck in the mud for a moment, but ADHD was new. Okay. And Tom, any words of wisdom? You know, we've all worked one or two teachers that have lost their mojo in some respects. Any words of wisdom for people watching? How they might want to introduce Rose and Shine, lesson up to help inspire, move practice forward? Yeah. I think it's, I think it's really about being a proponent for change yourself as a teacher, right? So you do a job with students. You're inspiring them. You're, you're helping them learn, develop their entire future, which I know is a big wishy-washy thing we all say, but that's the facts of it, right? Honestly, any reason why that can't be the same for the people around us as teachers, we should be inspiring and helping and working with each other. I think that is such a core principle and saying, I truly believe in, you know, in the teaching community. So if, if there is a chance for you to help someone else, encourage them to try some new things, invite them to your lessons, you know, let them see what you're doing. Allow them to critique you. No one's perfect. And maybe they'll get some inspiration for, oh, that really worked. I didn't think that would work with ex-pupil or Y-pupil, but okay, maybe that's the way something I can do in my lessons kind of in that round. I've got a technical question here. Thank you, Tom, from Chris here. Do we have the white paper also in Dutch? I'm going to assume what we do, being that we're a Dutch organization. So I hope that helps Chris for workout, how to circulate that for you. One more question here from Marilena. What would you say is the main advantage is a lesson over, let's say, Microsoft education. So we're getting into different products here. Is it the lesson plans or something else? So for me, there's so many other sort of platforms you could use for EdTech, right? There are so many different things you can use that you can turn around and use in school. I think what makes a lesson up different is one, we have everything in one single web page, in one browser page. There's no clicking in between. There's no downloading three or four different things or having to come out and put your video one, pause your video. We've made it so that it's just a continuous lesson. Of course, we've got the search function to share lessons of colleagues. We've got channels, which are organizations that put lessons up or we put them up on their behalf so you get real good insights and pretty amazing institutions. We've got educational backing. We're doing research. So everything that we do is education first, right? And I think that really is the main difference is we're not just tech that can be used in school. We are tech that is designed to be used in school and it will constantly keep changing and adapting.  We're a team that are working hard to make sure the features we're putting in have a great educational foundation, they're easy to implement and they're effective. I'm just plugging into my account here. So my kind of free ones just expired, but I've got my little test lesson here where you can see I've had a little play with the slides. There's the search bar there where you've got access to 1.1 million lessons so you kind of download other people's resources, adapt and tweak them. And I'm assuming people give permission to share those, right? Yeah, so we obviously as an organization, hopefully it's come across, I'm very much a believer that we should be sharing best practice with each other as a standard thing. I think that should be something we all do. There is an option to make your lessons private and actually if you have a school license, you do have access to a private school folder which no one can access.  Yeah, well, there you go. There's an incentive. So this is the platform folks. It's worth signing up. I'm going to share the QR code so you can have a little look at this if you're interested. I guess the reason why we're here just to kind of bring things full circle, the QR code at the top, a little chat with lesson up team Tom here. If you're interested, the Rosenstein paper in the middle which I'll come back to shortly and then all the lesson examples. Let me just turn this banner off here at the bottom where you can scan the QR code and access some of those templates. And I guess a bit of an open question. Any words of wisdom to kind of wrap things up, Ute? What would you say to people watching with people from all over the world watching us? Lots of different contexts, demands. We know teaching is tough.  If you are not excited about teaching tomorrow then this is not a profession. That's what I can say. Yeah, that's a very good reminder for all. So the wellbeing message there, good 10 years ago, you struggled to get much wellbeing academic research but now it's in abundance and I suppose we're all much better at having mental health wellbeing conversations. And I guess there's a phrase quietly opting out of emails and working at weekends and things like that. So I think there's a quite revolution taking place, I suppose. Tom, any words of wisdom? Yeah, so the first thing is obviously change doesn't happen overnight. It doesn't need to happen overnight and it probably shouldn't happen overnight. So anything you're looking at, education of research, introducing new ed tech, new routines into your school, it doesn't all have to be done at once, right? And in fact, that's probably not very healthy. So don't be afraid to take your time. Make sure you know what you're doing and just take it easy. It all comes together in the end. So, brilliant. That's, I think that's a great way to end. I've just got a comment here from Charlotte. Thank you, huge lead takeaways, primarily focused to reduce cognitive load. I'd firmly agree. They're PSHE leads, so personal social health education, people watching elsewhere. We'd love to see some more resources. So I'll circle as much as I can through the ticket link on the bottom of this YouTube video tomorrow. There'll be a link to lessen up the QR codes, the white paper, everything you need to share and download and circulate. And that's pretty much it for the season. So it's late in the evening. I know Ute has had a very, very long teaching day. So I feel rather guilty keeping her here till nine o'clock. So I'm going to wrap things up super quick. Dr. Ute Steenkamp is the Senko lead. So special education needs coordinator at the Gateway Academy in Essex, top right of London. And Tom is a former faculty leader, middle leader and teacher in Southeast England, too. Tom, what was your subject out of interest and ever? Humanities, so politics and geography, yeah. Right, so there you go. So that's what that geography picture that in the world war scene there, perfect cry up your street. Right, so guys, keep up the great work. I'm going to wrap things up there. Thank you so much for your contributions. And I'm going to leave it there, folks. So thanks for joining me as ever. 252 people, maybe not watching it live, but all signed up lurking in the background, watching the video. Please take a look at this fabulous lesson up white paper. You know, there's so much stuff out there, but when you've got organizations such as lesson up that can summarize great pieces of research into a principle and how you might apply it in their tech context, or at least how you can translate it to suit your own teaching. That's got to be a good thing. And as I said earlier, if we're frustrated with politicians, maybe one or two parents tells what to do. If we are guided by research, more immersed in research and sharing this with one another, that can only be a good thing for the profession. And I think that'll be my kind of final words here.  These are your three QR codes. I'm going to disappear. If you've got any other questions, any more last-minute comments or even some nice messages such as thank you from the USA, then I will gladly receive those. Otherwise, can I bid you a good evening? Look after yourself and see you next time. Bye for now.


That Jesus is wanting us to literally to have such a change of purpose that we can feel the presence of God in the middle of a concrete city or out there, you know, rowing down a river in the stream. We're looking at a beautiful sunset or walking by and hearing an air hammer going, you know, to literally be able to so train our mind that we can be so tuned in that there wouldn't be a difference between the air hammer, you know, and riding down the stream. Now that's, you can see where this is leading. It's talking about a really, really changing the purpose of your mind to such an extreme that you're not dependent on anything external for your peace. Remember that nature as well as everything else is a backdrop and that the purpose of holding the Holy Spirit's purpose is what, is where my peace of mind will come from. So you look at nature and what do you see? I mean, you're looking for the purpose God gives to... Well, let's take that as a specific example. There's a point in the Course where Jesus says that you can receive salvation from... I think it's a cup of table in the one place for salvation. It's like you're seeing, you're reading meanings into that table, you know, the texture of the table, the size of the table maybe, what it's made out of. You know, all these things are meanings that are ego meanings that are read onto the table. And he says that the table shares the purpose of the universe. In other words, an actual table or a cup shares the purpose of the birds chirping or the sunset or whatever. That's where it comes down to letting go of all my preconceived notions of what the table is or what a cup is or what a sunset is or a chirping bird. Now that's like a starting point that we can actually practice with that. What really, the ego really comes up is in relationships because it's kind of like every person that we seem to meet, the ego has a computer file on them.  That the course is literally helping us to start to raise the computer up and start to say, this past is preventing me from seeing my brother as he truly is right now in the present. In a deceived state, the mind has to be trained to hold on to peace as a goal. Now this is interesting because for me when I was working with the course, I was working with the steps of forgiveness and this and that for a long time and then there came a point where I read the setting the goal section in the course where he talked about holding the goal out in front.  If you really hold it out in front like a torch in your mind and you say, whatever happens and what is said or done, I want peace more than anything, then it's amazing how it works. You can use this in a grocery store, in a laundry mat or whatever. You can start to practice holding peace out in front and just watch how the interactions change. Like you were saying with your boss, just holding those thoughts. You can just see how powerful the changes were. So actually I see that as almost like an expedient because the other way would be to say, oh well, I'm just kind of getting busy and caught in the rat race and then as you kind of get caught in the rat race and then all of a sudden you start to feel a little annoyed.  The last thing you feel like doing, you only want to see the course at that point, it's much more difficult to work the mind back from that place than to simply just say, okay, I don't know what anything is for today and I'm just going to hold this abstract idea of peace of mind. You will then perceive everybody is trying to help you achieve your goal if you hold onto that goal. You will be looking for witnesses to peace if you really are anchored in it.


We wanted to have a way to show the world what we actually did. So especially in social innovation it's really important to share. Share your ideas and share what you've learned and share what you did. So that's what we're doing right here today. The idea of the social innovation course is that students come up with a social innovation to help people. So they try to come up with a very new way of solving a problem. They don't do that by just thinking or by just sitting behind their desks and talking but they really do it in collaboration with these people. So they really try to reach their target group and to see what they actually want and that's how they come up with the social innovation. I chose the social innovation project mainly because it has such a practical approach. It's really being with people, talking with people, it just seems quite different. The social innovation project really puts it into practice which is a unique thing. Right now we have three groups. One of the groups is working with refugee children. Our project is called Soft Borders and it's a project where we soften the borders between refugees and Dutch individuals. So right now we feel that there's a big distance between the two groups and by having the two kids together so we have one refugee school and one primary school Dutch children. We brought them together actually this morning and together they made some pom-pom. The second project is a project where students try to bridge the gap between students that just graduated out of university and the companies that they usually go to work. And the third project is about food waste. So this is where students try to see whether people would be willing to donate their food that is expired when you look at the date but is still good. I think at the beginning it was mainly focused on tackling food waste. The whole problem that actually we throw a lot of food away which is still perfectly edible. And I think that the project proceeded and we found that it's also important to bring the community together to make people aware that we all do this. The course is not meant for a specific group of students but it's really I think mostly aimed at students who are not afraid to get outside of their comfort zone. That's really what we try to do in this course. I think that from all the courses I had this was the most active one. It's really nice to work with people that otherwise I maybe would not have met or run into. It is valuable to me in a way that it defends me as a person much more than any course ever could in this particular way because this school really challenges me to go out there in the real world and call people, email people, talk to people. So like okay this is my project, this is what I'm doing, I need your help in this and this in this case and in order to develop that is so valuable to me.