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Wednesday, 16 December 2015

A Christmas Treat!

Each Year at Davyhulme, I host the annual Talent show! We absolutely love giving the children the opportunity to showcase other skills not always seen in class! For the past 5 years, I, along with help from some other teachers, have also created an entry which amuses the pupils as they hysterically laugh at my awful dancing and singing! After last year's Frozen rendition, we decided to go more street with our own version of the popular - Watch Me Nae Nae Song! Here is our effort! As you can see at the end of the video the children seemed to enjoy it!


If you missed last year - 



I just want to take this opportunity to say a MASSIVE thank you to everyone for all their continued support. It has been another incredible year and all the teachers in school, on twitter and facebook who have supported and shared everything on my blog and on the training - I cannot thank you enough! I am going to enjoy the break and spend some quality time with the family and I hope you all have a restful and brilliant Christmas!

Here is to another amazing year in 2016!!!


Friday, 11 December 2015

Creating effective storyboards using the iPad!

One of my favourite classroom resources is Mat Sullivan's book - Developing Writing Through Comics! Not only is it packed with fantastic ideas to improve writing but it uses a camouflage learning approach by focusing on children's love for comics!

Within the book, Mat discusses using comic strips as a storyboard for writing. Adapting this approach, I have been looking at how iPads can enhance this idea and gave it a go with year three today.

Today we planned to create a comic strip to be used as a storyboard for our writing. We were creating narratives about visiting a Winter Wonderland where we would meet Father Christmas. First step... setting! There was only one way to hook children to write well about the setting... let them build it!

I have previously blogged about using Minecraft in this way and it always works brilliantly. When children are able to construct a setting, they are more attached and willing to write about it. Works the exact same way with tools like Lego, which explains why the Lego Story Starter Kit is very popular in school. Using the multiplayer feature in Minecraft PE, the children worked in groups to build their Winter Wonderland setting. Here is a short slideshow created using Flipagram sharing some examples -


The next step was to put the children into the story. For this, we used my old favourite Pic Collage. The reason I love this technique is that children can add an element of drama to the story planning by creating a freeze frame image showing the emotion of the character in the scene. The technology significantly improves a hand drawn version on paper. Children are able to creatively manipulate the image to produce a rich visual that can inspire writing and develop the 'show not tell' technique. Here are a couple of examples from today -






After creating a series of pictures, it was time to create the comic strip. Book Creator is now my go to app for creating comics! So simple, so effective. Children added their pictures, with text and speech bubbles. What we didn't have chance to do in today's lesson was to orally record our story, a feature that sets Book Creator aside from other comic creator apps! The ability to orally record ideas, instantly listen back to and improve is another tool that helps children with their writing. Here is an example of a comic strip storyboard - 


 The next steps from this would be -

  •  Do some shared writing to develop these pictures into full sentences. 
  • Use the app Book Creator to orally plan the narrative, instantly listen back and think of better vocab/sentences to use.
  • Using the comic eBook as a storyboard to then write the narrative. 
Watch this space, as I am hoping to get these storyboards turned into some quality writing soon!



Thursday, 10 December 2015

Developing Comprehension Skills Through Teaser Trailers

In preparation for our joint conference 'Improving Reading and Writing through Popular Children's Movies and Media' in Newcastle this coming January, last night John Murray and I were editing and developing some of the ideas for the day itself. The main approach for the day is to demonstrate how, when taught alongside the written word, other forms of media can be extremely useful in helping children to develop key reading and writing skills. We focus on a variety of texts that are underpinned by a range of media types (including films, adverts and songs) and explore how reading texts within context enables children to realise that stories, no matter how short or in what format they are told, have both purpose and audience as a driving force. We consider also the effect the combination of text and the visual form has on story telling and its importance in the teaching of Emotional Literacy when developing the whole child.

In searching for some examples to use, a certain teaser trailer seemed to be shared everywhere! I have previously blogged about teaser trailers linked with Star Wars, which you can read here. 

Here is another teaser trailer that you can use in the same way -


Here are some questions we put together for you to use in class - 

Pre-Watch


  • What time do you think the witching hour is?
  • Would it be during the day or at night? Why do you think this?
  • Would people be awake at this hour? Why? Why not?
  • What might you see, hear, feel if you were awake at this time?
  • Would you likely be alone or with your friends if this was the case?


Aim: to enable learners to begin to imagine what it would be like to be awake during the witching hour: to gain a sense of the eerie silence and shadowy loneliness the witching hour brings together with an underlining fear that stokes the fires of uncertainty.

Now read the script, reading slowly and quietly and stressing key aspects of the text in order to maximise the sense of fear the narrator has.

Note: Get them to close their eyes so that they are plunged into the darkness the witching hour brings.


It was the witching hour, when the boogieman comes out, when people go missing. The girls say the witching hour arrives at midnight, I think it comes at three in the morning, when I’m the only one left awake. Like always, like now. Never get out of bed. Never go to the window. Never look behind the curtain. And that is where our story begins…

Show them the script. In pairs highlight the parts that make the reader scared.


  • Why do you think it is written in first person?
  • What effect does this have on the reader?
  • Do you like or dislike the uncertainty of what time it is? Why?
  • Does this add or detract from the overall atmosphere of this opening scene?
  • Why do you think the narrator says ‘Never’ three times and does so with short simple sentences? Why does she not elaborate?
  • Do you like the final sentence? 
  • Why do you think it ends using an ellipsis? 
  • On a scale of 1-5, how effective do you think this start is? Why?


You are now ready to watch the trailer.

Note: Play the trailer all the way through without stopping. This will allow them to acknowledge aspects of their previous discussion which you have just facilitated as well as make links to the pictures they will undoubtedly painted in their head. Once done, allow them the opportunity to discuss with a partner and/or class how closely their pictures matched those seen on the screen. 

  • Was the narrator a boy or a girl in their head? Why? 
  • Were they surprised by the fact that it was in fact a girl?


Now watch the trailer again, as a means of understanding it more deeply.

Pause after opening shot…



  • In which capital city are we in? [London]
  • Draw and label 2 things that evidence this. [London bus, Big Ben, Tower Bridge]
  • What time of day is it? [Night] 
  • How do we know? [Lights are on, few people on streets, darkness]


Pause at 20 seconds…


  • We are shown a shot of a street. How modern is this street? 
  • Why do you think this? [Cobbles, bicycle, lamp posts]
  • We see a building in a side street; can you see the sign? [Orphanage]
  • Write this sign [ORPHANAGE] on your wipe board. Underline the root word that starts this word [‘orphan’]. Do you know what an orphan is?
  • Can you think of any orphans from other books or films you have seen?
  • How does this make us (the viewer) feel? Why?


Pause at 41 seconds…

  • Who is the main character? 
  • What tells us she is afraid of the witching hour? [Lock windows, blanket for comfort, changes time]
  • What is the first clue that the director uses to show us she is not alone?
  • Why do you think a cat is placed in this scene with her?


Pause at 49 seconds…

  • Does the character like reading? Why do you think this?
  • How easy does she find reading? [Note her glasses]
  • What can we infer about her as a character?
  • What does she hear? How does she react? How would you react?


Pause at 1 minute 8 seconds…


  • Why does she whisper the first statement?
  • Why does she do the opposite to what she says? 
  • What do we now infer about her as a character?
  • Does this surprise you seeing that she is a girl? Why? Why not?
  • How does this contrast to how the street cats feel?
  • How sacred are they? How do we know? [the arch their backs in terror and scream]


Pause at 1 minute 20 seconds…


  • What is in the shadow? Why do we think it can’t be human? [Height, size]
  • Why does the director not reveal the character completely?
  • Does this make the situation more or less scary? Why?
  • How does the girl react to the character? How does she feel? How do you know?


Pause at 1 minute 28 seconds…

  1. What does the girl do to try and protect herself?
  2. What might this tell us about how old she is?
  3. Does it work?
  4. What do you think the creature is? Why do you think this?
  5. Now that you have watched the trailer and heard the script, how effective is the last line? Discuss.


Post-Watch

  • Who do you think the trailer is for: infants, juniors, teenagers or adults? Why do you think this?
  • What is the main purpose of this trailer: To tell you what the film will be about or to get you to ask questions so that you’ll want to go and watch the film when it comes out?
  • Do you think it accomplishes this purpose? Why? Why not?
  • What questions are left unanswered? Make a list with your teacher.


  • Ask the children if they know what book this trailer relates to.
  • Do they know who wrote The BFG?
  • What do they know about this author?
  • Have they come across any of his stories before?
  • Using this knowledge, can they predict what might happen in the book/film?

Use this as an introduction to use BFG as the class read. 


Any questions your learners have come up with while watching the trailer can be put on post-it notes and answered as you read the text in the coming weeks. Also, comparing the trailer script with the opening pages of Dahl’s book is a lovely way in which to discuss the differences and similarities in terms of both style and content, as well as to facilitate a discussion as to which is better: watching a film  or reading the book.


The following link allows you to access the unedited version of Dahl’s original text on screen:

http://www.freeport.k12.pa.us/cms/lib2/PA01001445/Centricity/Domain/253/The_BFG.pdf


If you have found this blog useful, please join us in Newcastle in January or Peterborough in June or Newport in July! More details and booking forms can be found here. 

Monday, 7 December 2015

Learn about the Evacuation by hanging out with Mr P's Grandparents!

On Thursday 10th December at 1.30pm, Year 6 will be interviewing my Grandparents to learn about what it was like to be an evacuee. This links in with their World War 2 topic and is something we have done for a number of years. This time we wanted to share this experience and so will be doing a LIVE Google Hangout on Air so any classroom around the world can join us in this valuable learning experience!


It will be a worthwhile experience to learn from people who experienced evacuation first hand. I am always fascinated to listen about what they went through and how different the experiences were for my Nana and Grandad! 

We will prepare some questions but you can also contribute by tweeting them to me - @ICT_MrP or post them to this Padlet Wall -

Make sure you join us LIVE on Thursday at 1.30. Here is the link to the video - 


UPDATE - 10th December!

What a wonderful afternoon! A massive thank you to my fantastic Grandparents who shared so much useful information and really helped the children with their learning. I was so happy to see that we had 20 schools join us live for the Google Hangout and anyone else can now rewatch the interview as it has saved on YouTube. 

It was lovely to see tweets and messages from other schools saying how much they enjoyed the interview! We even went international with a school in Istanbul tuning in! Here are a couple of the tweets we received! 




Friday, 4 December 2015

#ChristmasAroundTheWorld Launch at #LitShedConf

In planning for the Literacy Shed Conference, I really wanted to do something special. I decided to organise a launch for the #ChristmasAroundTheWorld project I started last month. To read more about the project and sign up click this image -


I was so grateful to have a number of schools willing to take part -

The plan was to do a Google Hangout at the beginning of the day to introduce ourselves and set a challenge for the children to work through and then share at the end of the day. The work would be shared with the 100+ delegates at the conference. Here is the initial Google Hangout to introduce each other -


Unfortunately, due to a slight technical error we weren't able to broadcast the other video at the end of the day. Every teacher in the conference was amazed by the work each class had created.

We loved seeing the Christmas tree the Year 3 class at Flowery Field created for their topic linked to Christmas in Spain. We also enjoyed listening to the song!


Year 2 at Hotspur also treated us to a lovely song and created this video- 


Ravensfield prepared a fantastic presentation which was performed brilliantly to the teachers at the conference. They have also created some fantastic videos that you can watch here -

My school, Davyhulme, blogged all their ideas! Click the pictures to read all their work - 

Thank you so much to all the schools for taking part, I hope you found it useful and know every teacher at the conference was blown away by all your fantastic work!

FOR EVERYONE ELSE, PLEASE VISIT THEIR BLOG AND COMMENT ON ALL THE WORK THEY HAVE PRODUCED!

I have already had tweets about other hangouts and connections being made through the project! I hope this is the start of something amazing! Please share anything you do linked to Christmas in your school on this Padlet wall -


This week with my Year 3 class, we used a variety of apps to created this interactive Christmas Around the World Map -




Finally, I would just like to say a MASSIVE thank you to everyone who came to the #LitShedConf today! The fact we were trending with so many fantastic tweets just proved how many enthusiastic teachers we had!

I hope you found the day useful and got a lot of inspiration from my presentations!

Thanks to @RedgieRob for all his help and organisation! It was a great day!



Here are all the tweets from the day -


Thursday, 3 December 2015

Another Great Christmas Advert to Develop Emotional Literacy!

The TV is packed with some fantastic adverts in the build up to Christmas. I recently blogged about the Man on the Moon John Lewis advert with the help of John Murray.

We have found another brilliant advert that really pulls at the heart strings! It is another brilliant resource to help develop Emotional Literacy, something we discuss on our joint conference. We have previously blogged about using the song 'Wasn't expecting that,' to develop Emotional Literacy.

Here is the advert -


Before watching the Advert
Set the scene: It is Christmas and you need to phone your dad to tell him you can’t make it. Predict what the message might say and how it will be constructed: Will it be formal or informal? How will it start? What else might you say? How long will it be? How will the message end? Why do you think this? What might you say? How might you say it?

Sit children in pairs back to back. 

Give each learner a copy of the phone message.

Allow the children to read it silently to themselves.  Ask them to think about how they would say the words if they were leaving the message for real. Get them to think about their tone of voice, the pace at which they would speak, which words you would stress and why, would you pause at any point and if so, for how long.

Now practice reading the message to each other back to back. 

Transcript (The phone message translated)

Hello Daddy, it’s me.  
Hello Grandpa!  
I just wanted to call and let you know that we can’t make it for Christmas this year. We’ll try again next year. It’ll work out, I promise. Merry Christmas, Daddy. See you soon. 
Merry Christmas, Grandpa!
It is important that children do not face each other at this point in order that they focus on the pitch and pace of their speech. This technique is also an excellent way in which to develop a keen understanding of how aspects such as audience, purpose, main idea, language choice and style are often interlinked. 

Those learners who can empathise with the character will often demonstrate their better understanding of the text by bringing the text to life. By acting it out will increase their understanding of both the text as whole and specific elements within it. However, those learners who read the text out in a monotone and have difficulty bringing this text to life will often be those who have less emotional dexterity. These readers have often surpassed the decoding stage and are quite able to retrieve literal information. They may also be able to recognise key words and employ basic deductive reasoning skills. But it is with the higher order reading skill of inference that they will have real problems with and, as such, their appreciation and understanding of the text will be limited.

Comprehension Questions based on the answer machine message:

  • Who do you think left the message? To whom did they leave it? Why?
  • Do you think the phrase ‘Hello Daddy’ and ‘Hello Grandpa’ are said the same way? (Notice the difference between the use of a full stop and the exclamation mark). 
  • Why might this not be the case? What might this difference of voices tell us about the how the daughter and granddaughter are feeling and which of the two doesn’t really understand the situation fully? 
  • How old might this suggest the granddaughter is? 
  • Is this echoed again later in the text? How so? 
  • How else does the daughter show that she is trying to be warm and apologetic to her father, even though the message she is delivering is not a very loving one? 
  • What does her use of contractions show us?
  • Now imagine you have received that message. 
  • How do you feel? Why?

You are now ready to watch the advert:

  • Why did the old man miss the phone call?
  • Why do you think he has a dog?
  • When he is preparing his Christmas dinner and looks out of the window, what does he see? How does this make him feel? What do you think he is thinking at this point? Why?
  • How do we know the man was married? What do you think has happened to his wife? Why do you think that? How long has he been on his own?
  • How are you feeling at this point in the film: [A] towards the old man [B] towards his family? Why?
  • Why do you think we see him sat at the head of a long table alone?
  • Why do we see him dressed three different ways while he is eating his Christmas dinner? 
  • What does this tell us about the promise his daughter made?
[After 30 seconds]

  • What family does the old man have?
  • Why might they not be able to see him at Christmas?
- Eldest son: busy with important work as a doctor saving lives
- Youngest son: lives very far away in another country/continent
- Daughter: has a young family to look after
  • Each of his children receives a message:
  • Eldest son: text. Youngest son: phone call. Daughter: letter/card
  • Why do you think it is the eldest child who receives a message first? What do you think the message is? Is it the same message the other two children receive. Why might it not be? How will each of them feel? Why? What will they do next?
  • How does each of the old man’s children show their regret?
[53 seconds]
  • Why are the characters dressed in black outside a church?
  • Why does the daughter hug the youngest brother and not the eldest brother at this point in time?
[1 minute, 5 seconds]

  • When they arrive at the old man’s home, why are the candles on the dinner table lit? Who do you think has lit them? Do you think it is significant that the lit candles are on the dining table and not elsewhere? What might this suggest?
  • Why does the translator use ellipsis when the daughter says ‘Daddy…’ and the granddaughter says ‘Grandpa!’? What does this tell us about [A] How these two characters are feeling and [B] their understanding of the situation itself?
[1 minute, 27 seconds]

  • Why do you think it is left to the eldest son to carve the turkey?
  • Why do you think this is the first time we see the old man happy? 
[The End]

  • What is the last line of the advert?
  • What message/moral is it trying to teach us? Do you agree or disagree with this message? Why? Why not?
  • After you have watched the advert
  • If this had really happened, was the old man right to do what he did to his children? Discuss for and against his actions.

The Song can also be used to as a stimulus, here are the lyrics -



Comprehension Questions
Title:
  • The title of this song is Dad. Why do you think the song writer chose such a short and simple title for a song that is quite deep and meaningful? What do you think of when you hear or say the word Dad?


Verse 1:
  • Do you think it is important to tell the people you care about that you love them? Why might some people not do this if it is so important? 
  • It is often said ‘actions speak louder than words.'
  • What do you think this phrase means? 
  • Do you agree or disagree with it? 
  • Why? 
  • How might you apply this to the words left by the daughter in her phone message in the advert?
  • What lesson might this have about our promises?


Verse 2:
  • Lines 1-2: How is the passage of time shown? What is important to the singer at this point of time? What do you think her ‘goals’ were? Do you think they are the same now? Why? Why not?
  • Lines 3-4: What do you think these two lines mean? Explain them in your own words to a partner. How might this happen in your life?
  • Why do you think the singer says this is a sad song? Do you agree with her? Why?
  • Where do you think her Dad is?

Verse 3:
  • What is the difference between a house and a home? What really makes a home a home?

Verse 4:
  • Why do you think the last verse is a single line? 
  • Why do you think it starts with the statement ‘Truth is’ but then quickly uses an ellipses? 
  • Do we see a similar literary device in the advert? 
  • How effective is it? Why? 
  • What line from Verse 3 is repeated here? 
  • Why do you think the song writer chose to do this? 


Further links to the advert:
  • Do you think this was a good song choice to use for the German Christmas advert? Why? Why not? 
  • How does its message of the song link to the moral or the advert? What theme do they have in common?
  • Is there anything about the song and advert that are different? One ends happily whereas the other is sad throughout. Do you think using this song enhanced the overall idea/message of the advert in any way? How so?



Writing Activities - 

  • Imagine the Old Man keeps a diary, ask the children to write a diary entry as the Old Man talking about his feelings and what he decided to do.
  • Use this idea of text messaging to help children write a conversation between the brother and sister using direct speech.

  • Ask the children to write a heartfelt letter of apology using informal contracted speech as on of the old man's children saying sorry for their actions and that they understand why he did what he did.
  • Ask the children to think about what Christmas really means. Ask them to think about someone they want to spend Christmas with and get them to write a letter explaining why they are appreciated and loved. 
  • Allow the children to watch the German advert and the John Lewis ask them to write a discussion text where they decide which advert they prefer and why?
  • The storytelling technique used is a twist ending. Challenge the children to take a familiar story and rewrite with a twist at the end. This blog post may give you some inspiration. 
  • Use the old man character to encourage a discussion about growing old. Ask the children to think about what they want to achieve when they grow old. The children could even use an app to turn themselves into an old person and record themselves talking about their lives. Read about this here.



  • Ask the children to write their own persuasive letter to try and raise awareness about people who spend Christmas alone. Maybe use an app like Tellagami to turn it into a TV advert. 


A massive Thank You to John Murray for all his amazing ideas with this blog. If you haven't had John into your school to lead reading, spelling or SPAG training, you should. As you can see from this blog post his ideas are fantastic!


 

Please click the images to read more about what John can offer!

You may also be interested in the joint conference we are leading in Newcastle, Peterborough and South Wales in 2016 -


CLICK HERE TO BOOK A PLACE



Wednesday, 2 December 2015

Descriptosaurus - The Perfect Christmas Present For A Teacher


About 3 years ago, my fantastic Deputy gave every teacher this book - Descriptosaurus. Written by Alison Wilcox, Descriptosaurus is fantastic for creative writing that is a thematic expansion of a dictionary and a thesaurus. It provides children with a comprehensive resource with which to expand their descriptive vocabulary, experiment with language and sentence structure and build up narratives based around the following areas: Settings - landscapes, settlements and atmosphere, Characters - appearance, emotions and personality, and Creatures - appearance, abilities and habitats.

When it comes to writing, teachers can find it tricky to generate effective descriptive language during shared or guided writing sessions. I have been lucky enough to attend training by Alan Peat and Pie Corbett. Both sessions were fantastic and made it look so easy to generate effective vocabulary to tell a good story. They are geniuses and experts in the field. When faced with a class of 30, being put on the spot, you can have a completely mental block. However, with the descriptosaurus to hand, you will always be able to find a word, phrase or whole sentence to use.

In 2013, the National Literacy Trust ran a descriptive writing competition linked with Descriptosaurus. Some resources are still available - click here. On the back of the competition, Alison has now created new versions of the Descriptosaurus based on different text types. The four are - Action and Adventure, Ghost Stories, Fantasy and Myths and Legends. At present, only Action and Adventure and Ghost Stories are available, with the others being released soon.

From the competition, this book helps areas of children's writing that needed development, such as action scenes. There is a bigger focus on the character's reactions and interactions. This is something I feel is often missing from children's writing.

You can grab a copy of the Action and Adventure book here.

You can grab a copy of the Ghost Stories book here.

The books are also available electronically through the Kindle store.

Here is a sample of the Action and Adventure book -



So if you are stuck for a present to buy a teacher or even treat your child to help with their writing, I would highly recommend these books!

Tuesday, 1 December 2015

Alan Peat Ltd presents.... Lee Parkinson Using Technology to Enhance the New Primary Maths and Literacy Curriculum - 27th November 2015, The Village Hotel Nottingham

A big thank you to all that came to the conference on Friday. I had a great day sharing ideas and strategies to enhance the new curriculum using technology.



35 Evaluations

35 rated the content of the speaker as excellent
35 rated the delivery of the speaker as excellent


Amazing training! Totally inspired and engaged. Superb ideas and philosophies - Can Lee be the new Educational Secretary for the Government?!  
A fantastic course, so motivational. A real credit to the teaching profession. I wish more courses were like this! :)   
Absolutely Fantastic! "The best course i've ever been on!"   
Best course i've been on as a teacher. Great ideas of how to use different apps to benefit in the classroom. Infections energy. Cant wait to try all these new ideas.  
Excellent speaker. Very inspiring to an ICT shy, technophobe. Will definitely be using the apps shared and converting others. Many thanks!  
A really wonderful course with ideas that can be applied to everyday teaching. Thank you, thank you, thank you!  
Amazing, inspiring training. Lots of excellent ideas to use in the classroom (too many!!) Cant wait to go back on Monday to try some out. Thank you Mr P! 
Inspiring - definitely the best course i have attended!!!
Fantastic! Thank you very much. So many great ideas to inspire. Excellent has left me with lots of ideas that i have to try out! Thank you!! 
 
Just what i needed thank you! A great inspiration - lots to remember but has definitely changed my views on technology generally. Will go out and buy an ipad now! :) 
Mr P was knowledgable - gave lots of wonderful ideas and apps. Cant wait to implement into class! Thank you! 
Fantastic! Just what a tired Year 6 teacher needed to inspire learning again :)  
I had high expectations as i follow you on facebook. You delivered beyond my expectations. Thoroughly enjoyed today, thank you! Brilliant! Love examples of apps! 
Fantastic! 
Good selection of ideas - not so many that i wont remember - more chance of focusing on a few to get the staff started and work from there! 
Thanks - great delivery! REAL! Feeling very inspired! 
A fantastic day. It has flown by! Truly inspirational and i am determined to go back and try out one idea at a tinme - starting next week! 
Brilliant! One of the best courses i have ever beenon. Lots to try out and look forward to seeing them in the classroom. 
Helpful, fun, practical ideas. Inspiring to see the impact and all the ways you engage and motivate.  
Wow! Thank you so much - i'm going to be spending the evening on my iPad! 
Very engaging and humourous! A fantastic course, packed with so many practical ideas! 
Fantastic ideas to use in our school. Cant wait to try out some of the apps with my class. Thank you! 
Absolutely fantastic - so many great ideas to use effectivley. I cant wait to try them out. Thank you so much! 
Really engaging course - loads of practical ideas with good examples of how to use them. Top notch! Thanks. 
Excellent thank you! 100's of ideas to implement as a whole school and take the iPad further. Thank you for constantly sharing on facebook and twitter too. 
Have been looking forward to this course sincei got myself bookedon through smiles and bribes. Did not disappoint, thank you!
Fabulous, thank you! 

Time to reflect on what is out there! Love it! First Class, thank you!
 
Feeling very impressed and motivated to integrate iPads into the classroom. Thank you Mr P! 
Really useful teaching ideas. Linking it to how your own teaching shows how it can be done day to day. Excited to go back to school to put all the apps and tips into place. Great delivery - really engaging, Thank you! Portland Spencer will definitely be putting their iPads to good use. 
Very informative, extremely inspiring and great to get real life, realistic examples from someone who actually still teachers. Thank you for a great day! :) 
Very enthusiastic, so many good ideas that I will definitely be using at school.

I am leading more conferences after Christmas including two in Leeds and Norwich focusing on Raising Standards in Writing Using Technology -