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@jamjsl.bsky.social

Masters in Ed. English and Humanities teacher in Australia. Was Head of History in England. Life long learner.

114 Followers  |  133 Following  |  76 Posts  |  Joined: 31.12.2024  |  2.0543

Latest posts by jamjsl.bsky.social on Bluesky

Getting students using AI positivity in lessons is really important for life. Getting them to think using metacognition (eg the applications and across subjects) is the next big challenge for teachers. We have been using it in our business unit, it is a slow process. #EduSkyAu #EduSky #teachers

30.07.2025 12:36 β€” πŸ‘ 0    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

Brilliant and insightful article. Matches what I’m experiencing in my classroom. Students who just get the answer or take a short cut are missing the learning. But AI can help learning if used correctly. Worth a read. #edusky #eduskyau #education #schoolai

23.07.2025 10:30 β€” πŸ‘ 2    πŸ” 1    πŸ’¬ 0    πŸ“Œ 0

Ideas for AI in the classroom… get students to always share their prompts and then how they used them. Get them to get a 200 word summary woth five links. Use the links and then improve the AI summary #eduskyau #edusky #aieducation #aischools

21.07.2025 10:26 β€” πŸ‘ 0    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0
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Easter holiday. Time to recharge the Teacher batteries with a morning walk on the beach. #GoldCoast #EduskyAu #EduSky #Teachers #Education

10.04.2025 04:00 β€” πŸ‘ 7    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0

Easter is a great time to refresh / recharge and get ready for the next challenge : term. Some time planning for the Frontier Wars unit coming up. #EduSky #EduSkyAu #teachers #history #australianhistory

09.04.2025 00:12 β€” πŸ‘ 2    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

Depends where you work. Sometimes it’s joyful chaos or pressured but fun and joy are still in education. Sometimes you have to cultivate it in your own classroom #edusky #eduskyau #teachers #education

08.04.2025 23:40 β€” πŸ‘ 2    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

#EsuSkyAu #teachers #nearendofterm

04.04.2025 04:35 β€” πŸ‘ 0    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

Always important to build in thinking time. Stop doing… for a bit… be a human being… as in just be… think… reflect…
When you can’t see the wood for the trees. Take a moment and pick the one tree you are going to deal with next.

04.04.2025 04:33 β€” πŸ‘ 0    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0

This is well worth a read. It is very true for the classroom and the staffroom. And for everyday life. Find trust, connection and purpose #education #EduSkyAu #teachers

30.03.2025 06:02 β€” πŸ‘ 4    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

Post assessments I’ve been trying to get my students reflecting on the skills they applied, what they did well, what they learnt and how they could improve. Most importantly what transferable skills can they name and reuse. #metacognition #teaching #teachers
#EduSkyAu

30.03.2025 05:59 β€” πŸ‘ 1    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

The students will love lessons that provide variety. Teachers should find their own authentic style. Adapt and try things out, its way more fun!
But if the school / system is so narrow then looking for a new job would be a great idea.
...Unless you love that method! #EduSkyAU

25.03.2025 10:43 β€” πŸ‘ 4    πŸ” 1    πŸ’¬ 0    πŸ“Œ 0

V.difficult question to answer. Planning a Unit = some explicit primers building to inquiry. Some idea of final project / general destination is needed. Some planning of tasks and skills. Then responding to students could lead to anything. Also diff subjects lead to different pedagogies #EduSkyAU

25.03.2025 10:36 β€” πŸ‘ 4    πŸ” 1    πŸ’¬ 0    πŸ“Œ 0

Design Thinking has a lot of examples and ideas for creating opportunities for students to reflect and improve. I am using some ideas from the 'Design Thinking Toolbox' book for a Business Unit that I am creating. #EduSkyAU

25.03.2025 10:29 β€” πŸ‘ 4    πŸ” 1    πŸ’¬ 1    πŸ“Œ 0

A5 - It can become chaos for some students. Key is spotting them early and helping them to find a focus / clear inquiry. I remember one student wanted to do his A level inquiry on Vietnam films as he wanted to watch lots of films. It would have led to chaos or a US centric inquiry. #EduSkyAU

25.03.2025 10:22 β€” πŸ‘ 5    πŸ” 1    πŸ’¬ 1    πŸ“Œ 0

A4 Eng: explicit teaching -rules or skills (debating, persuasive language), scaffolding writing paragraphs. Hums: explicit teaching timelines, Geographical terms, analysis.
Then opening up, try and get students to create inquiry that builds on teaching in an area that interests them #EduSkyAU

25.03.2025 10:17 β€” πŸ‘ 4    πŸ” 1    πŸ’¬ 0    πŸ“Œ 0

Knowing the skill and the stepping stones so students can make the steps themselves. Teachers need strong pedagogical knowledge and be confident in being able to scaffold tasks / lessons / feedback. Then students can be confident in taking risks and building skills. #EduSkyAU

25.03.2025 10:11 β€” πŸ‘ 3    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

Its Jamie. I would set up the question. But as they progressed in the subject I would open up the choices to them. They would set their own questions. Definitely at end of units they would look into creating own enquiry Qs. Creating own Qs is a big part of Aussie standards (was not in uk) #EduSkyAU

25.03.2025 10:06 β€” πŸ‘ 4    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

I previously worked in an Independent Girls school. Smaller class size, long lunch for clubs, positive culture, high parent expectations all played a part. I happily ran clubs, tutorials and it all built to an amazing culture. This led to so much progress #EduSkyAU

25.03.2025 10:03 β€” πŸ‘ 7    πŸ” 1    πŸ’¬ 2    πŸ“Œ 0

Student growth is not linear and is different in every subject, play time, social group and interest. #EduSkyAU

25.03.2025 10:00 β€” πŸ‘ 3    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

Social isn't taught in lessons. That is a whole school kettle of fish. Is very complex and, I agree, the extra curricular is important. Teachers contribute. School culture has biggest impact. #EduSkyAU

25.03.2025 09:59 β€” πŸ‘ 4    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0

When I was a full time Head of History all my lessons started with an enquiry question. I made sure students could navigate sources / evidence to reach their own answers. Which is basically getting them to create mini inquiries. Often some explicit teaching often kicked off the lesson. #EduSkyAU

25.03.2025 09:55 β€” πŸ‘ 5    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0

It certainly was! I hope his house survived. I don't think you get that weather in Perth, do you ? #EduSkyAU

25.03.2025 09:52 β€” πŸ‘ 4    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0

I agree. Often Politian or Commentators like to give simple solutions or attack things outside their experience. #EduSkyAU

25.03.2025 09:47 β€” πŸ‘ 6    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0

A1 - They are complementary. Students need to be primed and then sometimes misunderstandings or deeper skills need explicit teaching in mini or full lessons. #EduSkyAU

25.03.2025 09:46 β€” πŸ‘ 7    πŸ” 1    πŸ’¬ 1    πŸ“Œ 0

We've had 2 good weeks of clear weather but the rain is back. Not nearly as bad as Alfred πŸ˜€#EduSkyAU

25.03.2025 09:40 β€” πŸ‘ 2    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0

Jamie - The Gold Coast #EduSkyAU

25.03.2025 09:33 β€” πŸ‘ 5    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0

Day 47 10YO #NoPlasters;
Been on a course? Make time to reflect, contextualise and discuss the learning. Use it or lose it!

10 years on reflection STILL feels the forgotten part of learning. Without it there's no learning. Remembering, feeling, aligning, shifting. More please #Learning #Development

12.03.2025 13:25 β€” πŸ‘ 4    πŸ” 1    πŸ’¬ 1    πŸ“Œ 0

Currently have power and trees around the house staying up.
Highlight of the book… reinforcing importance of relationship in teaching, links in with Maslow’s needs. Some interesting takes on how to achieve it.

09.03.2025 01:28 β€” πŸ‘ 1    πŸ” 0    πŸ’¬ 0    πŸ“Œ 0
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While Cyclone Alfred is keeping schools closed I’ve been reading this book in between worrying about family, friends and the house. Some very insightful sections, great moments to reflect on teaching / classroom. Would recommend. Now I need to update my QCT training log #selfdirected #EduSkyAu

08.03.2025 00:11 β€” πŸ‘ 3    πŸ” 0    πŸ’¬ 1    πŸ“Œ 0

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