Category Archives: Discussion

Episode 3: A Trouble Shoot Guide to Tablets in the Classroom

Pedagogy Podcast Ep. 3

Luke: Trouble Shoot Guide to Tablets in the Classroom

Today we’re joined by Luke. Luke is an ICT guru and a Doctor Who enthusiast working as an ICT officer at a one to one tablet school.

What is the most common solution students overlook before visiting the tech department?

  • Prevention is better than a cure
  • Keep your tablet updated each day. Update and turn off every day. While slapping the lid closed and running off is a handy feature of the tablet this often leads to software update problems
  • Security and privacy software have regular updates and students need these
  • Develop a routine in the classroom to help establish good habits
  • By following a daily update routine if you are asked to update as a one off this should take seconds, not minutes

What is the most common problem that students come to you with within the first week of receiving their tablet?

  • Forgotten passwords are biggest problem
  • Select passwords that are easy to remember
  • Use phrases with standard sentence construction
  • A phrase is easier to remember and more logical to type
  • Check out this clip with Edward Snowden on the importance of passwords
  • The most common passwords list should be avoided when selecting a password


How can students/teachers prevent hardware malfunctions?

  • Use your tablet bag and keep it in good condition e.g. repair cracks and rips
  • Turn your tablet off before placing it into the bag. If it is only ‘sleeping’ the mouse may wake it up and make the device overheat
  • Promote respectful productive use of the tablet as a learning tool, not an accessory
  • The top left of the track pad (figure 1) will disable the track pad and a double tap will enable it
  • Restarting or disconnecting the monitor from the keyboard will usually fix thisCapture

How can teachers promote effective routines around backing up work?

  • Keep your work backed up automatically
  • A copy of your files on an external hard drive is not backing up
  • OneDrive, Google Drive and Dropbox are all useful for this
  • Some devices are more suitable to certain software e.g. android is more compatible with Google Drive
  • Watch this video to learn how to back up your personal work using google drive
  • Always check for errors in your hidden icons pop-up ribbon



Where can people go online for more help with their devices?

  • Start with a guided key word search in google
  • Paste the text from the error message into google and usually there will be a suitable resolution
  • YouTube videos also provide great visuals to support step by step solutions
  • Look up, Linus tech tips or I fix it for more details
  • Aim to understand the information behind the problems and this may give you confidence to explore the possibilities of technology



Thanks for listening and I hope you found this information helpful.



Episode 2: Using Questioning as a Learning Tool

Today we’re joined by Helen. A valued colleague of mine whose classroom “nous” is reflected in the respect demonstrated by her peers and students alike. While Helen’s learning area is predominantly English, she has a keen interest in the knowledge around questioning and how teachers can use this knowledge in the classroom. So that’s going to be our focus in this episode.

Pedagogy Podcast Episode 2 – Using Questioning as a Learning Tool



What does the research say about how teachers are currently using questioning in the classroom?

  • One third of all teaching time is connected to questioning
  • 60% of questions are lower cognitive question (yes/no questions); 20% procedural e.g. “Do you know how to do this?” 20% higher cognitive e.g. “To what extent might…”; “If circumstances were different, would your answer change and why…?”
  • Lower cognitive questions have their place but if over half of our time is used with these types of questions, we need to consider whether this is our purpose, intention or more a habit?
  • Teacher needs to be conscious of all questioning and aim to make all questions intentional
  • Build patterns within questioning and acknowledge the use of both styles
  • Students with less ability are asked fewer higher order questions and given less wait/think time – is this productive or out intention?
  • Teachers need to consider students’ range of learning needs when planning the use of questioning

How should we be doing ‘it’ and ‘when’?

  • Seek to generate a culture in which students ‘buy in’ to the questioning
  • Know the students in your class and plan your lesson so that every student has access to a question, whether it’s of a higher or lower cognitive demand.
  • Equip the students with the appropriate knowledge in order for them to access an answer to the questions you ask
  • Planning has to be around the question: ‘What experiences can we have before we get to the higher order questions?
  • Questioning verbally can mean that it is “one to one” model between student and teacher, which limits access and engagement for all students
  • Be conscious of the ‘empty time’ in which only one or two students may be engaged in the questioning activity as this may lead to disruptive behaviour or distractions
  • Planning should help manage these ‘empty’ situations
  • Create learning opportunities around the features that make up good questions including providing adequate thinking time and explicitly teaching listening skills
  • Recognise the moments to capitalise on student discussion (reciprocity)
  • With a thorough knowledge base and planning teachers can seek to engineer the lesson so that deeper learning opportunities happen deliberately. However, teachers need to be also prepared to read the “unscripted” opportunity (comes with experience and confidence)
  • At least ten seconds (higher cognitive questions) should be given for ‘think time’
  • Think time gives students the opportunity to formulate and censor a ‘covert response’, rather than delivering an ‘overt response’. At times, these responses then have to be revised through other questions like, ‘What do you mean by…?’


What are your top 3 tips to effective classroom questions?

  1. Plan the questions and predict how they may be used in the lesson. Extrapolate on how this might ‘look’ in the lesson: What pedagogical tools will I use? e.g. give the students an answer at the start of the lesson and get them to generate the question by the end (promote the top down function)
  2. Plan to provide access (for all) to the question (e.g. groups, one to one, post-it notes, technology (Zaption or Verso) or provocation)
  3. Shift the focus from the ‘sage on the stage’, to “student to student” to open up opportunities for all.


Danielson’s Framework for Teaching (2013) Viewed 14 June 2016, <>

Marzano, RJ & Pickering, DJ (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. (1st Edn). VA: McREL.

Marzano, R.J. and Simms, J.A.(2014). Questioning Sequences in the Classroom. Bloomington: Marzano Research Laboratory.

McComas, W.F. & Abraham, L (2004). Asking Better Questions. Rossier School of Education: USC Centre for Excellence in Teaching.

Stahl, Robert J. (1994). Using “Think-Time” Behaviours to Promote Students’ Information Processing, Learning, And On-Task Participation. An Instructional Model. Tempe, AZ: Arizona State University, 1990.

Top-Down Processing: Examples & Definition (2003) Viewed 15 June 2016, <>

Wilen, William W. (1991). Questioning Skills for Teachers. (Third edition). Washington DC: National Education Association.