Earth Day is less than 10 days away! Do you already have your lesson planned? Recycling your lesson plan from last year? You might want to reconsider as this year’s Earth Day might just be the most important one ever.
2021 has started off with homeschooling in the UK. A webinar I attended earlier this week on Lessons Learned from Covid-19, made it clear the correct term is online learning and not remote learning as there is nothing remote about it. It certainly brings us closer together in that virtual way, but it also opens up new opportunities, such as amazing guest lectures from people who would have otherwise never travelled to give a lecture. You can watch Educate’s webinar here.
At Makematic, we’re continuing to do our best to support those teaching and learning from home with great educational content. For all the teachers out there, you can have a look at our Teaching Online Masterclass course, which justifiably puts pedagogy right at the heart. Our first Masterclass was a huge success, so we’re now in the process of creating a second one and we can’t wait to share it with you in Spring.
The second ongoing project I wanted to highlight is our Untold History collection. Especially, after this week’s events in Washington and Georgia, there isn’t a better time than now to educate children about America’s incredible history through stories about people, artefacts and events that perhaps aren’t that well known. These videos are sure to engage students and could be a great starting point for a debate. Visit https://untoldhistory.org/ to watch the videos.
Finally, a story that was written during the first lockdown, but is even more apt now. There’s a huge immediate need for Social-Emotional Learning not just in the classroom, but also in the workplace and at home. There should be a greater focus on adult’s and children’s health and well-being in all that we do.
Wishing you all the best for 2021.
Mount Litera School International is a coeducational day school in Mumbai, India. They have a mission to develop their students into independent thinkers who are active participants in a global society.
In 2020, to develop global mindedness in grades 1 – 5 PYP students learned about the United Nations Sustainable Development Goals. As part of their learning, they were asked to choose one goal to investigate and to create action around that goal.
This initiative was been rolled out in all PYP classes. PYP teacher Chandrani Banerjeehas spearheaded this programme with educators at her school. Teachers in the PYP programme participated in an online professional development session with staff at Makematic where they were introduced to the resources on their app around the Sustainable Development Goals. Students participated in a workshop with Makematic staff online, used inquiry-based approaches to learn about the goals, created partnerships with other schools, and used Flipgrid to share their actions at a school event.
One of the biggest challenges was building the confidence of educators at all levels to use the sustainable development goals in their teaching. The teachers overcame this problem by asking educators to start with goals that they understood and were ‘easy’ for their students to understand and build on from there.
The teachers and students at Mount Litera School International now have a greater understanding of the goals and a blueprint of where they can take their learning moving forward. Their aim is to reach as many people as possible and to inspire others to action. In 2021 and beyond they’ll continue to teach others about the SDGs, enter competitions and participate in further challenges and projects to make this world a better place.
Teaching young people about the 17 Sustainable Development Goals may seem like a daunting task. Impossible even. The best approach is to start with the goals that you are comfortable with or you believe your students will enjoy and learn with them. The goals affect everyone and at some level, anyone can talk about them. Keeping the focus local before making it global can also really ensure that the goals have real meaning for the students.
Check out Rayyan’s video on climate action below. If you aren’t inspired to take action to save the planet after watching this, then there is no hope for the world.
If you’re after resources to use in your classroom to help your students learn and take action around the SDGs, click here.
A fun way for educators and parents to learn about the SDGs with their students or children is the #17DaysToLearn Challenge. A self-directed challenge whereby young people learn about and take action around each of the 17 goals. Read about how Kings Hospital School in Dublin used the #17DaysToLearn challenge here.
Check out these blogs on the SDGs…
In her first blog for Makematic, Dublin based, European Studies and Modern Foreign Languages Teacher, Victoria Malcolm talks about how she successfully took her classes online.
March 12th, 2020 – We are sent home from school with hardly enough time to think about which books we might need for a period of lockdown. After all, none of us have done this before. Teach all their classes from home. Whilst simultaneously running primary school classes for our kids, queuing everywhere for everything, learning how to keep a safe distance and minding ourselves and others in this “new normal”.
In the weeks running up to the lockdown in my school, a huge amount of work had gone on in the background to help us make the move to online learning. We had chosen Google Classroom as our means of communication and collaboration, as many colleagues were already using this. That said, having a class set up on Google Classroom and being relatively confident using it did not in any way prepare me for the demands of online teaching. In the space of a week, we went from never having heard of Zoom to black belt proficiency as we struggled to work out how we could best provide some sort of continuity of learning for our students. Add to this the ever-increasing saga that was Calculated Grades and the worry that kept you awake at night wondering had you done everything you could to make sure that your 6th Form students received a fair, reflective grade.
Five Months Later …
Fast forward to August 2020 and we are once again consumed by thoughts of school. Are those same classrooms that we longed for in the dark days of April really safe for us to go back to? How will lockdown have affected our colleagues and our students? Will we have everyone back at school? What happens if there is an outbreak of the virus in our school? It is this last question that causes me to look back at my experience of online learning and ask myself what worked, remember – with blushing cheeks – what didn’t and think about how to incorporate this into a plan of action for the new term where online learning may, once again, play a key role in our classrooms.
Zoom Actually Works
What worked? Zoom, surprisingly. Thankfully, all the internet horror stories of suddenly finding yourself in Johnny’s bedroom, watching him eat breakfast in bed at 11am and go through his German homework at the same time weren’t borne out – in my classes at least. An online code of behaviour is, however, non-negotiable.
Set basic rules of engagement for your students:
- Behave as you would in class,
- Dress appropriately,
- Have all the class materials you need for the lesson,
- Be patient and respect others.
Webcam On or Off?
Decide from the outset whether you want cameras on or off, your own included –
often a quick check-in at the start of the class and a quick round-up at the end is enough with cameras on but it depends on the activity.
Here are some ways I navigated this:
- For my Modern Foreign Languages (MFL) classes, we were building towards an online oral exam as part of the end of year assessment, so being able to see one another was important.
- If I was working on a grammar point, however, the cameras would be off. No need for us to see the pain etched on one another’s faces.
Private Chats and Breakout Rooms
But it’s not just the webcam, it’s the private chat function and the breakout rooms that were a game changer and is something I would love to be able to do in my real-life classroom! Here’s how:
- At the start of class, I use the private chat function on Zoom to check-in privately on individual students. I found that a number of students who are normally very quiet in class really embraced the chat function as they felt they were able to ask questions without fear of intimidation from students who work at a faster pace.
- At the start of online teaching, I was overwhelmed by the intensity of the 30-minute class online. It was very demanding. However, giving students a task and putting them in breakout rooms to work on something for a timed period allowed me space to breathe and also to think about how the remainder of the class would progress once we were back together as a group. I made sure to drop in on each breakout group at least once to make sure that they were on task – they always were and I think they enjoyed the break from me as much as I did from them! I always chose the random allocation function for the breakout room, as that way, students who might not ordinarily work together in class, got the chance to do so.
Google Classroom worked well, especially since not all students were able to attend live online classes or simply found them overwhelming. Here are some things I would recommend:
- It is important to give clear, concise instructions. Don’t write essays.
- I got into the habit of writing a quick summary of what we had covered in class that day plus noting any work I had assigned for homework.
- Following feedback from my classes, I tried to put up a scheme of work for the week, including any homework exercises, on a Monday morning. That way, if anyone missed a class, the work was there for them. It also had the advantage of keeping me on top of everything and it is a written record of what we covered, including any notes posted, for when the new school year starts.
- In the beginning, I was frustrated when students were uploading handwritten work and I was trying to encourage them to type it. Then you realise just how much longer an assignment takes when you are doing it online. Very few of them are graduates of the Mavis Beacon School of Typing and so found that typing assignments made the whole process even longer. You can annotate a photograph of a handwritten page easily in Google Classroom so don’t sweat the small stuff.
- As an aside, I believe that Microsoft OneNote was the absolute bomb for those schools using Microsoft Teams as their online forum. You can do all sorts of lovely things like recording verbal feedback for pieces of work, which cuts down on your workload considerably. That said, it is possible to upload audio files to Google Classroom so if you want to record yourself explaining the complexities of German word order and send it on to your students, you can!
Keep It Simple
Overall, I kept it to these two main tools – Google Classroom and Zoom. I dipped into Quizlet once or twice for new vocab but found making new quizzes time-consuming to be honest. Colleagues had good success with pre-recorded material – voicing over PowerPoint presentations, showing worked examples via Screencastify – but I found that Google Classroom and Zoom suited my MFL classroom and, importantly, what I was comfortable and confident using.
Check This Out
Finally, I found a great visual from Online Teaching @ KIS; Do This, Not That by Alison Yang with some very simple, but very important advice...
the online classroom is not the same as the real life classroom and you cannot simply transfer your teaching from one to the other.
- Don’t take on too much – whether this is using new technology or taking up work to correct and, most importantly, give yourself some time off.
- Be available during the school day but don’t answer emails from students or parents outside of office hours unless you wish to.
- Don’t beat yourself up if your lesson doesn’t go as planned. Learn to laugh at yourself. Your students will find the whole experience much easier if there is not an air of palpable tension in each lesson.
And finally, use the first few weeks back at school to show your students how to use the technology you would plan to use if we need to go back to working from home. Second time around has to be easier, right?
As a 17-year-old living in the cusp of protest, revolution and change, I am very proud and passionate about the BLM movement and trying to reform the police system in America. While many call them “riots” and discourage them because of violence, it’s important to look at the suffrage movement and its supporters who:
- smashed windows
- chained themselves to railings
- planted bombs
- slashed paintings
All to get their word across after constantly being demeaned by the government and the public because of their want to get the vote.
While obviously violence is the last resort and peaceful protesting should always be the way to go, sometimes the higher ups will not listen until you stir something up. Even worse you get attacked for peaceful protesting or denied services and you have to defend yourself. This topic is one of the reasons why I love history, and feel that people should learn about events that happened in the last century or so as history repeats itself. I’m sure that if they educated themselves on similar events they would be a lot more open-minded about the movement.
History and Culture
In general, history has allowed us to understand different cultures and how they react to topics like gender and sexuality. While most people in the western world like to think that gender is binary and biological, that is not the case. Not only would that be against the original coiners (John Money’s) description of gender identity, which is something more related to your feelings, but it completely disregards other cultures interpretation of gender where there are more than two. An example of this is in Native American culture where two spirits were people who combined both male and female activities in their tribe and took specialised roles such as being a shaman or healer. In some tribes the male and female two spirits are different, making there a fourth gender in their tribe, and two spirits commonly formed relationships with non two spirit people of the same sex, another contentious topic in the post-colonial world.
Sexuality was also a lot more fluid in other cultures and even featured in many myths, the most well known being Apollo and Hyancinthus, a greek myth about the relationship between the Sun God Apollo and his male lover. Even Heracles was bisexual, having around 9 male lovers known in myths.
There are so many different cultural interpretations of these topics that are not well known in the modern world which is the main reason I love history. It shows how factors like religion, locations and events can make one area of the map have a completely different worldview than the other. I really do think that if more people sat down with others who had different life experiences than them and talked, or even if more people were taught about these worldviews and events in school, our world would not be as divided.
History In The Classroom
This brings me to my biggest point, which is that classroom learning should teach more about different cultures and topics like homophobia, racism and transphobia. In many secondary schools, pupils are only taught the basic definitions of these topics but they never talk about recent examples or events. The Stonewall riots happened in 1969! If Marsha P Johnson, the Drag Queen who threw the first brick at police officers at Stonewall was still alive, she would only be 75 years old! The civil rights movement ended in 1968. This isn’t something that is old, this isn’t something that your great-great-grandparents saw.
This is something that was happening during the time of your grandparents, even maybe your mother and fathers! How are we going to learn if our newest generations keep thinking that this is all in the past and doesn’t happen anymore? One in five LGBT people experienced hate crimes due to their sexuality in the last 12 months, two in five trans people experiencing the same. This isn’t a thing of the past, and I feel if teachers taught about this in their history classes more people would be open-minded and ready to protest for change.
Over To You
After reading this, I implore you to look up a different culture’s history. Any at all. Pick the first one that comes to mind and see how their experiences and ideologies differ from yours. The more people have worldly knowledge about the people around them and how they can be more mindful and less hateful about something that other people cannot control, the more we will progress and truly become a perfect world.
The Battle of Hastings. Henry VIII. Rationing and the Blitz.
These are the subjects I remember learning about in history class.
Subjects that held my interest for a time but invariably left myself and my classmates scratching our heads and questioning, even then, the rationale behind an outdated syllabus.
Why, when the world outside our classroom window was experiencing such tumultuous change, were we being taught about an 11th-century tapestry?
Wouldn’t learning about recent history prepare us better to unpick the present and ultimately to help shape the future?
When Black Lives Matter demonstrators toppled a statue of 17th-century slave trader Edward Colston in Bristol earlier this month, it added impetus to a growing debate around the nature of history.
More and more people are starting to ask questions like What is history? Who writes it? Why do we celebrate some people with statues and not others?
In an open letter to education secretary Gavin Williamson, members of a group known as Black Curriculum questioned the current syllabi’s chronic lack of diversity and demanded change.
“Learning black history should not be a choice,” they argued “but should be mandatory.”
Finally, the call to rethink what our young people are being taught in history classrooms up and down the country has gone mainstream.
And not before time.
It was only by rummaging through the well-worn offerings in our local library and secondhand bookshops that I was able to expand my knowledge of the world.
I gorged on potted histories, hoovered up biographies and autobiographies (Michael Collins, Emmeline Pankhurst, Malcolm X, Gandhi), and became a lifelong fan of historical fiction.
What I would have done for the Internet and a bite-sized video series like Untold!
In writing these videos, which delve into the lesser-known aspects of American history, I’ve learned about the Founding Fathers and the makeup of the US Constitution, about the laws that govern modern America, about artifacts that shed light on the American experience and, crucially, about the individuals that America has tragically dined to forget and the injustices they lived with and fought against.
People like African American Civil Rights leader Bayard Rustin, the man who organised the March on Washington, whose impact on the movement is overshadowed by the legacy of his friend and mentor, Martin Luther King Jr, because Bayard was gay and his colleagues were ashamed.
People like Jovita Idar, a Mexican American educator turned journalist, who used her pen to expose the violence and discrimination that generations of her people had been subjected to in a country that ostensibly prides itself on being a nation of immigrants.
People like Jim Thorpe, arguably America’s greatest ever sportsman – a double Olympic gold medalist turned professional baseball, football and basketball player – whose name is not as well known today as the likes of Babe Ruth because America was, and perhaps still is, not prepared to idolise a Native American.
The videos that make up the Untold collection are tools that any teacher can use in their classroom and every student can learn from.
It was a privilege to script them and it’s a joy to see them now, going out into the world, after so many of the Makematic team – our producers, animators and sound designer – brought their talents to bear to make these videos the best they can be.
Because the time that I spent researching and writing these videos taught me much – and perhaps more importantly, reinforced some of the beliefs that I already have.
That history should be accessible to everyone. That it should not be tainted by ideology. And that it should speak truth to power.
I hope that the young people who watch the Untold videos come to agree –because only when we truly understand where we’ve come from can we hope to pave the way to a better future.
We challenged 11 – 14 years around the world to create a video that reported on good news or inspirational stories.
We had entries from the United States, United Kingdom, Ireland, India and Australia.
The truth is, it was very hard to choose a winner. But we managed to nail it down to the following videos.
We recommend you have the volume up so you hear all of the great things they have to say!
First Prize – Beau Starkey
Beau from will be donating his $250 cash prize to Greenpeace, and receive a Clickview licence for his entire school, as well as a number of additional prizes from SchoolRubric and Makematic.
Second Prize – Andrejs Monako
Andrejs will be donating his $150 prize to Little Heartbeats.
Third Prize – Ruby Vennemeyer
Ruby will be donating her $50 prize to the Dyslexia Association .
We will definitely be organising competitions like these again in future, so watch this space!
Stories you won’t learn about in a textbook
Perhaps now, more than ever, our history is a vital and very present part of the world around us. So it’s hugely important that young people feel a part of that conversation and can see themselves reflected in our shared past.
Untold is a free collection of short, compelling, history videos and animations designed to engage new audiences in a new conversation and
- shine a light on the stories that don’t always make it into the classroom
- and question what we think we know about those that do.
Not everything worth knowing exists inside the cover of our history textbooks. Untold is here to fill in the gaps and bring new stories to life.
Untold will feature three series which is broken down below.
Easy-to-understand, descriptive videos that will break down complex topics and events from throughout America’s history from both sides and offer a present parallel for your students to extrapolate on. Topics will range from Impeachment to the NRA to Global Warming to even How Prostitution Built The Wild West and much, much more!
The Significance of 1619 is now live and it delves into the three significant & infamous events that forever defined America as we know it. These include the establishment of the Virginia General Assembly, the arrival of Englishwomen, and the first officially documented trading of African slaves from Angola.
Pulitzer Prize-winning author, Nikole Hannah-Jones who wrote the New York Times’ 1619 Project examines the impact of 1619 in further detail and relates it back to America’s own historical and cultural development. You can watch this now in 1619: The Legacy of Slavery in America.
The Museum of Artifacts That Made America
This series takes place in a fully, virtual reality, fantasy museum of real historical American objects! Each film explains the historical relevance and detail of the object, whilst providing an informative context.
Did you know? Hip hop was born in the Bronx of New York City back in the 1970s? Now a staple of mainstream music but back then, this pioneering work was thanks to DJ Kool Herc’s Turntable. You can find out more about how they came to be as the first video to be released for our Artifacts That Made America series.
A series of full-frame animations that tell the stories of important historical Americans whose stories are not widely known. The viewer will learn about each icon’s life and major achievements and the impact they had on American society.
One example is Jovita Idar, the story of a Mexican-American teacher turned journalist who used her voice to speak out about oppression and discrimination facing her people. We hope you’ll watch this fascinating tale of bravery and freedom of speech!
For more information about Untold visit the website at untoldhistory.org
The Kings Hospital School, located in Dublin, is a co-educational secondary school for borders and day students, which offers a broad academic curriculum and a wide range of extracurricular activities.
In Ireland young people participate in a Transition Year programme, which forms the first-year senior cycle in many schools. It’s a year that is designed to create a bridge between the Junior Certificate and the Leaving Certificate programmes. Transition Year is an option for students in most schools. It offers learners an opportunity to mature and develop without the pressure of an examination. It also provides an opportunity for learners to reflect on, and develop an appreciation of, the value of learning in preparing them for the ever-changing demands of the adult world of work, further and higher education and relationships.
When covid-19 hit and schools in the Republic of Ireland were required to go into lockdown. The year-long inquiry-based action projects that Transition Year students at The Kings Hospital School were doing with other schools in the European Union were put on hold. In particular, the eTwinning project that the students were organising called “Get up and goals” was put on hold indefinitely. This project partnered with schools in Croatia, Italy and Turkey and focused on learning about the SDGs and creating transnational actions projects to highlight global and local issues. The programme which had mostly been face-to-face was now completely online.
This posed a challenge – How could the students continue to engage with the global themes they’d been exploring and change the focus of the “Get up and goals” project?
To continue on with their global education teacher Viki Malcolm encouraged her European studies students to complete the #17DaystoLearn Challenge. The #17DaystoLearn Challenge is a 17-day challenge to educate and inspire young people to take action around the United Nations Sustainable Development Goals. In addition students at The Kings Hospital have taken their project online.
The original project plan was to have a community day of action planned for the issues raised for each SDG – however, lockdown ended that. Instead, students took their awareness campaigns online by creating Instagram or Twitter accounts for their chosen SDG and others conducted surveys of students in their school on their chosen topic. The collaborative work has been collated on a Wix site and this became the final product of the project.
Students were encouraged to complete at least one challenge – that which related to the challenge; they were to motivate students to get involved in the challenge and became an assessment item.
Some students were inspired to complete each of the challenges for the #17DaystoLearn Challenge over each of the 17 days. Here is a reflection from one of the participants who actively engaged in the challenge.
I participated in the #17DaystoLearn Challenge for a couple of reasons. The main one was because my European Studies teacher encouraged me to take part. Throughout the past year, we have been working on a project with students from all over Europe, developing our knowledge of the 17 Sustainable Development Goals. When I first heard about the #17DaystoLearn Challenge, I thought that it would be a great way to enhance my understanding of the Goals and help me to finish my project.
I started on Day 1 with the first Goal, No Poverty. I watched the relevant videos on the Makematic app, wrote a blog on my thoughts and completed the activity for the day. I did this for all 17 days.
Each day brought something new, whether it was learning about Reduced Inequalities or Life Below Water. I learned so much about a variety of different issues and how the UN is trying to achieve the 17 SDGs by 2030.
Because I did it for 17 days, I was able to spend time on each goal. In class, I had mainly focused on two or three goals but the #17DaystoLearn Challenge forced me to research all of the goals, expanding my knowledge on each of the interesting topics.
To achieve the 17 Goals by 2030, action is needed. Not just by the UN and governments worldwide, but action from every single citizen of the world. We all live on this Earth. We all have an important part to play.
Thomas Eve, 16 years old
Adjusting to the new normal whether that be in everyday life or in a virtual classroom is not an easy task. Nonetheless, it’s an adjustment that we are all facing. The students of The Kings Hospital school had impactful plans to inspire and educate others about the SDGs. However, with the effects of covid-19, the original plan of action halted. But with the use of technology they were able to continue their project online by participating in the #17DaystoLearn challenge. They utilized social media and websites to communicate and collaborate with what they have learned about 17 SDGs. They learned, participated and reflected about the SDGs and realised what role they play in ensuring that we meet the 17 SDGs by 2030.
We are currently entering a difficult time for the education sector because of the Covid-19 crisis. I hear that universities in some countries are going to find as many as 90% of students deferring entry for a year, many of whom are overseas students and for whom therefore travel is almost impossible.
In our work at Makematic, we are involved in projects which bring a spotlight to historical figures and events which history has forgotten. This is particularly relevant right now in terms of some of the issues that are being highlighted by the Black Lives Matter movement.
As a father of two boys who at 2 and 5 are members of the post-millennial generation, I see lots of differences between them and me. I love being a dad, and one of the things I find the most intriguing is the way that both boys consume content in a totally different way to me. Call me a dinosaur, but it has only really been in the last year or so that I have become a daily Youtube user after my eldest introduced me to the wonders within. I had seen it before as a place where people who had ego issues put videos of themselves doing zany things alongside adverts for brands that I had already seen. How wrong I was and corrected I stand…Youtube is today an essential part of my everyday consumption of media alongside all the other user suspects- social networks, online news sites, streaming 24/7 hour news broadcasts, Netflix…oh, I forgot…and live tv.
In the case of my two sons, Youtube has been a lifesaver over the past few months of home-schooling, supplementing (for that read ‘largely replacing’!) work set by school with action and fact-packed 2-8 minute shorts designed exactly to catch the short attention span of an under-10 and hold it until the job has been done.
Particular favourites in our household include Horrible Histories (the title says it all), Homeschool Pop (a channel packed with lots of short videos on different aspects of history and lots of other things) and Freeschool (short videos on subjects ranging from the top 10 fastest runners in the animal kingdom to the planets of our solar system and everything in between).
I have presented at conferences as well as written before that it is crucially important in the networked economy to target customers using a language, style and media output which your audience are going to identify with and understand. This is exactly what the channels targeting my sons are doing and from this connection with their audiences, huge international brands such as Blippi are appearing. And at the moment, more than ever, millions of millennials and post-millennials are the leading voices for change across the world, examining the history that they’ve been taught more closely and deciding that it’s time to change it and create a more transparent truth of their own. That change is being led both in the home with the click of a mouse, as well as in the street.
GlobalWebIndex identified as far back as 2017 that amongst 16-64-year olds, 92% watch video clips regularly online and in the case of live tv, this was largely becoming redundant in the majority of peoples’ lives. According to Deloitte, binge-watching of online content is favourite amongst millennials whilst if it is post-millennials who are the primary concern, then the continuous connection to video content services are a must. Coincidentally, (?) the actor who plays Blippi made $7 million dollars last year.
Because of the pandemic, we are witnessing a forced and faster drive to greater dependence on online content and services. Video, which has historically been prevalent since the early days of VHS, has now become a key and central part of everyone’s lives and the length of time that a human being has to consume each ‘morsel’ of content has become considerably smaller.
History usually does repeat itself, and, dependent on which philosophy you follow, cycles usually speed up and shorten. When looking back at this period, a time when many things changed, what will your history reveal for you?