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18
Apr
0

How does EzyScience work?

Posted by on in EzyEducation Blog

Making a good start with digital support is critical. Often previous experiences with digital mean that some students are reluctant and are challenging to engage and do not always use services effectively. 
 
In partnership with Darwen Vale High School we have developed this video. It can be accessed via our website or via the school website. Video file available on request.
 
The explanatory video can be used to work with students, parents and colleagues to help ensure students derive the significant benefits that can be achieved by using the system regularly and effectively.

 

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18
Apr
0

Early signs of EzyScience success at Darwen Vale High School

Posted by on in EzyEducation Blog

 

Many digital services proclaim their success by highlighting that the most active students have achieved the best results (hardly surprising as the ’best’ students are surely likely to be the most active users of a service) or that a school’s GCSE grades had improved the year after adopting a service without any detail regarding the level of usage or how the impacts of other independent variables were managed.


While statements like this are eye-catching, how indicative are they of the value added by using a particular digital service?

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15
Apr
0

In Memory of Michael McCall

Posted by on in EzyEducation Blog

Everyone at EzyEducation was shocked to hear that our esteemed colleague, Dr Michael McCall, passed away last weekend.

Having read maths at St John's College, Cambridge and secured his PhD from Durham University, Michael entered a career in teaching. He most recently was the Head of Maths at The Portsmouth Grammar School for over a decade. As a teacher, Michael was a student's best friend. His ability to bring clarity to mathematics was astounding, and despite being a mathematician first and a teacher second, his dry wit made his classroom a delight.

Having retired from teaching, Michael joined EzyEducation as our maths consultant to oversee the development of our A Level maths course. He brought his years of experience, relentless attention detail and, most importantly, his fierce and incisive humour to the role. It was a role that Michael clearly enjoyed - hunting down every little error that threatens to destroy the student's experience and presenting his way of teaching topics on camera to benefit potentially hundreds of thousands of students in the future.

We enjoyed a celebratory curry recently in Michael's old stomping ground of Southsea to mark the completion of our AS course. He was on fine form as we looked forward to moving on to more difficult topics, or what he termed "getting closer to proper maths".

All of us will miss Michael, as I know will his former teaching colleagues and all the students who had the pleasure of his time.

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11
Apr
0

Are you struggling to keep up with your students?

Posted by on in EzyEducation Blog

Marking and its importance is the subject of much discussion between teachers and those who monitor educational performance.

Marking with the provision of effective feedback is considered to be worthwhile but marking for its own sake is generally seen as a waste of valuable time. And yet, because teachers are too busy to provide timely and effective feedback they often find ourselves ‘flicking and ticking’ so that students feel that their work is valued and don’t become demotivated.

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28
Mar
0

Miracle cure for space gazing discovered…..

Posted by on in EzyEducation Blog

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What do your students do when they say they are revising?

The chances are that neither you or their parents will actually know. The only intel will be what students say they have been doing in their bedroom. Their favourite social media franchise will have a better idea of how they are using their time!

Revision needs to be a specific and supported task

Many studies show that simply reading or listening/watching has a low associated retention rate. The next step might be to make revision a more specific task to help identify and then correct learning gaps with feedback. The only problem with this is that manual approaches might not achieve enough due to the scarcity of human marking resources.

Students can cope with more work than a teacher can mark

All our school users know that the solution lies in automation and tend to set specific revision programmes to push their students harder. Experienced users also know that the students can cope with more work than a teacher can mark.

Transferring learning from revision into exams

Usually, there isn’t any point doing this with a digital service that does not provide unique feedback following answers.  However, a digital service providing a genuinely formative assessment experience can be a highly productive approach as it can transfer learning from revision into exams.

If teachers then have the data to manage student inactivity (often by sharing reports with carers) and address learning issues, then everyone should be a winner.

 

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