Stephen Davidson

Stephen Davidson

Head of science at Ullswater Community College in Penrith. Enjoy cycling, walking, Belgian triple filtered beer.

Location Cumbria


  • I will need to produce a scheme of learning based on online activities for use in September; this in tandem with more traditional teaching methods. This course has certainly provided me with ideas and an impetus to crack on

  • We subscribe to Focus e learning which is similar to PHET but more aligned to GCSE

  • Knowledge organisers and smaller strips of info that cover one or two lessons worth of work have been popular with students

  • Uploaded presentation with built in questions at crucial points, asking students to think about what they had done so far.

  • Mostly I listen, observe, read the chat comments but VERY rarely contribute when online; there is a coldness to it that is difficult to overcome when contrasted with a meeting in a room. I recall exam feedback meetings from years ago conducted at a venue where there was the opportunity to discuss with other teachers face to face; now, these are all but defunct...

  • Live means instant comms and feedback; novel at first, might ensure students pay attention! Normalcy of contact, even via voice.

    Some issues with students non-attendance; can't teach masses of new stuff unless good attendance.

  • Many of the techniques covered here will last long beyond lockdown and I will need to up my game with technology

  • Like the idea of Padlet. Also, google forms is such a powerful tool, it will definitely have more of an impact on my teaching whenever tyhe new "normal" is established.

  • Benefit: Students work as and when they are ready, own pace etc.
    Challenge: No explanation or teacher input that is "live". Need to schedulke tutorials or similar I think.

  • Y12 Revision of intermolecular bonding and its impact on physical properties - synchronous.
    Asynchronous - exam question completion, possibly timed, completed and uploaded.

  • Like the idea of the flipped learning....will try this for a range of abilities

  • We follow the school timetable, but are told to set "bite-sized" pieces of work so as not to overwhelm students. Our Heads of Year stay in touch with students/parents who may be vulnerable; they also field questions/complaints about too much/ not enough work being set, before passing details on to subject heads.

  • Expectations as to use of appropriate language are being adhered to; isolated poor behaviour is being picked up and dealt with firmly. Biggest issue is actually engagement, as too many students are not completing enough tasks.

  • Recorded some video clips of me solving a calculation problem in chemistry, lined paper with my hands, a pen and witty voiceover. Uploaded....but so many students fed back that the video was "upside down".
    So flip it, I said to them....or stand on your head!
    Next time will hopefully use free software called "Loom"...once I get better at writing with a mousepad

  • Motivation for this course is my relative inexperience with remote teaching, despite teaching science for close on twenty years. I am also a Head of department and would like to pass on hints and tips to staff that will ease their burden. We are currently using Google classroom across the year groups and narrated Powerpoints and Loom presentations are being...