Teachable’s Best School Websites – Information for students highlight

November 12th, 2015

Orchard School, Bristol Orchard School’s website is full of great information for students and features aimed at them. Pages for each subject tell them ‘Why Study’ this subject, ‘What will I be doing’ on the course and careers the subject is useful for. The subject pages also contain useful links to online resources used in school including external websites and VLE resources.

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On the less formal side the gallery photos are great, the recent GCSE Results Day 2011 album giving Facebook a run for its money and the Twitter feed is full of inspiring news of ex-students; congratulations to new Bristol Rovers captain and former Orchard School boy Chris Lines! Orchard School Bristol Orchard School Bristol

October 5th, 2015
  You are invited to the following event:
TeachMeet for Science Week – 6 March 2012

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Tuesday, 6 March 2012; ends at 20:00 (GMT)
Magdalen College OX1 4AU Oxford United Kingdom
View Map
Pencil in 6 March 2012. This TeachMeet is one with a difference! Enjoy a relaxed evening listening to teachers from around Oxfordshire

share science-specific examples of inspirational learning and classroom practice. natural viagra Learn something you never knew… Read More For all that attended last year – please tell levitra generic your friends what they missed out on! This years event is set to be bigger and better and we hope you and your colleagues and friends can join kamagra jelly us. Pass the word on about this event to over the counter viagra one and all! If you wish to present we would LOVE to hear from you. Cajole your colleagues into presenting or take to the floor yourself. Email me at allyson@teachable.co.uk if you wish to add cialis coupon your name to the speakers list. We hope you can make it! Share this event on Facebook and Twitter Best wishes,

Teachmeet for Science Week

October 5th, 2015

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Next steps for Teachable

July 21st, 2014

Through the summer of 2014 we’re working to bring you a redesign of Teachable to take us back to our roots: buy cialis a simple service for teachers. Through talking to many members over the last few years we realise that our contribution and subscription system has not been as clear as it possibly could, mainly because we tried to offer too many pricing plans and too many stages of moderation. We’re now looking to fix this, as well as give our contributors more control of how they display and sell their prized resources. Meanwhile, our cialis generic founder levitra generic Edward Upton is starting up another business (using insights from running Teachable) to help all small businesses make http://wmaa.com/store/viagra/ better sense of their http://wmaa.com/store/viagra/ web analytics. LittleData is building generic levitra a service to deliver actionable insights via a daily email news stream. You can try our prototype for free cialis 5mg if you run a business of your own.

Teachable partners with TeachPitch

May 19th, 2014

We’re very happy to announce that Teachable will be working with TeachPitch to display our resources to more teachers from all over the world. TeachPitch is an international learning community for teachers that helps educators in their professional development through direct exchange, online tutoring and the provision of high-quality learning material. Teachable has over 3,000 quality-checked lesson resources on sale from 500 different teachers. Teachable’s contributors earn 50% royalties from everything they sell on the system. Teachable’s founder, Edward Upton, says “We are seeing an increase interest in online English-language resources from classrooms around the world, and we hope we can provide an easy way for teachers on TeachPitch to source the best content from their peers.” As

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a teacher or tutor you can sign up for TeachPitch here

Top earners over the last year

March 26th, 2014

Congratulations to the following contributors who have made our natural viagra top what is viagra 10 earners list over the last year.

The average top contributor earned £330 last year from royalties generic levitra – could you add your own resources and join them this year?

16 fantastic new teaching resources by Teachable contributors

January 11th, 2014

In December we ran a Christmas promotion where existing contributors could earn extra bonus for simply uploading their fresh resources. New teaching materials were submitted mainly for Science, Maths and English, by some of our teacher-members who are highlighted below.

John Hudson submitted two Physics resources for ages 11-18:

Susan Byrne contributed one Maths resource for ages 7-14:

Graham Davenport submitted six Maths resources for ages 14-16. Two examples included below:

James Ferguson created an extended Science quiz for ages 11-16:

  • Automatic and with rich imagery, Christmas Quiz 2013 has three rounds: the night sky, elemental fun, and festive flora and fauna.

Four Biology resources from Henry Cordy-McKenna cover ages 7-11. Two of them are based on a popular movie and animation:

Another Biology resource from Carol Lekkas covers ages 14-16:

Sarah Birkett submitted one English resource for ages 16-18:

Thank you for all the exciting submissions!

Christmas bonus for existing contributors

December 11th, 2013

Dear Contributors,

We’ve really valued your contributions over the last few years, but since we have increased the number of subscribers by 50% over the last year we have lots of demand for fresh material.

As a special Christmas bonus (not affecting your future royalties) we are offering

  • £25 cash for the first new file you upload by New Year’s Eve,
  • and £4 for every subsequent file you upload.

If the files meet our conditions below we will pay the bonus by 5th January to pay off some of that Christmas splurge – and you will still go on to earn rewards as your files are reviewed and downloaded.

Get uploading and have a Happy Christmas!




  1. Your new files must be uploaded and in pending or ‘on trial’ state by midnight on 31st December 2013
  2. A qualifying file must reach our pricing threshold: be more than 1 page for a Word / PDF document and 3 pages for a Powerpoint / presentation
  3. Files can be attached to one or more resources – there is no extra bonus for splitting them into different resources if they are related to the same lesson
  4. The bonus is not dependent on the resource being reviewed or rated – we’ve already seen the quality you produce, so we know other members will like it
  5. Files must be substantially your own work – see our usual contributing guidelines
  6. To qualify you must have previously contributed files to Teachable
  7. By Monday 6th January you will be notified by email of your files counted, and the bonus paid.  If you do not receive an email by that time, but have tried to upload, please contact us.


The future’s not what it used to be

November 8th, 2013

One of my favourite cartoons from Tottering By Gently has got Dicky (older aristocrat) sitting in his London club with a half empty bottle of whisky in the foreground.

I felt I was hearing more of the same sitting in the Edtech Summit  this morning, including watching a clip from Spielberg’s Warhorse movie, where the cavalry charge (read traditional school system) gets mown down by machine guns (read new technology).  The Future of Education is not what it used to be.

Of course the reason for spouting dubious nonsense at 10am was not excess whisky, but a desire to court controversy.  So let me unpack some of the more contentious statements for our level-headed audience!

“Teaching is facing an unprecedented challenge to prepare students for a new world of technology”, Lord Puttnam

Yes, the world is changing – but then it always has.  Teachers two generations ago had to prepare students for a post-industrial society where jobs used abstract desk-based skills rather than predictable factory tasks.  Was that not also a challenge?

And worrying too much about the world our children will grow into is futile.  I remember a futurology book from 1985 which had many accurate predications like flat-screen TVs, electric cars and GPS watches – which are just coming true 20 years out.  But the real social revolutions of the mobile phone and internet were missed completely.

A tech-obsessed teacher back then may have been teaching the inner workings of a fax machine or Casio watch … which would have been less useful than a good grasp on Shakespeare for 2000s office life.

‘Teachers in 10 years time will spend a lot less time creating resources – they will just pick the top content from around the world’ Jose Ferreira, Knewton

This is partly true.  Through Teachable and other sites teachers are already cherry picking the most useful material to reuse.

But our member teachers constantly tell us how they see creating / adapting resources for their students is part and parcel of their role.  That’s why Teachable allows you to download most content in an editable format.

What will emerge our online tools like Zondle which enable you to build your own ‘content’ which students can use interactively on mobiles or other platforms.

“Textbooks have a very poor form factor and won’t exist in 10 years time”, Jose Ferreira, Knewton

Five years ago I would have told you of the imminent death of textbooks – and the imminent switch to Teachable downloads.  However, textbooks are still around today, alongside lots of digital content.  Indeed printing text on dead trees turns out to have enduring attraction:

  • Textbooks can be dropped from any height and still work
  • Textbooks wear out, so publishers can make a sustainable living off re-publishing the same niche content
  • Textbooks don’t need a reliable internet connection or power to work

Most importantly, textbooks free up your tablet / laptop to be used for interactive.  Visiting The Cedars School in Greenock last year, I was surprised to see one of the first iPad-only schools with books all over their desks.  “Don’t you want the content on the iPads”, I asked the teacher naively.  “Oh no, because it much harder to switch between writing on the iPad and reading the text on screen.”

There were predictions I agreed with, such as ‘teaching in the class will increasingly focus on what robots (self-learning activities) can’t do well – grey or complex topics’.

But the future has always been changing.  And always will.

Maths IS Computing

November 7th, 2013

How to make maths interesting? The best talks I’ve heard on inspiring maths teaching are about making maths relevant to real world problems. And yet all the real-world maths problems worth solving use computers.

The stand-out talk for me at today’s Future of Education debate in the Houses of Parliament was by Conrad Wolfram, famously co-founder of Wolfram Alpha, on how maths teaching involves computers.

Conrad frames real-world maths problem solving (such as how do we predict weather patterns for the next week) as involving these steps:

  1. Pose the right questions
  2. State the question in mathematical terms (as an equation or formula)
  3. Run the computation
  4. Verify the result against the real-world data

The crazy thing about school maths is that 80% of lesson time is spent trying to teach how to do step 3 manually and abstractly. On paper, or if you are lucky with a scientific calculator – something I’ve never seen in a real office!

So maths lessons and tests are all about your ability to do hand calculations, whereas even Siri (the iPhone assistant) can compute equations well beyond A-level standard on the fly. Computers are just better at doing computation than humans. Any human on the planet.

So the real value-add for humans in problem solving is steps 1,2 and 4, which CAN’T be easily automated. That’s where the teaching time should be spent.

Conrad’s radical suggestion is that ALL maths lessons should involve computers and programming – ‘Maths need to be computer-based, not just computer-assisted’.

Remove the computer and you remove the context.

I have recent experience of this, doing an excellent course on Machine Learning through Coursera. I’d understand the derivation of many of the equations used better understood if I’d be taught calculus (which is wasn’t) but I’m still able to follow the course (and write the code) by understanding the principles. I just need to understand in principle what linear regression using gradient descent is… and then call the right function in the computer program.

Yes, it’s nice to know some maths from first principles, but if we can accept Pythagoras’ without having complete proof, then we can probably accept a whole lot of more complex maths without being able to run the calculations on a side of A4.

Jobs in the real world demand maths skills in increasing volumes. And those jobs are necessarily jobs with computers.

So let’s train the next generation of mathematicians to work with computers, not see them as a lazy alternative to a stick of graphite.