I have been talking a lot recently about the lesson study model of collaborative
classroom based CPD – this has been in my work delivering CPD, working with
teachers in schools and more recently in discussion on Twitter with my PLN.

The lesson study has its origins in the Pacific rim and most widely in Japan
where  it is seen as the main medium of school improvement CPD where it is called kenkyuu. The best definition is taken from this blog post on Teaching expertise
In a lesson study process, groups of teachers identify an area of need in pupil learning and progress in their classes that is need of improvement. They then enquire into developments in teaching that are likely to have an impact on this aspect of pupil learning.

The group spends between one and three years working together:

• planning interventions in lessons which may improve pupil learning
• teaching and collaboratively closely observing these ‘research lessons’
• carefully discussing the outcomes, and
• writing up what happens – ‘failures’ as well as ‘successes’.

This is a very focused form of CPD and promotes the teacher as a learner and researcher, indeeed, research shows that Japanese teachers tended to have a more sophisticated subject knowledge of mathematics than teachers in other countries and part of this was attributed to the lesson study model. There are many other factors which could be attributed but this is worth considering.

Since 2003 there has been significant work taking place in England on introducing an adapted model of lesson study in to both Primary and Secondary education and the National Strategies has put funding into school budgets to enable them to use it as part of their CPD model in recent years.

In the English model teachers work together having decided upon a focus for the lesson study. The models I have seen have started with a question of ‘How can we make the teaching of X better?’ This has led to an enquiry led approach which has concentrated on a group of targeted children

So two or more teachers work together, developing practice in the classroom, focus on the needs and learning of real pupils and trying to solve a teaching or learning based problem which is affecting pupil progress. They engage in developing a teaching technique which is designed to improve a specific aspect of learning for identified pupils. With my literacy hat on I often work with teachers who take the focus of Guided Writing or the modelling of writing in shared writing.

The teachers plan the lesson (or part of a sequence) collaboratively using the idenitified approach with three ‘case’ pupils at the forefront of their thoughts. These children will be representative of others in the class.

It is important to note that there is not a sense of one colleague leading the other through the process. The emphasis is, as stated earlier, on exploring what will make the teaching something better rather than someone a better teacher. This is an important nuance as it is a more supportive process. how many times have teachers had Heads tell them that they ought to observe a colleague and, rather than seeing it as supportive, have presumed that it is an accusation of not being as good as them? I do like the move of emphasis on to process for this reason.

Once the planning is completed one of the teachers teaches the lessons whilst the other observe with a clear focus on the case pupils’ learning. This allows them to explore how the strategies and  collaboratively planned approacheshave impacted on learning.

After the lesson it is advised that they carry out a post lesson discussion. The recommendation isd that this is within 36 hours but I would personally recommend on the same day if this is possible. This ‘post match analysis’ involves comparing what had been planned for the pupils’ learning and their progress with how they were observed to learn and the progress made. There is an important discussion at this point accounting for any differences.

The group of teachers agree and record what has emerged which might inform teaching  or further study lessons. After a seres of two or three or more study lessons the group identifies points learned about the pedagogic approach which could be used across the school.

In Japan when an important technique has been developed it is shared through a public research lesson where the lesson is re-taught before an audience of teachers from neighbouring schools who watch the lesson and then engage in a discussion with teachers and pupils. This is possible as it is a core part of their culture of school improvement.

There are always dangers of adopting successful approaches wholesale from other countries as too often we ignore the cultural and historical factors which have made them possible or successful but the amended approach which has been trialled and used in England has been positively received and has had impacts on pedagogy in schools.

If you wish to know more this Teachers’ TV clip is worth watching whilst these pages on the National Strategies website are very useful:

Booklet Video: Planning lesson study

What Works Well

I have been the question  whether this process is limited to Literacy and Mathematics. The funding at present is centred on core subjects but the benefits are not limited to those subjects particularly when the focus is on key pedagogies. It would be very interesting to see a Lesson Study group working on the use of technology to aid the learning of a key concept.

Footnote

Having posted this yesterday, I have returned as I think that it is important to discuss the financial implications of the lesson study approach. It, obviously, has implications for supply cover to allow two or three teachers to meet, plan and develop the lesson or sequence, work together in the same lesson and then undertake the follow up tasks. The schools that I work with who have undertaken one cycle of lesson study have all moved onto a second cycle. This is because they believe that it had an impact on learning and teaching and ultimately on the pupils.

There is a chance that the impact could actually be through the raising of standards through scrutiny. What I mean by this is if a school has a clear focus on one area, gives it a high profile through CPD and lesson observations then it is going to concentrate the mind of the teacher. This leads to less slippage in lesson time, more of an emphasis on the progress of the children and often, in my opinion, a raising of standards.

If one also considers that the school will not be paying for teachers to attend external CPD as well it does make the cost of the approach less onerous.

Lesson study is new to many schools but it should be seen as an extension of Collaborative CPD strategies such as coaching and mentoring.

A very quickpost to provide links to the Audioboos I have recorded during my time at BETT 2010.

On Thursday morning I recorded a boo about Tedxorenda

On Friday morning I recorded a boo about Teachmeet Takeover

On Saturday morning I recorded a boo about the whole of Final BETT Boo

I also recorded a very tongue in cheek book in response to some controversial questions asked by one contributor to the Narcissist, Moi? – hope you like the backing track

I hope that you enjoy them!

I am on the train home from BETT2010 having had to leave Teach Meet early in order to remind my family that I do exist after three days away and the apparent inability to use a mobile phone before children’s bed time!
It has been a fascinating three days starting with CPD delivered to colleagues on applications to supporting Speaking and Listening before two days of exceeding important CPD.
The BETT show was again a fairly damp squib after the excitement I felt on my way down with minimal things to excite me. My highlights were some of the small gadgets for speaking and listening on the TTS stand, literacy resources on the DB Education Services stand, the new resource from the Houses of Parliament education service Be an MP for the week,hearing about the work of the LYJA (Lincolnshire Young Journalist Academy) who I am really hoping I will be working alongside at a conference in March and finally seeing the latest great resource from 2Simple – 2Create a Superstory (2CASS). I know that the 2simple guys rarely put a foot wrong but this looks absolutely brilliant and so accessible. I will blog on it as soon as I can get into a class to trial it. (It is worth noting that their stand was swamped for the two days I attended.

The disappointments for me were the further evidence that there is a disconnect between the corporate sector and the educationalists they are trying to sell to. No-one would believe that we are about to enter into one of the toughest times budget wise for primary schools in many years. Why on earth do we need projectors capable of working in 3-D? There were several stalls selling them with further evidence of people selling a solution waiting for a problem. 3-D films are being made to stop film pirating and it just seemed that these were being sold because they could be (and no other reason).
It also strikes me as strange that, when we appear to be several years ahead of North America in our use of educational technology and particularly ensuring that pedagogy is a key factor in the planning for its use, there are so many North Americans drafted in to lead on several stands. This is not me being jingoistic just intrigued that people who no knowledge of our curriciulum are seen by companies as better equipped to sell to British teachers.

Finally a comment on Teach meet which took place in two forms over BETT. There were the after BETT unconferences and the Teach Meet Takeovers. I have already blogged about the Tedxorenda and TM Takeover both of which I thought were superb. I enjoyed some cracking sessions today watching @daibarnes talk about his school moodle, @lisibo talk about tools to support language teaching, @zoeross talk about web 2.0 tools and @dughall talk about his work using forums on the Kirklees VLE. I videoed his wonderful and exhaustive list and will post this when edited. All great sessions and all gave me something to either think about or implement in my work. The takeovers have been a great success, I do think that there needs to be some level of consideration of their next use but if you look at the lead time and then the impact – one word Superb!
The Teachmeet event was incredibly inspiring with a wide range of ideas and suggestions from people in the classroom. I will post in more detail as my train is nearing home – I suspect that I will steer people to @dawnhallybone’s excellent blog as she types faster than me in meetings and therefore will be more detailed!!

So I return home shattered but excited from what I learned (and a successful personal set on behalf of the strategies to 95 people and standing room only for my IWB session). I am sure I will sleep well due to tiredness but also dream of several wonderful new applications.

I am sat quietly in a dark corner after my first day at BETT today. I have caught up with lots of friends, played #betttig and had a look around the stalls. As ever I have found that despite my great excitement at attending BETT the reality is often a disappointment. Many people are here offering the same as ever or a slightly reworked version but there are a few standouts. I will blog about those upon my return when I have time to fully get round the stands I want to see or have had recommended to me by other people.

One thing which does stick out is the number of stands who have leapt upon tag lines including gaming, games based learning or learning games – I am not fully convinced that what is on offer at some of theses stands actually fulfils my view of what this area of ed tech. I expect this to contain an element of bringing home literacies or gaming into the classroom whilst some of these are simply educational games. Whilst I stand in judgement I am also aware of many references to safeguarding with a clever marketing eye on the panic in schools caused by the stories surrounding the new OFSTED proof. I am not convinced that there are a huge amount of new materials or applications but the marketing is stronger and aimed at the worried Head teacher.

Ian Addison moments before Teachmeet Takeover

The highlight of the day has been the new phenomenon of Teachmeet Takeover which has been made possible by the kind donation of time on stands by a range of companies and the volunteering of practitioners who are keen to share what they are using in their classroom. I saw two full sessions including the first ever takeover led by @digitalmaverick who shared a range of freely available Web 2.0 tools on the Brainpop stand. It was great session which included links to look out for, tips and demonstrations. It was a great launch to the genre of CPD and was watched by an audience well into the double figures. For me this was followed by watching @ianaddison on the Scholastic stand talking about his experiences working with Primary schools in Hampshire introducing their VLE using Studywiz. Ian admitted to being nervous before the session but none of this showed in another excellent presentation which was well attended and well received.

Due to my timetable for the day I missed other sessions but understand that they went down very well, certainly when handing out the leaflets the idea was very received by those attending apart from one gentleman who informed me that he wasn’t interested in the teaching (I looked down at his badge to read the legend Network Manager!!!!)
Talking to others who had attended Takeovers all of us strongly felt that it had been a very positive first day and it had been a stroke of genius from the originators. I did wonder whether in the future 15 minutes would be a better time mainly down to the concentration span of the average BETT delegate who has so much to do and see and so little time. This is emphatically a criticism of anything I saw as personally I felt more of buzz in the two sessions than at any other stage in the day and like other TM events felt that it was another piece of quality personal CPD. I think that a slightly shorter session would be fine.  So well done to those who came up with the idea and drove it forward, well done to those who gave up time on their stands but especially well done to the brave souls who gave up time to present in the takeovers. As others have commented the Teachmeet Takeover is the best thing at BETT this year by a country mile and

I am looking forward to tomorrow’s sessions already.

I arrived in London at 5pm last night just in time to go to the first of the teacher curated events atthe BETT show.

The event was hosted Bill Thompson (@billt) who is a well known technology writer in the UK and was designed to spark discussion about where we are going in our use of technology and how it combimes with society’s needs and developments.

There were many highlights of the evening and I have posted an audio book here for you to listen to: Tedxorenda

The most exciting ideas which came out of the session for me were from Alfie Dennen (@alfie) Alfie talked many of his projects such as www.xdrtb.org (an art project to raise awareness of extremely drug resistant TB) and www.stoppedclocks.com and his Britglyph project which reminded me of geotagging.  The Britglyph project is brilliant and has set my mind whirring.

Alfie Dennen at Tedxorenda

It is easiest to copy straight for the submission of the webby awards (which Britglyph won in 2008)
Britglyph – A collaborative UK wide public art project
Put simply, Britglyph is a networked artwork, created across all of Great Britain. There are 61 points across the country to which people travel with a rock. Once there, they take a photograph of themselves and their rock and then send it in to the site with the GPS location of that site. The main site is a map which dynamically updates with these images as they are posted. As images are posted, an image of a timepiece becomes clear, drawn across the map connect-the-dots style. (taken from http://webbys.britglyph.com/)

I was immediately struck by how this could be so easily shifted over the education sector and could be used to bring schools together – this could be:

• secondary and their feeders
• junior schools with infants
• all schools in a borough
• all schools in the country with the same name or sharing a common name (field, end, town, hill)
• whole towns, Local Authorities

It also made me think looking at the way that Twitter has brought educationalists together from all over the world how easy it would be to create a globalglyph. I did go and enthuse wildly (as I do) to Alfie at the end and he had obviously had some thoughts of using it with schools so I am hopeful that through my PLN, my blog readers and anyone else who is interested we could do something incredibly exciting.

In November I posted a blog about my work with consultants in Rotherham on the Jolly Postman project when I videoconferenced with 19 classes dressed as Burglar Bill

I am acutely aware from my own teaching and my work in schools that the use of drama can greatly increase the motivation of the pupils and also increase understanding of the work. TheBurglar Bill also showed that there is real potential for videoconference to add to this area of literacy. It is possible for schools to work together to use the same outside support;  in my case the support came from the Local Authority but it could be possible to buy in an actor, theatre group or arrange to use someone from a local museum or community group.

The presentation below is the starting point for some thoughts using videoconferencing to support the use of some books which I love and of which Primary teachers should be aware. This is not to downplay the importance of better known, older or more used texts but simply to make readers aware of some of the wonderful books out there which are not being widely used. I have already posted a list of top ten books and will post a new list of great books later in the spring,

Video conference presentation front page

Using videoconference to support the use of quality texts

At the same time as considering how using videoconference can support the use of quality texts it is important to stress that drama has a massive role to play particularly in developing talking around literacy. I know that there are many teachers who find drama daunting or who restrict their use to hot seating, role play and freeze frame so I have put a link to an extremely useful document giving lots of examples tied to literacy. In addition, it is important to ensure that the children are warmed up for the drama work rather than being launched into it. There are many sites on the internet which gives examples but I personally quite like the drama resource site which gives a different game of the week  to use in your classroom.

In terms of thinking more deeply about the use of videoconferencing I would direct readers to Tom Barrett’s excellent blog but especially to his collection of Eleven interesting ways to use web conferencing which is an excellent example of a PLN working together and collating ideas on one central resource.

On Tuesday morning I sat and watched my Twitter stream fill up with comments from teachers and advisors who were becoming increasingly snowbound. I saw a torrent of twitpics flood through of different snowy scenes and wondered if I was in class what would be the most effective way of sharing these with the children. I set up a Wallwisher page to see if this would take off and whether people would find it easy to upload images.

In terms of using the pages Wallwisher is very intuitive requiring simply a double click to open a sticky and a section in the dialogue box. I have previously used in a Year 6 writing lesson for the children to collate ideas before moving onto their first drafts. I have also used it to collect ideas from a range of advisers before as well.

I set up a Wallwisher page for Tuesday 050110 and asked people to collect images of what the snow looked like in their area. I had originally hoped that the page would be used by classes but it became clear that  on this day it was not going to happen. Being realistic this was entirely predictable as I had only tweeted the link to my PLN at about 8.30 that morning and also it was the first day back after the christmas break in most schools. In addition there were significantly more important things to worry about for teachers on a snowy day than an activity such as this!!

The first Wallwisher page

I created a page very easily on Wallwisher and chose to publicly share the page.   This page is available at www.wallwisher.com/wall/snow050110 and shows links from around Great Britain.

The images were inserted into Wallwisher using flickr accounts or twitpic. Not all of them worked but it created a very quick resource which was available to all schools to use.  Now with all resources which are shared publicly there are potential issues over ensuring that no-one has posted something inappropriate since  your last visit. I am,  however, very excited by the potential shown by the use of the page over the four days of snow this week.
I simply added a new page every day this week

Wednesday
Thursday
Friday

Over the four days I saw some interesting developments with images added from classes (with selection of shots not to show children’s faces), a video created of snowmen on one area and posted on Youtube and also on the last day we started attracting interest from friends over the Atlantic in the United States of America.
The image below was  submitted by @globalrams of the snow that they were experiencing.

Snow at Globalrams' school

This shows the global potential of an application such as Wallwisher and has made me consider how it could be used to support the primary classroom.

During the week I read an excellent blogpost on the Miss Brownsword blog about the use of Wallwisher to support homework in her class. I would recommend it to all readers of this post.

I chatted with @missbrownsword on twitter during the project and she mentioned some work on global weather which she is going to be doing with her class.  She is hoping to use Wallwisher to collect images from around the globe on the same day.

It will be very interesting to see how this works. I suspect that ultimately a project like that is dependent on the reach of the teacher’s PLN through twitter, email and blogging. It is also, therefore, dependent on the kindness of other people re-tweeting the original message. This means that new adopters of the application need to be very clear on how they hope to use it – you will only be able to attract images from other locations if you have the contacts and simply posting on Wallwisher will not automatically guarentee any interaction with others.

I will seek to use this in other areas of my work including to collect reflections on national training coming up in late January but I am very interested in other readers’ thoughts on this.

In my work as a Literacy Adviser I travel to London on a monthly basis to meet with my team to discuss future work and to be briefed on our forthcoming events. Today is one of those such days but there is obviously the real issue of getting colleagues from all four corners of the country to the capital safely and more importantly getting them home at the end of the day.

Yester day I was meant to be in London for a day on using WebEx (with an emphasis on the personal rather than the technical) and this was obviously a perfect candidate for all delegates staying at home and learning online. Today we will try to do the same with a team of fifteen colleagues of varying confidence in IT use and I am already up early to ensure that I have all of the materials ready to cue up for people to share with the team.

There have been issues such as the fact that not everyone has a webcam or a working microphone at home and inevitably all of the issues caused by having corporate IT machines (one colleague has a machine with the internal mic disabled!) but what has come across is the sense of real excitement from colleagues about having the chance to use technology for a real purpose to meet very real needs.

I will let you know how we progress during the day but what has come through in emails already is a sense that we will make it work. Also in response to a discussion about protocols of speaking when there are fifteen people online and whether people should electively mute their mics when not presenting the suggestion was also made that we said “over” when we finish speaking. This has led to a nostalgic journey for several to the language of CB radio (those who visited #140 at the O2 will know that this will have been my second journey there in two months). I sent round a CB lexicon as a joke and have been receiving messages addressed to Good Buddy ever since.

Under all of the joking there is something interesting happening here about people’s adoption of IT in this particular case. All of my colleagues are users of IT and do their best to keep up to date with what is happening but it is inevitable in a job such as ours that there will be a variety in confidence and passion about the subject. We did hold a ‘bootcamp’ in the summer when we went away for two days to play and learn together using several Web 2.0 applications but I have been blown away by the speed learning people have undertaken in the last 16 hours to ensure that their setup is in place for the day’s conference.

I now need to think about how I can generate such excitement around other applications!!!

With half an hour to go I need to put the hammer down and put the pedal to the metal.

I’m finished!!!!

I have posted previously about the work taking in places in some classes with
which I am working where the children have been using Twitter.
I have watched the Giraffes (@giraffeclass) develop their use of Twitter with
great interest and find how they have adopted its use and adapted it over the
term. I posted on the 18th October in Twitter to support writing in Year One
about how they used it and expressed the opinion that they had already reached a first tipping point.
Over the following two months the class have moved from one tweet being posted by the star of the day with support from the class Teaching Assistant to the teacher continuing this as well as giving targeted children greater independence to compose and type tweets independently. These children have been trained to ask for an adult to check their tweet before clicking on send.

Independent tweeting

This tweet was written by two children working without support and the teacher noted that they had written significantly more quickly and in more quantity.

Supported tweeting

‘Traditional’ tweeting in Giraffe class

In addition the children have also started buillding relationships with other classes and adults who have been cleared by the classteacher. (The teacher uses true twit to prevent spambots from following the class)
The children tweet to different classes including @classroomtweets (taught by @multimartin) and @globalrams who the children love communicating with.

Talking to Globalrams

The children wanted to wish their friends in Missouri the best of luck for their winter concert which was streamed for parents and family to watch.

Talking with Classroom tweets

The children read some tweets and looked at twitpics which @classroomtweets posted of their beautiful Joseph coat and wanted to tell them how good it was.

The children enjoy talking to adults and treasure these relationships. They are lucky enough to have teachers, parents and academics following them and have started communicating with some of them. I know that the teacher was delighted by the fact they have several parents now following what they are doing and how this meets the school’s aim of communication with their local community.
I was particularly struck by the response from one of the children to a question by Jackie Marsh (@Jackiemarsh) when they said that they wanted to share their work with the world. This shows a some understanding of the global nature of their readership. Indeed they had messages from people in St. Louis, Missouri; New York City;  London, Ontario; California; New Zealand; Australia and England. They are also very curious about the locations of their followers.

The teacher was hoping to undertake the virtual ballon race which I discussed in the previous post but do to a range of circumstances it became somewhat amended. The classes involved sent out a huge amount of requests for classes to contact them but it is clear that outside those already using twitter for their Personal Learning Networks the use within schools is extremely limited. In addition, there were teachers who did not feel that they wanted their class to tweet on a one off basis and so were in the process of building their classes up to becoming twitter users.
In the end the three teachers in the school decided to use twitter to make the children aware of where their followers are in the world and then try to build a relationship with one specific class. The giraffes twinned themselves with children at Matipo Primary school near to Wellington in New Zealand using googlemail to communicate.
The planning for the class concentrated on learning about New Zealand and their peers on the other side of the world. There was a magical moment when the teacher created a class delicious account to support the children’s internet research. The children accessed it from the class favourite page and then had a choice of four pages to open. One of the choices was a web cam in Auckland city centre which inevitably showed a dark scene for the children use to work out that it was night time for their friends. By the end of the day using the web cam and a globe the teacher was able to help them understand the implications of the time difference.
This led to them tweeting globalrams to compare what time is was in the different schools.

What time is it?

This is the reply that they received from Missouri
The teacher also looked at other applications which could support their work and you will see that there is a link to  a virtually empty wallwisher page (as time ran out towards the end of the Christmas term) but they also asked their twitter network to think of three words which they associated with New Zealand. They had a great response and produced the wordle below.

New Zealand wordle

Ultimately all of this is very nice but has it met any of the teacher’s initial intentions?
She took on a class which had issues over writing confidence and motivation to write. There has been a clear impact on their attitude towards writing – one of their tweets even talked about how much they had enjoyed writing (on the day of an assessed piece of writing).  It would completely folly to suggest that this is as a result of using twitter but it is clear that twitter is one of the approaches which has added a sense of joy to children’s writing. The children have been given many different opportunities for writing with clarity of their audience and why they are doing it.
The teacher has planned to develop twitter as an integral part of their work and is looking to develop other web 2.0 applications such as wallwisher and further use of twitpic with children taking greater independence in taking photos. The teacher is delighted with how amazingly well the children have done and is now determined to make it a sustainable approach. The school is looking at alternatives to skype which is blocked by the Local Authority network in order to allow the children to communicate with a wider community of children – twitcam could be one of the approaches they use.

I will continue to share the developments in the class and share the work they complete.

I was one of the very lucky people who was able to view the talk on Twitcam by Javier Drill Bustamente (a real life Amazon tribesman from the Ashaninka Community in Peru) who was talking to the pupils at Saltash community college. This was advertised on twitter by Dan Roberts (@Chickensaltash) and it attracted a range of viewers including Primary aged school children who tweeted in questions which were asked at the end of Javier’s presentation.
The post about it on Dan’s excellent blog is a must read -  An Amazonian Tribesman comes to Cornwall? Really!

Twitcam is incredibly simple to use as the user only needs to connect their webcam, login to twitter and then broadcast. This makes it accessible to people who might not have confidence or technical know how to video conference.
The experience of watching the Saltash event taking place but being able to communicate through Twitter was something very different and quite exciting. It caused me to wonder whether it added anything that couldn’t be gained through the use of Skype or a flash  based meeting site. I know that Skype is blocked in most schools due to bandwidth issues and so Twitcam may have an immediate advantage by simply being accessible.

I tweeted with Dan soon after the event and my first thoughts were that twitcam could support small schools. In larger Local Authorities in England there are many small schools with less than 100 pupils, it strikes me that at a time when budgets are contracting it could be possible for them to work together to allow their children to access events which they couldn’t afford on their own. This could be authors, poets, people leading science or maths workshops, artists. Very often these sort of events are beyond the budget of smaller schools.

There is also the potential of broadcasting to the wider community – over christmas I was honoured to be invited by my good friends at @globalrams to watch the live stream of the ir christmas concert which was a real treat.  I am aware that many schools in England would not risk putting their children on to streaming video as a result of the present concerns about e-safety and safeguarding but it is worth considering whether their some potential of allowing parents who aren’t able to attend school events to watch online.

Thinking back to the Burglar Bill work I wonder whether some of the work which was sent out as video files setting up the project could have been done using Twitcam. In this case this was the Jolly Postman telling the children that his postal sack had been stolen. This gives us the opportunity of using twitcam to launch projects between schools. Obviously my initial thoughts fall to literacy activities but I am aware that others might think more of other curriculum areas.

My thoughts in this area are:

• a joint reading activity set by an adviser or teacher from a lead school – this could be a primary aged book club or something to support reluctant readers introducing new books
• a launch for a joint project like the Burglar Bill work in Rotherham or the Pass a Poem project previously discussed
• live streaming of an event such as an author or poet visit,  artist or musician
• live streaming of a school event or performance (schools will need to be very secure of the safeguarding issues of this)

Again I would welcome comments or suggestions from readers.