When I introduced it this afternoon, with a GCSE-style set of questions (à la lots of little texts with a lot of 'who thinks ...' questions, just like they get in the foundation and higher papers), I explained that I had posted to twitter and to Facebook. They were really interesting to watch when they heard about the origins of the reading material - I was a bit taken aback. They came and sat on the floor all around the whiteboard (big downside to the activity was the font size etc, but they coped) and got straight on, telling me how this activity was 'très intelligent' because they were practising doing questions like those that they meet in the exam, but that it was 'chouette' because it was written by real people and not just by me! I couldn't believe how much 'cooler' it was to read things that were put together like this. Some people emailed or messaged me with comments because they couldn't work out how to add to the canvas.If I can suss out how to make the text larger and more 'whole class friendly', then I'll definitely be using it again - was a great way to broaden vocabulary as well, as I was not in control of the language which they were accessing. As it stands, I need to work on that, otherwise the value will be lost because the students won't be able to 'see' the texts that are posted - it was fortunate that I had a small group of 10 today, as there was no crush at the whiteboard.
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