Cooperatively, we chose a topic for our Wiki and based this on our healthy eating Digital Movie. We all decided on an area to write about relating to health:hygiene, exercise and so on.
Although our group worked effectively on this, I do think that we worked more individualistically on this. This might have been because we were all infront of our own computer screens whereas, when making the video we had to interact with each other more.
We did not decide on a common font or size of text and had to go and change this to make all of our pages look similar. This is something we could have decided at the start.
I spent more time on the Wiki and some of the group spent more time on the Digital Movie. This is what happens in a group as you share the work and play to your strengths. Our group shared the understanding that we were all contributing to the group in different ways and this helped our group to work well.
I found the Wiki frustrating at times as moving pictures and changing text size is not straight forward. However, it promotes cooperative learning and is something that children would enjoy presenting to a class.
The other point which our group had to think about was allowing other members into our group after we had produced the Wiki. Our peers had problems with their Wiki and we allowed them to join our group. They finished of the Wiki with music. I was happy to let this happen as I felt sorry for them but I know that everyone did not contribute equally in the group.
Saturday, 27 March 2010
Tuesday, 16 March 2010
Working collaboratively on our Digital Video
My group have tackled a number of problems whilst working on our Digital Movie.
First of all, the only member of our group with our video saved was not able to come into Uni (We should all have saved the video to prevent time from being wasted. This is a learning point!)
Secondly, the files would not convert on the computers. Eventually they did and we managed to complete our video.
Finally, the pen drive that the movie was saved onto stopped working and we lost our video!
We should have saved the video onto all of our pen drives and I think we will all learn this for the future!
There are times when people in groups get stressed out and that is part of working collaboratively. You need to all help each other and contribute equally to the group. The definition of collaborative working is "work[ing] jointly on an activity or project.” (Oxford Dictionary, 2006). This is not always the case and children definitely need practise at working in groups as:
“Children maybe work in groups in classrooms, but they seldom work as groups” (Richardson, undated) (cited in LTS, 2007).
Children need practise at working in groups to improve on their team work skills. However, putting students in groups, does not mean that co-operative learning is taking place as there are three basic ways that students can interact with each other:
they can compete to see who is "best"; they can work individualistically on their own toward a goal without paying attention to other students; or they can work cooperatively with a vested interest in each other's learning as well as their own (Johnson & Johnson, 2000)
There are times when children will use all of these types of interaction but it is important that they learn when to use each one effectively.
Research suggests that working co-operatively has many advantages to the other types of working:
Available at: http://www.context.org/ICLIB/IC18/Johnson.htm
LTS, (2007). Learning about Learning. Teaching for Effective Learning: How we learn
Available at: http://www.ltscotland.org.uk/Images/TEFL%20complete_tcm4435808.pdf
First of all, the only member of our group with our video saved was not able to come into Uni (We should all have saved the video to prevent time from being wasted. This is a learning point!)
Secondly, the files would not convert on the computers. Eventually they did and we managed to complete our video.
Finally, the pen drive that the movie was saved onto stopped working and we lost our video!
We should have saved the video onto all of our pen drives and I think we will all learn this for the future!
There are times when people in groups get stressed out and that is part of working collaboratively. You need to all help each other and contribute equally to the group. The definition of collaborative working is "work[ing] jointly on an activity or project.” (Oxford Dictionary, 2006). This is not always the case and children definitely need practise at working in groups as:
“Children maybe work in groups in classrooms, but they seldom work as groups” (Richardson, undated) (cited in LTS, 2007).
Children need practise at working in groups to improve on their team work skills. However, putting students in groups, does not mean that co-operative learning is taking place as there are three basic ways that students can interact with each other:
they can compete to see who is "best"; they can work individualistically on their own toward a goal without paying attention to other students; or they can work cooperatively with a vested interest in each other's learning as well as their own (Johnson & Johnson, 2000)
There are times when children will use all of these types of interaction but it is important that they learn when to use each one effectively.
Research suggests that working co-operatively has many advantages to the other types of working:
- Students LEARN more when they work cooperatively
- Students are more POSITIVE about school, subject areas, and teachers
- Students are POSITIVE about each other
- Students are more effective INTERPERSONALLY (Johnson & Johnson, 2000)
This tells us just how effective working cooperatively can be and we should encourage children to this regularly.
Johnson & Johnson, 2000. Cooperative Learning- Two heads learn better than one.Available at: http://www.context.org/ICLIB/IC18/Johnson.htm
LTS, (2007). Learning about Learning. Teaching for Effective Learning: How we learn
Available at: http://www.ltscotland.org.uk/Images/TEFL%20complete_tcm4435808.pdf
Thursday, 18 February 2010
How good is animation?
Today in our ICT elective we explored how animation can be used effectively in schools. I am going to admit that I was completely oblivious to how animation works and was shocked to hear that it takes 15 clicks of a camera to produce 1 second of a movie! No wonder Wallace and Gromit took MANY years to produce...
The Digital Blue Cameras that we used only cost about £80-90 each. This is a similar price to a camera but I think the advantage of this camera is, that it is easier to use with young children.
Before we started we talked about groups. We all felt that lower primary should be given a topic to focus on which should help them to get started, whereas upper primary pupil's would thrive on the challenge of choosing their own topic. It is good for the children to learn to listen to each other's ideas and co-operate well in a group:
Co-operative learning has proven to be an enormously effective instructional method (Johnson & Johnson, 1999; Sharan, 1999; Slavin, 1994) (cited in Green, Brown & Robinson, 2008).
Mixed ability groups would work well whilst using animation as everyone can bring their talents to the group and learn from their peers.
The obvious next step for the children is to plan their animation. First of all, the group should brainstorm their ideas. My group managed this very well as we all work well in groups. WE had many ideas but chose the most popular idea.
After brainstorming, we used the storyboarding format. This breaks the animation down into the different scenes you want and helps to show how the different parts link together. I found this format helpful whilst filming as it kept us focussed on our storyline.
The children should be encouraged to take on a variety of roles in the group. This ensures that all children are using the required skills and contributing to the group.
Context for animations
I think animation could work well with many topics. It could be used with older children as an english lesson and they could add the speech in speech bubbles. Animation could build on an art lesson using clay. It could also be used to tackle relationships through looking at the body language of the characters (waving, turning away etc.)
Our animation:
We really enjoyed creating out Easter bunny, basket, eggs etc. We all made different parts of the set and whilst filming we all swapped our roles around to make it fair. Although I think children would really enjoy using animation, I can see that their are some disadvantages to it also.
Advantages:
The Digital Blue Cameras that we used only cost about £80-90 each. This is a similar price to a camera but I think the advantage of this camera is, that it is easier to use with young children.
Before we started we talked about groups. We all felt that lower primary should be given a topic to focus on which should help them to get started, whereas upper primary pupil's would thrive on the challenge of choosing their own topic. It is good for the children to learn to listen to each other's ideas and co-operate well in a group:
Co-operative learning has proven to be an enormously effective instructional method (Johnson & Johnson, 1999; Sharan, 1999; Slavin, 1994) (cited in Green, Brown & Robinson, 2008).
Mixed ability groups would work well whilst using animation as everyone can bring their talents to the group and learn from their peers.
The obvious next step for the children is to plan their animation. First of all, the group should brainstorm their ideas. My group managed this very well as we all work well in groups. WE had many ideas but chose the most popular idea.
After brainstorming, we used the storyboarding format. This breaks the animation down into the different scenes you want and helps to show how the different parts link together. I found this format helpful whilst filming as it kept us focussed on our storyline.
The children should be encouraged to take on a variety of roles in the group. This ensures that all children are using the required skills and contributing to the group.
Context for animations
I think animation could work well with many topics. It could be used with older children as an english lesson and they could add the speech in speech bubbles. Animation could build on an art lesson using clay. It could also be used to tackle relationships through looking at the body language of the characters (waving, turning away etc.)
Our animation:
We really enjoyed creating out Easter bunny, basket, eggs etc. We all made different parts of the set and whilst filming we all swapped our roles around to make it fair. Although I think children would really enjoy using animation, I can see that their are some disadvantages to it also.
Advantages:
- Enjoyable when creating their set
- using fine motor skills (using clay)
- using co-operative learning
- Relevance- children will enjoy creating their own animation as they will be keen fan's of many animation films
- High level of achievement- the children will feel proud of their finished product
and many more....
Disadvantages:
- It takes a long time to film
- children might put their hand in and have to delete a large part of their animation (talking from experience this can be rather frustating!)
Overall, I think children would LOVE using animation and I will definitely try and use this whilst teaching!
Monday, 15 February 2010
"Digital Planet"
Our ICT Elective is all about being 21st century thinkers and learning a range of ways to enhance learning in the classroom.
I listened to an episode of Digital Planet which looks at the advantages that technology can bring.
The episode really made me realise how far technology has come...Cassettes to DVDs to studying a course on the Internet. Open University allows students to complete courses online which would really benefits those people who would struggle to get to a University.
Using mobile phones:
Something which came to my attention was using mobile phones in Bangladesh to learn English. The British Government is financing the project and Shihan Zuberi said "Mobile phones are making it possible". The Bangladesh population would struggle to read the english words but they are finding that hearing the words is "making it possible". This shows how technology can break down barriers between countries. I thought that Voices of the World would also help to increase their recognition of words and knowledge of other languages.
Using Laptops:
In Brazil, 350 schools are involved in the initiative OLPC (One Laptop Per Child). At first, the laptops were estimated at costing 100$ but unfortunately they are still priced at 300$. A teacher from one of the schools trialling out the project talked about how important these laptops were in improving the education of the children and making a positive influence of their lives. The laptops include many activities and learning opportunities (games for maths and language...)
The programme says that technology can help to personalise learning through giving children more choice in what they want to use to learn. This fits perfectly with the principle "Personalisation and Choice" of Curriculum for Excellence (Lts, 2009).
The final part of the episode ponders how to ensure that teachers are prepared to use and teach technology in schools. Hopefully, this elective will help to make me prepared to use technology confidently and I am sure I will have to keep on learning as technology keeps on changing...
I will end this with a quote which I think sums up what technology should bring to schools:
Technology is a tool that is used across content areas and throughout everyone's daily lives. Technology is not something that should be considered seperate from the curriculum. Instead, our goal should be to make technology a seamless part of our teaching and instruction (Brown, Green and Robinson, 2008. p3)
I listened to an episode of Digital Planet which looks at the advantages that technology can bring.
The episode really made me realise how far technology has come...Cassettes to DVDs to studying a course on the Internet. Open University allows students to complete courses online which would really benefits those people who would struggle to get to a University.
Using mobile phones:
Something which came to my attention was using mobile phones in Bangladesh to learn English. The British Government is financing the project and Shihan Zuberi said "Mobile phones are making it possible". The Bangladesh population would struggle to read the english words but they are finding that hearing the words is "making it possible". This shows how technology can break down barriers between countries. I thought that Voices of the World would also help to increase their recognition of words and knowledge of other languages.
Using Laptops:
In Brazil, 350 schools are involved in the initiative OLPC (One Laptop Per Child). At first, the laptops were estimated at costing 100$ but unfortunately they are still priced at 300$. A teacher from one of the schools trialling out the project talked about how important these laptops were in improving the education of the children and making a positive influence of their lives. The laptops include many activities and learning opportunities (games for maths and language...)
The programme says that technology can help to personalise learning through giving children more choice in what they want to use to learn. This fits perfectly with the principle "Personalisation and Choice" of Curriculum for Excellence (Lts, 2009).
The final part of the episode ponders how to ensure that teachers are prepared to use and teach technology in schools. Hopefully, this elective will help to make me prepared to use technology confidently and I am sure I will have to keep on learning as technology keeps on changing...
I will end this with a quote which I think sums up what technology should bring to schools:
Technology is a tool that is used across content areas and throughout everyone's daily lives. Technology is not something that should be considered seperate from the curriculum. Instead, our goal should be to make technology a seamless part of our teaching and instruction (Brown, Green and Robinson, 2008. p3)
Friday, 12 February 2010
GAMES-BASED LEARNING
On Monday, we explored many different games you could use in the primary classroom. This has opened my eyes to the number of games that we can incorporate into our teaching to enhance the learning in the class. Children will have experienced many of the games before and some will be experts at them. It is important to not focus on the pupils who are the best at something as our aim in Curriculum for Excellence is to produce "Confident Individuals". I think the way to tackle this is to ask the pupils to keep personal targets in their tray or on a chart on the computer, where they can see the progress they are making. Using games-based learning is extremely motivating whereas:
The kids themselves are frustated by the wide gap between their exhilarating experiences playing games and their slow-paced lessons in schools (Prensky, M. 2006. intro)
Using games is an innovative way of closing down the gap between children's experiences at school and at home. As a child, I would love to have played Guitar Hero, played with ninetendo's, played Brain Gym...
Guitar Hero:
This is contextualised learning as the guitar can be used to link many areas of the curriculum together (e.g. Music, Literacy and English, Drama) to produce an exciting project. The stimulus of using a guitar would immediately engage the children in the lesson and make it active.
In a school in Aberdeen, the children were first of all asked to create their own "Rock Star". I found it interesting to watch the videos as they talked about their writing because they were all very enthusiastic, engaged and confident in their work. The children used their imagination enormously in their work. To watch their videos click here!
Guitar Hero has unlimited learning opportunities and I think games like this are definitely following the Curriculum for Excellence's aims of producing an enriched and child-centred curriculum (Lts, 2009).
I-Phone:
There are many apps available to download from the IPhone. I found some apps that I think would work very well in the nursery such as "Wheels on the bus" etc. Brain Teaser could be used individually in primaries.
I think the I-Phone has potential but I worry that children might not work collaboratively with them. However,when groups do work effectively I think that using Iphones will be good experience and will promote pupils teamwork and technological skills.
The IPhones could be used in many curricular areas in primaries: Mathematics, Language, Drama, Social Studies...
Wii Games:
We played Wii Music and Wii Cycling. I think that some games like cycling would not work well in a class as it would only allow one person to take part at a time. However, whilst discussing this with Sharon and Jennifer, we realised that some games have the potential to involce the whole class. I thought that Just Dance could be used as a Gym lesson with the game on a screen at the front or using the projector on the wall. Only two people could use the remotes, however, the rest of the class could also dance along. This game increases fitness, co-ordination, timing, gross motor skills and is a lot of fun! What more could children want!
I will end with a quote which sums up the purpose of Games-based learning:
Video and computer games are helping- not harming our kids.
The real reason they play so much is that their games are teaching them to succeed in the Twenty-first century (Prensky, M. 2006. no page)
The kids themselves are frustated by the wide gap between their exhilarating experiences playing games and their slow-paced lessons in schools (Prensky, M. 2006. intro)
Using games is an innovative way of closing down the gap between children's experiences at school and at home. As a child, I would love to have played Guitar Hero, played with ninetendo's, played Brain Gym...
Guitar Hero:
This is contextualised learning as the guitar can be used to link many areas of the curriculum together (e.g. Music, Literacy and English, Drama) to produce an exciting project. The stimulus of using a guitar would immediately engage the children in the lesson and make it active.
In a school in Aberdeen, the children were first of all asked to create their own "Rock Star". I found it interesting to watch the videos as they talked about their writing because they were all very enthusiastic, engaged and confident in their work. The children used their imagination enormously in their work. To watch their videos click here!
Guitar Hero has unlimited learning opportunities and I think games like this are definitely following the Curriculum for Excellence's aims of producing an enriched and child-centred curriculum (Lts, 2009).
I-Phone:
There are many apps available to download from the IPhone. I found some apps that I think would work very well in the nursery such as "Wheels on the bus" etc. Brain Teaser could be used individually in primaries.
I think the I-Phone has potential but I worry that children might not work collaboratively with them. However,when groups do work effectively I think that using Iphones will be good experience and will promote pupils teamwork and technological skills.
The IPhones could be used in many curricular areas in primaries: Mathematics, Language, Drama, Social Studies...
Wii Games:
We played Wii Music and Wii Cycling. I think that some games like cycling would not work well in a class as it would only allow one person to take part at a time. However, whilst discussing this with Sharon and Jennifer, we realised that some games have the potential to involce the whole class. I thought that Just Dance could be used as a Gym lesson with the game on a screen at the front or using the projector on the wall. Only two people could use the remotes, however, the rest of the class could also dance along. This game increases fitness, co-ordination, timing, gross motor skills and is a lot of fun! What more could children want!
I will end with a quote which sums up the purpose of Games-based learning:
Video and computer games are helping- not harming our kids.
The real reason they play so much is that their games are teaching them to succeed in the Twenty-first century (Prensky, M. 2006. no page)
Sunday, 7 February 2010
Using technology in the classroom!
I was looking at our ICT elective's wallwisher page and noticed that many people have been using Wordle. I was intrigued and looked at the website. I think this would be a good tool to use collaboratively in the classroom, when brainstorming thoughts and opinions. It could also be used individually after a student has wrote a piece of work. The Wordle chooses random words and I think this would sum up a piece of work nicely. Their are many uses for this and I think children would enjoy using this website. Another possible use of Wordle could be choosing random words and then swapping the wordle pieces with a peer and they can make a story from the words. Wordle could also be used for self and peer assessment as the children might enjoy writing in a brief manner rather than writing in sentences all of the time. Additionally, if the focus in a Language lesson is on a wide range of vocabularly, this tool could be used for assessment purposes.
I am due to start a placement in a pre-school shortly and have reading early years literature. I have been looking at the importance of play and this is what I made my Wordle piece based on.
I am due to start a placement in a pre-school shortly and have reading early years literature. I have been looking at the importance of play and this is what I made my Wordle piece based on.
Thursday, 4 February 2010
Why BLOG?
There are many reasons for blogging and my peers and I are starting to understand these.
What is a Blog?
A blog is "an online journal" but they have progressed into "highly interactive forums for communication" (Brown, Green & Robinson, 2008. p16). All jobs require communication skills and these skills need to be developed in children's education. Blogging is an exciting way of children developing communication skills and many others.
What can we use blogging for?
What is a Blog?
A blog is "an online journal" but they have progressed into "highly interactive forums for communication" (Brown, Green & Robinson, 2008. p16). All jobs require communication skills and these skills need to be developed in children's education. Blogging is an exciting way of children developing communication skills and many others.
What can we use blogging for?
- Keeping reflective journals
- Giving opinions on various topics
- working in groups on a task
- managing notes
- Giving children homework- Blogging can make the essential link between schools and homes. The teacher can inform the parents about what their children are going to be doing etc.
- Sharing ideas with others and gaining feedback.
Blogging can also help to make the required links between children at home and in school. If the children can use their blogs at home and show their parents this, parents will have a deeper understanding of their child's learning at home. Also, parents can give their children feedback on their blogs. Glow will also help to bring teachers and families closer together.
Their are many benefits to blogging and I have probably not done blogging justice! If you have thoughts leave me a comment please.
Personally, I am really enjoying sharing my ideas with others and hearing their views on similar topics. I like getting ideas from other people and this is all about learning from others, which I will do as a teacher. Also, I think Blogging helps you to become aware of your own thoughts and will help me to become a Reflective Practitioner.
Monday, 1 February 2010
A Frankenstory
Jennifer and I wrote a story collaboratively. I wrote the first 40 words and then sent it to Jennifer who could only see the last 10 words I had written. We both wrote two parts of the story, building on each other's last words. This was a fun and challenging activity that primary children would enjoy! Our Frankenstory worked out really well. Look at our collaborative story!
There are many advantages to working cooperatively. We know this from research by Vygostky and Piaget but we can also look at more recent theory. Cooperative learning gives:
There are many advantages to working cooperatively. We know this from research by Vygostky and Piaget but we can also look at more recent theory. Cooperative learning gives:
- Positive Independence- each member of the group needs the other members and each individual has a role that contributes to the overall success of a project. Each student becomes neccessary to the success of the project.
- Face-to-face interaction- In a well-designed cooperative learning project, students will spend much of their time engaged with each other. They will NEED to communicate to complete a project.
- Individual and group accountability- When each person has a role, he or she can be held accountable for completing the assigned task.
- Interpersonal skills and group processing- Students working in collaborative teams will be practising communication skills and learning to make group decisions.
(Johnson, D & Johnson, R. 1999) (cited in Brown, Green and Robinson, 2008)
Whilst working on our Digital Movie, I feel that all members of the group worked cooperatively. We made decisions together and all know what role we had in the group.
Today's input
Our lecturer introduced us to Project I can read which shows us how I-Phones can improve reading activities. The I-Phones give the children the chance to hear themselves reading and rate how well they think they read. This is encouraging the pupils to self-evaluate and works on reading and talking skills. This video shows us the benefits of using the I-Phone:
We also looked at the app Voice Band for the IPhone. This is a "revolutionary new way to make music - with your voice!" This would be an excellent collaborative activity and it would help children to improve their knowledge of instruments and their sense of rhythm.
An INSPIRATIONAL teacher!
I think this video shows that repetition, songs and actions can help to make learning motivating. This teacher knows his pupils well and he makes up a rhyme that he can use repeatedly with his class. "Work hard, get smart" is a simple but effective way of stimulating the class to try their best!
How good is the I-Pad?
The Apple launch that took place last week introduced a spectacular new device called the I-Pad.
In this video, Steve Jobs looks at how pictures can be displayed in a slide show when clicking on the country where they were taken. I travelled Europe in the summer and think it would be brilliant to be able to quickly look at a set of photos from a particular country at any time.
I think this would be an extremely motivating device used in class as it is symbolic and iconic.
I think the I-PAd could help to make the classroom more interactive. Working in groups, with the internet literally in their hands, would allow children to voice their opinions and contribute to their lessons through asking questions whilst the teacher is talking.
The I-Pad would help visual learners, auditory learners and kinesthetic learners. We know that children have different types of intelligence (Howard Gardner) and I believe that this innovative device can help all learning styles and cater for individual needs!
As Jobs said the I-pad is "so much more intimate than a laptop and so much more capable than a smart phone".
In this video, Steve Jobs looks at how pictures can be displayed in a slide show when clicking on the country where they were taken. I travelled Europe in the summer and think it would be brilliant to be able to quickly look at a set of photos from a particular country at any time.
I think this would be an extremely motivating device used in class as it is symbolic and iconic.
I think the I-PAd could help to make the classroom more interactive. Working in groups, with the internet literally in their hands, would allow children to voice their opinions and contribute to their lessons through asking questions whilst the teacher is talking.
The I-Pad would help visual learners, auditory learners and kinesthetic learners. We know that children have different types of intelligence (Howard Gardner) and I believe that this innovative device can help all learning styles and cater for individual needs!
As Jobs said the I-pad is "so much more intimate than a laptop and so much more capable than a smart phone".
Saturday, 23 January 2010
An interesting article about I-Phones
This is a very interesting read which has widened my thinking on the use of I-Phones:
In this article, a father reports on the wondeful effects that he observed when his three -year old was given an I-Phone. His daughter was immediately absorbed in the various apps available: Letter Tracer, Kid Art, Voice Toddler cards. Her favourite app is Letter Tracer and this "device and screen provided the engagement that pen and paper hadn’t" (Hunt, P. 2010). This tool will help to develop the child's knowledge of letters and also her fine motor skills. I think this device would help to develop children's intelligence at a young age. This made me think about the game "Word Coach" for the Wii as it would have similar effects to the "Letter Tracer" App. If I-Phones were used in nurseries, children could use them in class and take it in turns to take the phone home. This would help to provides close links between parents and their children.
Children can learn to tell the time, take pictures and check the weather with an I-Phone. These are relevant skills that the children will use in every day life!
Before reading this article, I will admit that I had my doubts about using I-Phones with young children. However, I now realise that I-Phones can be used to motivate even the most disengaged children. At the end of the article the Dad asks if he is a "bad Dad?" I think he is a creative and forward thinker who we can learn from!
In this article, a father reports on the wondeful effects that he observed when his three -year old was given an I-Phone. His daughter was immediately absorbed in the various apps available: Letter Tracer, Kid Art, Voice Toddler cards. Her favourite app is Letter Tracer and this "device and screen provided the engagement that pen and paper hadn’t" (Hunt, P. 2010). This tool will help to develop the child's knowledge of letters and also her fine motor skills. I think this device would help to develop children's intelligence at a young age. This made me think about the game "Word Coach" for the Wii as it would have similar effects to the "Letter Tracer" App. If I-Phones were used in nurseries, children could use them in class and take it in turns to take the phone home. This would help to provides close links between parents and their children.
Children can learn to tell the time, take pictures and check the weather with an I-Phone. These are relevant skills that the children will use in every day life!
Before reading this article, I will admit that I had my doubts about using I-Phones with young children. However, I now realise that I-Phones can be used to motivate even the most disengaged children. At the end of the article the Dad asks if he is a "bad Dad?" I think he is a creative and forward thinker who we can learn from!
Thursday, 21 January 2010
Life-casting on I-phones and storyboards
We were given Sharon's number to text any questions we had before the lesson started. This makes sure that we are learning what we want to learn, which is an effective method or personalising our learning. This would help to answer any questions pupils think of and ensure that those pupils who feel too shy to ask a question, are having their voices heard! We were told that only 5% of the class are answering 95% of the time. This should help to involve all pupils in the lesson.
Using the "Life-casting" App on the i-phones, we took five pictures of "21st century thinking" and added audio to this. Children would really enjoy this and would use their teamwork skills to work collaboratively effectively.
A further advantage of "Life-casting" is that it can we used to make the link between schools and parents, through posting the groups' work online. At first I thought this would be a great task for upper primary pupils, but after discussing this in class I have realised that nursery children could manage this task. Why not introduce four year-olds to technology as:
"The next generation is growing up online, rather than adapting to it in their mid adult years" (Micah Sifry, p120) (cited in "The world is flat" by Thomas L. Friedman
Just think of how much children will be able to do if they start using technology at a young age!
We used Storyboards which is an innovative method of creating a story. I think Primary three pupils upwards could manage to create a story which they could present to the class. The children can focus on their imaginative writing rather than having to draw pictures in their stories. I think pupils would be proud of their work and keen to share with their peers.
Storyboards could also be used with the early years as I could create a story to fit in with a current context in the nursery. I will definitely use this tool in the classroom!
We joined the website "Voices of the World". We will use this website to interact with others from various countries in the world. This will help to share good practise. We looked at inviting people from different countries to say a set sentence. This is letting the children hear a variety of languages and might spark an interest!
Feel free to comment on this!
ICT- Digital Moviemaking
We were shown the movies that the other Primary Education students produced and I immediately thought that this was an excellent activity for an upper primary class.
The advantages of using Digital Moviemaking are it gives the children the opportunity to be creative whilst using innovative technology. Children like to experience new things and with taking videos (on phones and cameras) being so popular in their lives, why not use this in the classroom?
Making a digital movie requires many skills: acting skills, technological skills, communication skils, teamswork. I think this will help to build confidence levels and it links Drama with ICT brilliantly.
The only disadvantage I can think of is that the group's might not work well together, leading to some pupils not getting the chance to learn new skills. However, it is important that children experience working in groups regularly as this helps to extend their own thinking (Alexander, R. 2008). To help to ensure that all members of the group are involved, I could give roles for the pupil's to choose from. This should result in all of the group contributing to the task.
I think Digital Movie-making would be enjoyable, very active and would be a good task to use Peer Assessment as the groups can learn from each other .
Alexander, R. (2008) Towards Dialogic Teaching. London: SAGE Publications Limited.
The advantages of using Digital Moviemaking are it gives the children the opportunity to be creative whilst using innovative technology. Children like to experience new things and with taking videos (on phones and cameras) being so popular in their lives, why not use this in the classroom?
Making a digital movie requires many skills: acting skills, technological skills, communication skils, teamswork. I think this will help to build confidence levels and it links Drama with ICT brilliantly.
The only disadvantage I can think of is that the group's might not work well together, leading to some pupils not getting the chance to learn new skills. However, it is important that children experience working in groups regularly as this helps to extend their own thinking (Alexander, R. 2008). To help to ensure that all members of the group are involved, I could give roles for the pupil's to choose from. This should result in all of the group contributing to the task.
I think Digital Movie-making would be enjoyable, very active and would be a good task to use Peer Assessment as the groups can learn from each other .
Alexander, R. (2008) Towards Dialogic Teaching. London: SAGE Publications Limited.
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