Day 33 - Debugging the system

The more I teach the computing curriculum the more evident its relevance is. A great deal of the day to day normal daily routines that we unthinkingly carry out are based on following instructions. We are creatures of habit, programmed to timetables, specific ways of speaking or explaining a concept even down to the way we make a cup of tea. Rarely do we break the expected outcomes and debug our own systems. 

What have I used in the classsroom today? 

The year 1's have been enjoying computing building their knowledge of beebot and giving unambiguous instructions. Moving on to creating programs with a string of instructions for the beebot to successfully navigate a flower bed. Issues here were on visualising the direction of turn. So armed with a card bee that was used to make the movement more concrete for those struggling to orientate their pathways...year 1 were able to move onto complex strings of instructions, confidently able to identify problems when they occurred. Deleting and debugging efficiently. 

Debugging a program is tricky for the little ones to appreciate as everything they do is always correct- right? Even if they didn't quite mean to tap the forward arrow three times instead of two! The battery operated beebot were useful in showing the errors as the app can be sensitive to small fingers and not always work consistently  in making a reassuring 'click' in the correct place! 

Undeterred by small set backs, year 1 were challenged to have a go at the excellent www.naace.co.uk  site where they could control the U.N.I.T robot both on PC and iPad. 

This endearing robot enabled the children to apply the same skills they had with  Beebot  but this time allow for a degree of choice. Let's face it, variety is important and being tolerant to others preferences is a worthy life skill. However, when it comes to computing, debugging a program needs to be precise and specific. The program gave enough challenge to pose questions to those most able to program but conversely managed to allow mistakes to be highlighted without demoralising the students efforts, 

Debugging can be refreshing and liberating! As a teacher the wonderful "oh I see..." Comment is a sign that the children have total engagement in their task. But deeper than that, the task is in itself relevant and worth persevering at. The skills that underpin the inclusion of mobile technology in the classroom are for me responsible, connected and discerning. The process of debugging allows the students at what ever age to also be resilient and see the relevance of popping balloons with a robot holding a candle! 

Day 32 - Lovely dear - what is it?

An abiding memory of my own art lessons at school were the dreaded phrase " lovely dear but what is it? ". Needless to say I never pursued a career in art but have always felt misunderstood and as a result probably underestimate my artistic talent. 

As part of the the computing curriculum children need to have experienced digital design. This Christmas tree was the efforts of a year 3 pupil. The brief was to design a tile that could be repeated and create a piece of wrapping paper. The initial discussions centred around appropriate motifs and colour schemes. Then of course one or two children going pale at the thought of drawing free hand on a tablet without a stilus! The 3/4 class have been extensively working on  this half term and I wanted to reinforce their skills by using this as a medium for their art work. By using the shapes even the most artistically challenged child could drag out a square and add a bow! In fact the children were much more creative than I initially credited them with. The obligatory (ice) block of snowmen appeared as it featured in the example, rescued many a creatively inexperienced artist. The class were eager to try and the limited paint features matched the task perfectly, and the time limit! 

After a short while, the children started to broaden their minds and opened up to the possibility of adding their own quirky touches. The idea was to experiment with the possibilities not just settle for that's ok or will do. 

The children are used to sketching and doodling, and some times produce the most amazing creations, naive but charming and full of character! 

For a first submission these designs have promise, when repeated they could work effectively. This stage will be undertaken when the first comments are taken on board. Perhaps colours could be experimented with or the text made bold and repeated multiple times? My teacher feedback given on Showbie will inform their second attempt which drives the improvements and self esteem. 

The next app that the children are going to be introduced to is Keynote , so I wanted to ease them into the new app by getting them to use the skills they already have mastered. Adding a photo from the photos and editing it. Keynote will allow them to experiment with angles and size without losing their way in a never ending set of options. Sometimes we need to see an app in a different light in order to open up that it doesn't just do one job, like only make presentations! 

Day 31 - Feedback

Part of the learning process is learning from mistakes and the teacher can enable the learner to effectively move forward if the mistakes they have made are highlighted in a positive way. I'm always in search of opportunities to give individual feedback to students as it's only through the teacher connecting with each of her or his pupils that progress can be made. Having said that sometimes group activities and therefore global comments can enable learners to feel they are moving on with their peers. I use Showbie as a file sharing app because it is a very simple, effective and versatile way to give feedback.

Today I used the fabulous website www.echalk.co.uk which needs a subscription but is invaluable for excellent resources especially for numeracy and literacy. It also is iPad compatible which is an added bonus! I set the tasks up on Showbie to allow a tap and go with the tasks, wasting no time in getting straight into the task. With the Christsmas play rehearsal taking up time today, ithis feature was invaluable. The students had autonomy as they could set their own level of chilli challenge and get to feel responsible for their work. This always raises self esteem. The completed work was shared effortlessly back to their folder in Showbie through the open in another app feature. I was then able to give feedback in a variety of ways to suit the type of comment or the students needs.  Verbal through a voice note, written for clarity and drawn to illustrate a point. 

Finally, the voice note giving a personalised feedback to alert the pupil to the next step that they need to take can be added in seconds and uploaded simply. The ongoing dialogue between teacher and pupil builds a special relationship, one that I believe encourages the pupil to feel important and to create a honest conversation which can come into its own when the pupil is having difficulty. It's at these occasions when the pupil has to believe in their teacher and rely on their professional guidance. 

Day 30 - Independent Learner? Really?

Independent learner - what does that mean? 

If a teacher were to define an independent learner the definition would contain words such as self motivated, organised, methodical perhaps confident at tackling unknown skills by applying previously learnt concepts. Tenacity, self reliance and resilience.

However, if a Year 6 pupil had to write his definition perhaps it would differ... Something along the lines of copy someone else's text and drawing without the teacher realising. I know it's cynical but to be truly independent you must have first be taught how to think for yourself. Self reliance and resilience, possessing a can do attitude and the ability to say " I can't do this yet! " rather than saying "I don't get it" (which for me is as over used as the phrase "by mistake" . It's easy to say " I can't"  because all too often the students have been scooped up as the teacher anxiously tries to complete the lesson plan in the allocated time slot or for the sake of 'moving things on' & inadvertently gives the answer all too easily. Definitely, a case of mixed messages. 

Today, I was challenged by my colleague to plan a lesson that would support writing up a comprehensive maths investigation whilst hitting the English LO of using an instructional text. Coincidentally this evaluation of the gap in the forms learning had been borne out of a frustration of revisiting, three times, how to write up a comprehensive science experiment which used technical vocabulary and all the good features of hypothesis, testing, results and conclusions...I digress. 

So, with the aide of Popplet to map out ideas I went about deconstructing each stage, much like a cheesecake on MasterChef. 

Daunting sight right? But I decided to include this as a resource as I t's important for the class to know that this is a complex skill, that takes time to master and has many individual branches which when used systematically will bring success. You can tell my energy levels are high on a Monday! 

So, for the sake of teaching and clearer understanding, I turned to my iPad to see how it could provide a transformational approach to learning how to write up a maths investigation as well as be mindful of scaffolding the steps for those more reluctant to say..."I like to learn from my mistakes" 

So, step 1 was to break down the whole picture into each of the six steps to success. 

Then, dissect even further the individual stages but expand on the point to support thinking...not wanting to be faced with the blank page syndrome where no words flow...

 

But children learning by actually doing is key, so the first task was to look at an instructional a text and have a go at following it. Modelling the need for clear concise text and supporting diagrams. 

Interestingly, some pupils gave up immediately, having neither read or looked at the diagrams. They had already decided this was going to be too hard, (or they were too cool) to complete it.  But with perseverance and AirPlay  the task was successfully completed. Repeated and recorded on Showbie to annotate the features of an instructional text.  

The important aspect in terms of learning and in particular teaching here is what does success look like for the pupil? How does a teacher move the learning on from being overwhelmed by information to demonstrating mastery, or at least a deeper understanding? 

The class were then asked to use the steps to success with a writing frame to compose a maths investigation based on eggs and boxes. Where each step to success was emphasised and language focused on to incorporate the joint subject area LO. After the hand holding the exit ticket was for the children to create their own instructional t st for making a pentagon. The students confidently chose either Explain Everything or Book Creator. It was evident who had pieced the instructional text jigsaw together! Shared back effortlessly to Showbie means the individual feedback can be tailored to the needs of the child. 

The final end product... Next lesson we will combine the two shapes into a class paper football! 

The final word for teachers wanting to transform the learning is in determining how the digital aspects of iPad , in this case, can inhibit the need to write concise instructions. If you can video the process, it's clear, (as many Youtubers will appreciate) by pausing or rewinding you can achieve the finial product, in this case a folded pentagon. However, words need to do this job, so the appreciation that words have, if used effectively,  the capacity to fulfill the same role is important to reinforce. The power of words is elevated to maintain their status as still relevant in a fast moving digital world... 

So, did I fulfill my aim of teaching independent learning today? Partly yes, the pupils managed to move their understanding of information texts on and were able to exercise independence by using the scaffolded writing frames, the proof is in the assessment of the fully ndependent hot task at the end of the week , so fingers crossed! If the students use their Showbie accounts to guide them then I can tick that box! 

Day 29 - Super Worm and The Polar Bear

Endless curiosity and enthusiasm makes working with pre prep children an absolute joy. Having walked into school this morning to work with individual children on their specific targets I bumped into the reception teacher who wasn't feeling her best; full of cold as many teachers are at this time of year. We had a quick conversation about what teaching meant to us as individuals and we both agreed that to be able to provide learning experiences that are rich in creativity allowing individuals to access the curriculum was a shared belief of good practice. It's what makes teaching rewarding. She recounted to me her previous day at school when she had gone home feeling that she had done a really good job and the children had learnt in an optimal way and all of the gods of planning and circumstance and mood aligned to make the previous afternoon magical. I felt privileged to have had that conversation, as teachers we often dwell on the negative and the "could do better" comments and don't always listen and acknowledge to ourselves let alone others, when we do a good job.

So it was an absolute joy that today I could supplement her exceptional planning and provision for her reception children by adding in a digital twist. The school is at the very beginning of their journey with mobile technology and some of the well-known apps to time users en met with renewed excitement and anticipation. The reception children have to rehearse and verbal verbally tell a story, using a story mountain template with the start middle and end. The scaffolding that have been put into place meant that the two children I worked with had a very good grounding on what was expected of them and the skills that thy were rehearsing. So armed with an iPad and a newly loaded copy of the puppet pals app (Directors Cut) we began to make an animation of their individual stories, capturing the emerging vocabulary whilst providing the children with the skills to digitally manipulate their work. Whilst fulfilling i digital aspects of the computing curriculum at the same time.

One little girl sat in front of me with a basket containing a plastic Polar Bear, a lamb, a frog some hay and various assortment of sticks and cones. After discussing her story mountain template and talking through the story with this quickly got down to adding each of the animals as an actor on PuppetPals HD. I showed my pupil just once how to cut out the outline of the actor and with the enthusiasm that I wish I could bottle, she was away and had completed, unaided, all the other 'actors' in the space of a few minutes. The next hurdle was to set up each of the elements of the story as individual backdrop.  So I demonstrated how to take the first photo of the frog in the hay! My protégé then followed this up with a wooden tree and pinecone then finally some twigs that super worm was to rescue the lamb from. 

The fantastical and wacky story that was so real in this little girl's head came alive with her commentary as together we changed the backdrops and manipulated the actors on the iPad. The resulting 30second video was then air-played & shared with the rest of the class on their big screen, the audiences eyes were like saucers filled with admiration for the little girls skill as a story teller. The class were captivated by the video, especially hearing the voice of their friend and seeing the plastic animals come to life, it was all too much for some of them! (teaching assistant too..) The teacher was impressed because she could instantly see that the small task she had planned has been transformed into quite a different activity. The redefinition of the task was completed because of the ability to use technology effectively. Inspired by her pupils, she was brave enough to attempt to try duplicate the activity with the remaining year one pupils that same afternoon. Secure in the knowledge that she could call upon the little girl to guide and support her through this newfound discovery. Child focused and child led learning, pure magic.

Day 28 - Updating and iTunes U

iTunes U is a fantastic way in which to create courses and differentiate the curriculum for pupils. As our school is small with job shares and part time staff, you may think that it is not worth investing time in this method of delivering the curriculm. But, it is an ideal way to ensure that the teachers are catering for all the learners. 

• iTunes U is a powerful, collaborative teaching tool which allows students to personalise their learning.

• Students can access it on multi devices

• Work can be seen at the convenience of student or teacher. 

• General or personalised discussions with tutors or between students. 

• Link multi media assignments  with ebooks, podcasts, time specified videos, text, note taking ability, grading if desired…

 
I could go on so what's the drawback?  The whole school needs to be on board and commit to this method of delivery for it to truly succeed.

Why I have chosen to introduce iTunes U.

As a catalyst for change it enables the preparation of inspirational resources whilst enabling an institution to reach learners at their own level. Providing achievable differentiation with graded tasks being handed in is possible to achieve a holistic approach to work flow

So far,  the computing courses are the only ones available to the children but as a advocate of digital fluency, it's important to my role to model good practice in the classroom & for others to see its influence and effectiveness. The reason why it may not be taken up quickly in schools' is the initial overwhelming amount of text on the page. Any future updates to iTunes U I feel, would benefit from a little more of an image friendly interface. Perhaps icons depicting the inevitable imperative verbs of watch, read, write so that younger users are encouraged to navigate posts easily. 

I have one cautionary warning, if your school has a set of managed iPads under the newest Apple iD free version, then enrolling onto a course means that you have to create a generic Apple iD for your learners to access to course. 

So how well have the courses been received in class today? 

Year 5&6 - the pupils were excited (and slightly impressed) that they could view their whole years course at one go. For all you teachers that have just fainted at the thought of that... the course  doesn't have to be populated by all your resources at the beginning. With a skeleton of the LO's written in as posts, I like to work a half term in advance, which also allows me time to source rich content for my learners. As they develop, so does my choice of resources which is the flexibility that I require to be an effective teacher. It also allows those who are keen to look ahead and perhaps dabble in areas that take their interest...remembering that I have the ability not to release tasks until I am ready ensures that I have control on pace and exposure to the learning materials. 

Year 3&4 - the pupils reacted with their usual acceptance in seeing the course. They did need additional guidance through locating posts but allowing the time to learn new procedures and discover new ways of working is essential to moving on in our mindset and not, in my mind, wasted time. The pupils are used to Showbie, so the fact that they could download their resources quickly was not new. However, the fact that they could chose the level of demand of their task was. This is the area that will reap the highest benefits, as the pupils develop their self confidence and begin to push the boundaries of what they expect of themselves, this will be the true measure of progress and self evaluation. Learning with no limits is achievable. 

Year 1&2 - the course has been built specifically to allow the youngest students to participate but I'll have to update you on the success if this as it is not as yet been trialled. 

What Have I used in the classroom today? 

1. iTunes U - introduced the computing aspects of the curriculum (see above) 

2. Explain Everything - to illustrate how to make a net of a 3D shape with voice overs and video excerpts for additional tutorials. 

3. Notes - to support writing a recount text to reinforce algorithms with inexperienced pupils with no prior knowledge of the under pinning skills now required by the computing curriculum. 

4. Book Creator - to gather together the self assessments of the children's Shang Dynasty games, referencing how to improve and the sticking points encountered by the pupils. 

5. Flashcards - to make a collaborative class set of cards based on 2D and 3D shapes. 

Flashcards [⁛] by NKO Ventures, LLC

https://appsto.re/gb/MbmJC.i

6. Beebot - first steps into programming to reinforce algorithms 

Day 27 - Focused Fun - individual, creative and owned.

Some days as a teacher, you really feel like you have done a good job. Today was one of those days.

My class of 33 year 3's and 4's were up for a challenge. Having planned the day meticulously, aware that the teaching assistant was out on a course, so the jammed packed morning was looking ominous. However, the students rose to the challenge and I had the most enjoyable time in the classroom alongside them. 

So reflecting on the day - what was it that made the difference?  I believe it was the iPad. Every child has access to a device as today they were asked to take control of their learning. 

What did I use in the classroom today?  

www.bbc.co.uk/Newsround , I decided to start the day by showing on the class large screen, the live updates of the children's topical news programme Newsround. With the shocking events in Paris over the weekend, it was positive to face the tragedy and answer questions raised. Sensibly, advice for those affected by the story was responsibly spoken of.  This episode also mentioned the hugely popular Minecraft game and the 'ghosting' which can take place when an unknown player decides to be unkind and inappropriate when playing online. The best known Minecrafter spoke about how to deal with this type of cyber bullying, which was timely and important. This class is hooked by Minecraft and it's important to send a message to the students that I as their teacher recognise that. 

1) Showbie - to set up the resources and scaffold the different levels of expectations for the learners in each year group. 

2) Book Creator - to store and expand onh e understanding of what email is and how to use it safely and responsibly.  The star is to protect identity. 

3) Webster's Bedtime - By Hannah Whaley  having read the previous books in this wonderful series, this book backs up that devices have a time and place, they too need to be recharged and chat resulting from sharing this book can open discussions about when it's time to switch off from technology ! 

It was also the inspiration for the second part of our lesson today, which was the question 'what would a device say about sending emails...if they could talk?'  What advice would they give - a lesson in personification. 

4) Yak-it Kids - this fun animation app really appealed to this age group. They were transfixed by the example and eager to see how they could make their own version. The incredible part of this process was that the class found a renewed enthusiasm for writing with their pens in their English book (and joined up too!)  , as part of the deal today was that a scripted speech needed to be prepared before the app could be opened...I've never seen the students write in such a focused way! 

Th drawback for some of the students with this app was that their scripted speech lasted longer than 15secs (a limit in this the free version of the app) so they worked on creating their animation in Adobe Voice  and produced some excellent examples of extended animation, full of character, completely individual and expressed their understanding in their own words. This part was transformational in this classroom , 

SAMR is a model designed to help educators infuse technology into teaching and learning. Popularised by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology.9 Nov 2013