Day 44 - Unrestricted learning.

I hate technology! It can be so frustrating when the work that is planned doesn't quite stream seamlessly or occasionally drops off the Apple TV. Thankfully, these are rare now with infrastructure that is up to the demands of the users. Conversely, technology is the reason that a great many students are able to achieve more than they thought possible...it seems at times the skills align and the work that is produced is transformational. This can come as a surprise to the students especially when the task was perceived as 'easy'!

I know, as a professional,  that this is a result of appropriately scaffolded work that allows the students to build their confidence over time and experience the right amount of challenge along the way so they get to the stage that, like driving a car, actions are second nature, as easy as breathing...

What did I use in the classroom today? (apart from Showbie to resource and assess the work)

1) Explain Everything - to complete a self guided tutorial on how to divide fractions. The idea of division and fractions can strike fear into the most happy go lucky student. So it is an excellent opportunity to consolidate understanding. Research proves that by verbalising maths, students make stronger connections and gain a deeper understanding. By talking through the process the brain recalls the work more freely. So, having completed the class practice, opened from Showbie their examples directly into Explain Everything, it was a case of a quick voice over with their chosen pointer to accentuate the key skill of using the inverse operation. The gentle pressure of having to put the thought process into their own words can make such a transformation in understanding.

2) Explain Everything, iMovie and Yak-it was also used to add a professional touch to a Safer Internet Day promotional video. The initial introduction of the movie was made to look a cut above the usual by videoing  the writing of the title onto a plain black background and then once saved in Photos could be dropped into the start of the iMovie at the editing stage.

3) Keynote & Book Creator - comic book competition (2)  it's important that the work completed on iPad is held up to scrutiny and quality work must be produced. It is the most important aspect of the work. Today, the comic book creation was made professional and taken to a higher level using the skills in Keynote. Previously, the students have been shown instant alpha. This was a skill that they needed to make their work look excellent; professional.

The first attempt saw an image searched from safer edited closely, using the editing tools in photos, but it left a square border around the character. By importing the original image onto a black slide in Keynote and using instant alpha, the edges are reduced to the character itself, layered with the background, again in Keynote and finally brought to the front, the overall effect was enhanced and transformed to the level of a digital artist...this discovery was shared with the class using Apple TV so that others could appreciate the difference in the final comic. The students appreciated that there was a obvious difference between the two and wanted to emulate the modelled comic. I can't wait to see the end result.





4) Hopscotch - the task was open ended and unrestricted.

This interactive computer screen that when touched flashes up the advice for keeping safe online made in Hopscotch

iMovie and Hopscotch combined to make a useful and informative movie to promote online etiquette.

Positive ways to make a personal statement on the characteristics of a responsible global citizen using wordfoto

Day 43 - Expert Learners?

When do skills become knowledge and when does knowledge transfer to mastery of a skill?

This dilemma is one faced by teachers day in day out. The spiral curriculum and rate of children's development affect the mastery of skills. At least that's what i say to reassure myself when year 4 can't easily recall fractions! When can you truly say that a child has mastered a skill...as a believer in life long learning, I would say you never truly master any skill, you refine and build on your experiences to make what ever you are doing the best it can be at that moment in time. Or else how would I have been able to begin to 'master' integration of the iPad into the curriculum? It's a journey of discovery that leads ultimately to a stage where you can satisfactorily contribute. I digress...

What have I used in the classroom today apart from Showbie to share and mark resources?

1) Book Creator: particularly for ease of the voice capture feature. 

Today in the classroom, I have worked with Y1 through to Y4 students. The lower KS2 students were focusing on comprehension skills. Not surprisingly, back in September, they were lacking the skills to complete a text based comprehension. Since then, I have feed them a varied diet of comprehension skills. Identification of key words, being able to sequence a series of pictures after reading a text, finding the odd one out, recording the work as a mind map and today recording their answers in an interview scenario. The key here is to identify the skills like pieces of a  jigsaw. Eventually,  the students piece together each skill and see the whole picture. Mastery is close by... marking the work produced today, it was evident that the students had progressed.



2) Adobe Voice - Capturing the knowledge of individuals understanding of a class project.

Year 1 made a group animation on their current 'Wheels' project. We gathered the vocabulary even coping with an amphibious vehicle! This was animated with the students independently working on choosing the appropriate icon from the wordbook. I then modelled how to use the Adobe voice app and they were off...25 minutes later they had a animation that they shared with reception. Bursting with pride!

Year 1 & 2 collaborated on a similar project but this was based on George Stephenson. The animation was arranged choosing icons and text to show their understanding. Demonstrating that the students had really taken on board the finer details of their project.

Year 1 & 2 Students working together to build their own animation on George Stephenson. 

The lesson for me was that in order for the students to become informed digital citizens, those who possess the skills to communicate, collaborate and confidently show their understanding. Skills need to be presented to them almost like pieces of a dismantled jigsaw puzzle, so that when the individual has matured, practised the skills, seen the relevance of using the skill and been given plenty of opportunities of experiencing the skill. It will, one day, perfectly slot together and reveal a complete picture.

That is the day that makes teachers continue in the profession, as it makes everything worth while...

Day 42- Bare Bones

Drafting is defined as a preliminary version of a piece of writing...discovering the bare bones or essence of a genre of writing. This all sounds quite romantic and high brow, to an adult perhaps. As for those who enjoy using language, the word 'draft' still has connotations of giving the writer the freedom to try out ideas, to experiment and be creative!

However,  to a Year 5 or 6 student, drafting means a waste of time. It's the time spent before getting down to the actual task. Why should you spend time having ideas only to dismiss them later in the process? That's just daft.

Today, with all the Key Stage 2 students the tasks I set had refining ideas as a central learning object. This wasn't always immediately evident to the students as in order to be successful the students needed to use prior knowledge, refine ideas, collaborate and get feedback from their peers and be disciplined enough to go with an idea that may not have been their first choice. This process ultimately produces a more robust end task as a result. The students just thought that I was holding them back before doing the 'real task.'

After a class visit to Butser Farm; an iron age re-enactment village the children had experienced first hand the way of life for our ancestors living at this time. Previously in English and as part of the computing curriculum, these students had been working on designing and writing an advert. The advert creation focused on the skill of writing, persuasion and the spoken word.

What did I use in the classroom today? 

1) Teleprompter - https://itunes.apple.com/gb/app/teleprompter-pro-lite/id578104295?mt=8

The self chosen groups were tasked with making a TV advert to promote a Bronze age artefact of their choice. The teleprompter would form a layer of resource that will enable the advert to be filmed with a professional edge. The ability for the students to add in their persuasive devices, like exaggeration and alteration was proof that the previous literacy skills lesson had sunk in!

2) Safari - images from Butser were chosen for the background of the advert. These images are copyright proof as they come from first hand sources. The children were shown how to carry out a safe search to ensure the image they chose was able to be shared legally.

3) Green Screen - Do Ink https://itunes.apple.com/gb/app/green-screen-by-do-ink/id730091131?mt=8 The fun and easy to use app allows the transformation of the built in iPad camera to become a magical transportation to a new world...any place. The first experience of this is truly a wow moment!  when the camera , on video function, is turned to something green, the image chosen is superimposed on the area - eat your heart out Harry Potter!

4) Book Creator Competition to make a comic
https://itunes.apple.com/gb/app/book-creator-free-make-books/id661166101?mt=8

Year 5 & 6's previous work on comic book features are being brought together and refined into the creation of a single comic strip. Today, the students worked with all media to trial and experience with ideas. Collage, pencil drawings and Lego comic creator all enabled the students to begin to piece together their entry for the competition.  Deadline March 31st, 2016. soon we'll explore graphic design on iPad, but one step at a time! the drafting stage is the play that is essential for the connections to be made and experience to inform decisions.

Day 41 - Making Mistakes or Too Taxing?

When you're feeling unwell, especially as a teacher, the reactions of the students to your lessons can be magnified disproportionately.  It leaves me with the question when the tasks don't go as I intended, was the reason that the task was too taxing for them. I failed to differentiate adequately. Or did the students just make mistakes that will enable them to grow as learners and build on in the future? In marking policy terms...green for growth?

As a reflective professional I enjoy the mental gymnastics that are needed to quantify the lessons that I have delivered. By comparing the work that I have planned, delivered and reflected on with the TPack model or SAMR, I feel able to discuss the authenticity of iPad use in the classroom. Was the iPad the right tool for today's tasks did it hit the learning objective appropriately?

What have I used in the classroom today? 

1) Showbie - delivery of content, text marking, filing and grading work. Including adding peer assessed pieces of work into an individuals' profile.
2) Echalk - www.echalk.co.uk How tall is the Giant? 
3) Popplet - https://itunes.apple.com/gb/app/popplet-lite/id364738549?mt=8 to gather keywords from research topics.
4) iMovie - teacher made examples of work.
5) Camera & Book Creator - https://itunes.apple.com/gb/app/book-creator-free-make-books/id661166101?mt=8

So, although the work was iPad based and purposely focused on the use of the device, how did each lesson fair to the success criteria/demands of the SAMR model?



1) Showbie Maths task - Substitution as the resources were screen shots of the original task sheet. However the direct link enabled the children to work interactively by inputting their estimates.


2) Maths Task - Augmentation as the students were given a direct link to the task on echalk website, giving the student improved access to the task. Modification came for some students when they chose to utilise the iPad built in camera to take a shot of their partner being measured and comparing it to the original task.

3) Popplet - using research techniques to read and comprehend the non fiction text. In partners allowing the students to read and make sense of the passage. Modification due to the 'speak function' the ability to have the passage read to the students who are daunted by an extended text allows the student to remain independent within the task.
As this was the first time the students were asked to pull out key facts from a text and place them in a mind map, it was challenge for the students to also consider how a mind map is constructed. Digital literacy skills are inherent in the task and need teaching as much as the content. The simple process of adding the work to the child's portfolio (by tapping on the star icon) means the cycle of assessment is completed and totally in the hand of the student. Their profile truly reflects their own individuality and approach to learning.

4) Modelled iMovie work is very powerful. When that modelled work is interactive and engaging then it captures the audience and encourages them to strive for their best...bordering on redefinition? No boring worksheet here!!!

5) Camera and Book Creator - Redefinition. period. Why? Independence. For me the ultimate aim is for the students to use their iPad to show how they understand the task. This would mean that the outcomes of the task are very different and have individual flair and accents on which elements of the task were selected to be put forward for grading. As always with self assessed tasks work that is chosen has to not only be explained but justified. With the voice recording option in Book Creator, the student can submit, in their own words, why they have chosen the work.

Day 40 - Sick note

What do you do when you're too unwell to teach? When your throat feels like it's on fire and your voice makes you sound like a wrestler?  

The answer practise your own skills on iMovie! The experience of editing on a Mac and iPad are quite different. I marginally prefer iPad as it's responsive and tactile. Adding titles and theme tunes is a pleasure. It really is intuitive and allows you to work with and edit video simply and directly in the editing menu. 

Lego characters are always willing participants in animations ...they are non threatening so the creativity of the film maker is brought to the fore. As a teacher it is so important to know the tricks of the apps that you use with the children. Not just to calm your nerves but also to ensure that the time you do allocate to using creative apps in the classroom is quality time. If a task is left incomplete there is a tendency for the students to under value the time spent. The use of the device is seen as unimportant play, or even worse a treat. It's imperative to give the right impression to the learners that using their device is a tool to improve their learnIng...and not to undermine the overall aim for learning to be enhanced and strengthened. 

Digital Genius is a program run by Solutions inc www.solutions-inc.co.uk, a Premium Apple reseller with whom I have a close partnership. They were instrumental in supporting the ongoing progress of the successful and acclaimed 1:2:1 project. Subsequently, I have been asked to oversee a series of training events which provide both students and teachers with the opportunity to practise their skills in order to encourage digital skills to be perfected. Even laryngitis has its positive side! 

Day 39 - Discussion Point ( What is assessment?)

Assessment is a hot potato in schools' it (rightly) occupies the agenda at staff meetings and with LEA's. It is sometimes the case that there is not a consensus about what qualifies as 'acceptable forms' of assessment. Opinions differ. Views change. Discussions are had and in general, the middle ground is fought over to come to a final decision about the model of assessment.

The spotlight has been on assessment linked to levels of attainment for a while now. The move away from levels and charting steps of individuals along a linear chart to reach expected levels has been superseded by the ability of a teacher to be able to demonstrate progress. Teacher assessment is key here. Informed teachers, having undergone moderation meetings, having their decision making and marking scrutinised. It is fair to say that teachers are just beginning to regain the control over what constitutes evidence of progress. It has always been the case that teachers go with their professional and deep knowledge of their charges. It is often that a good teacher can pinpoint the small nuances of progress as it's the picture of the whole learner that the teacher can draw upon. Not just a stand alone, disconnected piece of writing or maths work.

That's where todays lessons come in to play, demonstrating that the use of mobile technology can unlock the ability of a learner to demonstrate their understanding of their work, in a format that means something to them...

What have I used in the classroom today? 

1) The outcome of the Literacy lesson was to be able to assess the children's ability to be able to express an opinion based on their knowledge of poetical devices.  The task was posted on the tried and tested Showbie as now all the children are comfortable accessing their resources this way. They choose their challenge level with confidence and have the ability to exercise choice in their learning. This liberates them to truly show their response to the task, whatever that may be.

The students actually had eight poems to choose to discuss. The format was clear. The discussion was the important aspect. How could the students capture their opinions? Video, audio capture or text...My success criteria was based around proving that the discussions contained quality talk. I had the means to check as a play button will instantly replay the conversations. Many students choose to use the audio capture in Showbie as they could also display the poem that was being discussed. The response to this task was transformational, the students took charge and paired off to discuss and capture their ideas. 

Working together and sharing ideas, valuing the conversation and recording the talk in their own way. 

The success of the lesson saw the students share using the screen and AirPlay - scrutinised for the inclusion of poetic devices such as alliteration, rhythm or free verse. Whether the evidence was typed in a speech bubble, recorded as an audio note or videoed. The results were further discussed and given a mark from their peers. Finally, my teacher assessment was added to the tweaks and pointers provided  by  the rest of the class. The beauty of Showbie being that I can give that timely, targeted and individualised feedback quickly and simply. Job done. 

Day 38 - Comical

Children make you laugh...they come out with the most unexpected statements which can turn an ordinary day into something special. Lego, in my experience also has that power. It seems to be able to transcend gender and age to connect (sorry about that!) with players. The reaction to today's session in computing was quite overwhelming. Understandably once I reflected on the nature of the task.

What have I used in the classroom today? 

1) Lego Comic Builder: As part of the computing curriculum students are supposed to experience the relationship between images and text, how this affects the audience and message being portrayed. I am presently working with Year 5's & 6's on a design project centred around William Morris and my Y1 & Y2's are brushing up on their mouse control skills. (not flash enabled for tablets)

http://biomediaproject.com/bmp/files/LEGO/gms/onliine/CITY/ComicBUilder/comicbuilder/intro.html


The design aspect of the William Morris project is focused on giving the students the opportunity to design a contemporary piece influenced by Morris, but squarely pinpointing graphical and design principles. So perspective and angles is an important element. The comic builder allows the student to play with scale and placement of objects without having to be an expert draftsman. This may be opposite to the critical skill of drawing and appreciation of the fine motor skills that sketching can bring. But, in this case, I want the students to be freed from the pressure of not being a very good drawer, and allow them to experiment without worrying about the limitations that they put on themselves or would ordinarily prevent them from taking part. Everybody's work looks professional. I can see that certain individuals in the class are genuinely proud of the work they have produced. Their image of themselves as designers has been transformed by the inclusion of the design package. Added to this the bonus of Literacy skills of captioning, punctuation of speech, condensing phrases to tell a story with limited characters meant the task was rich with learning. The children were bursting with pride in their capabilities. So much so that a few parents have asked for the link!

This wasn't the only option open to the students, pen and paper have their place for those confident enough to show their understanding in this format. 

The year 1's could not wait to start the dragging and dropping the Lego characters into their page. Yes the template was chosen randomly, and yes their finished article wasn't a coherent comic book story but the focused and genuine engagement with the task was total. Their iPad timers counting down their allowed 15mins at the desktop, only served to focus their minds to the task. The menu of choices were exciting and the finished product genuinely reflected their ability to control the computer using drop down menus, sliding buttons and scroll bars. The year Two's then paired with a year 1 peer and gave them a quick walk through tutorial before leaving them to their own devices...well at least for the ten minutes of the iPad timers silent countdown.  If the first practice is anything to go by, these children could be budding cartoonists, journalists, graphic novelists...Hey that gives me an idea!