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CLV - Giving students the chance choose their own artefac...

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CLV - Here are the slides I used to launch the project www.dropbox.com Dropbox is a free service that lets you bring your photos, docs, and videos anywhere and share them easily. Never email yourself a file again!
CLV - Example of one student's artefact www.dropbox.com
CLV - One challenge from this section was getting some students to choose appropriate artefacts. Some wanted to choose their pets or mobile phones. It took a bit of work to get everyone coming up with artefacts which would lead to rich questions for good research
Skinners - This was the winning Movie interpretation of William Carlos Williams' 'This is just to say'. www.dropbox.com Dropbox is a free service that lets you bring your photos, docs, and videos anywhere and share them easily. Never email yourself a file again!
Skinners - Evernote was a really good App for students to record their investigations and work in a number of different formats such as links, text, pictures almost as a digital exercise book.
Skinners - This section for me and my project combined with the explore section of the project and also required very little technology.
Skinners - Edmodo was a good resource in order to post resources throughout the project to all students and reduced the need for worksheets and paper print outs. It provided students with an 'out of hours' forum for discussion about the project.
CLV - Giving students the chance choose their own artefact which meant something to them really helped to hook them emotionally into the project. Students liked this.
Skinners - This section of the project along with explore was essential in giving students the grounding to be able to progress both with their learning and their use of the technology. I was keen to ensure that the grounding of understanding was there before using the technology too much. I think this worked well.
Skinners - It was difficult organising and assessing the production of work in order to provide students with feedback. Although Evernote was useful here, it did not provide me with a platform for assessing work and ensuring that this work was in their books should an Ofsted inspector want to look.
Skinners - This was a particular useful app for students to use to map their movies. itunes.apple.com Connecting to the iTunes Store.
Skinners - The key to the success of the 'show' section and the quality of their product really came from this section. I was keen to ensure that whatever they mapped and planned, had be justifiable from their explore and dream section. This helped keep students focused and realistic about what they were producing.
Skinners - When students were not using what they had learnt from their explore and dream sections, this led to them getting carried away with their plans for their end product. This meant that I had to stay on top of what they were mapping in this section.
Skinners - This is where students really started to take ownership of their work and this lead to some really fantastic work. I think the fact that students had total control over this section ensured they were attached and committed to it.
Skinners - This section was essential in giving students an opportunity to see their errors, see what it might feel like to display their work (especially when it wasn't quite as good as they thought it was). This had a big impact on the next two sections.
Skinners - This piece of software allowed students to access the projector and display their draft movies from their seat in the classroom and also allowed for a smooth draft premier lesson. www.airserver.com AirServer® is the most advanced screen mirroring receiver for Mac and PC. It allows you to receive AirPlay and Miracast feeds, similar to an Apple TV and an XBOX. It works with iOS, Android and Windows devices without any additional software.
Skinners - Seeing the quality of the other movies produced provided students with some much needed motivation to improve and more importantly ideas for how to do it.
Skinners - This app was fundamental to this lesson in provided a platform for student feedback and assessment. It is also fun and students enjoy using it. www.nearpod.com Nearpod is a classroom tool for teachers to engage students with interactive lessons & assessments that students can access on any device.
Skinners - This is the report that is produced at the end of a nearpod session. www.dropbox.com
Skinners - Hard copy resources were still used to support the technology and students learning. www.dropbox.com
Skinners - Making a big deal of the end 'show' or premier as we called it was really useful in catching students in from the start. www.dropbox.com
Skinners - It was really interesting to see students exploring the poem when they had received very little guidance and were told they were able to interpret the poem in whatever way they liked. This also helped in engaging students interests.
HoH - Simple minds, pages to support literacy in filling in documentation and planning, safari.
HoH - positives were that students were able to research different campaign methods from the past to see what was successful. The students plotted out ideas for a campaign of their choice, on an issue which was of particular prominence to them.
HoH - as this was the early stages and students had not used iPads before the main challenge was in them using them appropriately. At the start there was a little "teething process" as students were getting used to the device, which at some points had technical difficulties
HoH - at this point students work was also completed on paper to support the school policy, and consisted of images of campaign logos, research of historical campaigns.
HoH - Safari, iMovie, loopster, prezi, socrative.
HoH - at this stage students had decided the focus for their individual campaigns and started to explore the different possibilities of planning their project. The positives here were that students were able to think about how they could present their campaign in a way that would make their individual theme unique and powerful.
HoH - some applications did not work on iPads, there were problems with Apple ID's which meant that students were limited to what they could use.
HoH - Prezi, iMovie, loopster, simple minds
HoH - during the mapping stage students started to evaluate which of the applications 'explored' they would use to create their campaigns. This was great as it allowed students to use level 7 analytical skills, performing above expected progress for the group.
HoH - at this point of the project it became clear there would be some problems throughout the project due to lack of devices. With 26 students and 8 iPads, during the mapping stage was the first time that this could lead to some members of each group being fairly passive whilst others were using the iPad.
HoH - prezi, iMovie, loopster, simple minds.
HoH - some students started to create a fantastic resource, implementing all the research and planning they had already done. The technology enable students to use statistics and create media that would not have been possible in a normal classroom situation. The use of technology also enable students to lead their own learning, with no definitive way of having to present work.
HoH - during the mapping stage students started to evaluate which of the applications 'explored' they would use to create their campaigns. This was great as it allowed students to use level 7 analytical skills, performing above expected progress for the group.
HoH - At this point of the project it became clear there would be some problems throughout the project due to lack of devices. With 26 students and 8 iPads, during the mapping stage was the first time that this could lead to some members of each group being fairly passive whilst others were using the iPad
HoH - again the lack of devices led to some groups being passive.lack of prior knowledge using the devices meant that the time to create certain aspects of their campaigns took longer time that planned.
HoH - survey monkey, audiolo.
HoH - during the ask stage the project was split into two different opportunities. Firstly students asked one another through surveys and interviews what their views were on specific areas of each campaign. Students also took part in a 'my campaign so far' presentation in which students assessed each other's work and then helped to plot the "re-making" of the campaign.
HoH - other than the presentation of this part of the project there was not much opportunity to use the technology in a way that would enhance pupil progress or understanding.
HoH - prezi, loopster, iMovie
HoH - students acted upon peer assessment to improve own campaign presentations. In particular, those students creating iMovie projects adapted their work to reach much higher levels.
HoH - with varying levels of improvement needed some groups were disengaged.
HoH - YouTube, prezi, iMovie.
HoH - outstanding content creation from groups obviously down to the use of technology.
HoH - some students opted to use the 'ispeech' tool to present speeches as they felt too shy to present. This then hindered their development of presentation skills, even though the content was of a high standard.
HoH - One groups iMovie in particular was in the style of a movie trailer, which the group has created to support their bullying campaign.
CLV - Question dice (bespoke app made for our tablets which provides question stems), Kipling questions graphic organiser (Who, why what, where, when, how), browser, wapedia
CLV - Example of the questions one student came up with to research/explore www.dropbox.com
CLV - Example of research table produced by one of the students. All students did this in exercise books and then photographed the work to place it on their eportfolio. They had to include various sources and then consider the reliability of each source www.dropbox.com
CLV - the ability to give easy feedback on the eportfolios meant that students were able to really improve their questions and research to a very good standard. The comments worked well www.dropbox.com
CLV - Some of the artefacts didn't easily lead to rich questions. It took a long time to get good questions.
CLV - Stimulus image used to give an example of how students could take their artefact and think of all the research possibilities associated with it www.dropbox.com
CLV - Thinking tools used to help students judge the quality of the information and research they gathered. They also used tools like the filter tool to choose the parts of their research they wanted to include in their final product. www.dropbox.com
CLV - Organise tools used to help compare and contrast findings for use in final product. www.dropbox.com
CLV - This section was useful to get students to plan and consider the link between their research and the final product they were going to make. It gave them the chance to reflect in depth on the information they had found and to work out what they did and didn't want to use.
Student work for this section was carried out on paper and wasn't recorded
CLV - The challenge with this section was many students assumed they would want to use all research or that all of their research was useful. It was difficult to convince some students to spend the time needed really considering what they had found out and thinking about what to keep and what to discard. Some students also wanted to get straight into the make stage without any real planning. Holding them back was challenging but important.
GHS - an open ended topic allowed pupils to start their learning journey. This allowed pupils to brain storn.
GHS - our pupils needed a lot of guidance here. Our pupils did not have a lot of experience of in depth exploring and I found I challenge, as many of them went off task and wasted time.
GHS - keynote, nearpod, youtube & simple minds mind map.
GHS – this was a very positive and creative stage. All pupils enjoyed creating their work. Pupils were on task and enjoyed producing their final product. However – guidance was still needed to keep them engaged and motivated.
GHS – this allowed for 1:1 feedback with the teacher, which was useful. Draft work was evaluated and feedback was given on meeting the deadline and the quality of their work.
GHS – pupils work was shared with the class, however I would have liked the pupils to present more. Many were unwilling to share their presentations, comic lifes, iMovies, etc. too much teacher led at this stage.
GHS - comiclife, iMovie, Keynote, pages
Students created eportfolios on which to save their work and progress. This link shows you an example of an eportfolio where students saved draft work and photos of final products as it progressed. www.thinglink.com TOUCH this image to discover its story. Image tagging powered by ThingLink
CLV - Most resources in this section were paper based, however, it depended on what product students opted to make. For example some students created computer games, websites and powtoon to create present the research they had found about their artefact. The camera on the tablets was key and the google sites was important for eportfolios to record drafts and progress.
CLV - Problems in this section were caused by the situation rather than by the scenario/planning. This is a large class of 60 students in a room which lacks ownership. This made the storage of work very difficult and we regularly found that work and drafts produced by students was moved or destroyed by other classes. This was a massive blow to both the project and the way students approached the rest of the lessons. We found that the class responsible was with a cover teacher due to a long term absence and although this was dealt with it had a major impact on the project as students lost the motivation to re-create work and drafts and much of the opportunity to capture the process in this section was lost. We also found that in this type of project a large class is difficult to manage. With the diversity and personalisation involved each student needed something different in terms of resources, support and feedback. Trying to do this with so many students was extremely difficult. I can see that this project would have worked much better with a smaller group of students.
CLV - The eportfolios were a positive from this section as was the students original desire to produce quality drafts and prototypes of their products. Students enjoyed the freedom awarded to them and the nature of the project led to some very diverse final products. Differentiation was in many ways quite natural as students chose their own routes through this section.
CLV - Many of the issues here were similar to that in the 'make' section, however, as the project went on there were also more opportunities for students to try to 'hide' in lessons. A small number of students used the freedom given to try to do very little. It became obvious that extra rigour was needed in this section to ensure students make suitable progress each lesson and that they challenge themselves. In the future I would include some sort of project diary or log and build in time for students to set clear targets each lesson and reflect upon them/justify their progress at the end of the lesson. As mentioned in the 'make' section, a smaller group would have made this much easier to manage as it would have been easier to see what all students were doing and to challenge them more regularly.
CLV - Many of the issues here were similar to that in the 'make' section, however, as the project went on there were also more opportunities for students to try to 'hide' in lessons. A small number of students used the freedom given to try to do very little. It became obvious that extra rigour was needed in this section to ensure students make suitable progress each lesson and that they challenge themselves. In the future I would include some sort of project diary or log and build in time for students to set clear targets each lesson and reflect upon them/justify their progress at the end of the lesson. As mentioned in the 'make' section, a smaller group would have made this much easier to manage as it would have been easier to see what all students were doing and to challenge them more regularly.
CLV - Students created eportfolios on which to save their work and progress. This link shows you an example of an eportfolio where students saved draft work and photos of final products as it progressed. www.thinglink.com TOUCH this image to discover its story. Image tagging powered by ThingLink
CLV - One challenge in this section was time. Due to various issues outside of my control I missed a large number of lessons with this group. This was mainly due to whole school commitments in running our wider 1:1 scheme. In some ways I was almost the wrong person to run the pilot as my time with this group was limited. The practice going on in other lessons in the school facilitated by whole school work was sometimes more impressive due to the focus staff could put on these groups. Missing key lessons at this stage of the project meant less time to provide important feedback for students. With 60 students in the group it was a challenge to provide quality feedback to all which would help them to move their final products on. Another issue also related to time was the use of experts. Our original intention had been to try to hook students up with experts in the community who could give them feedback on their products. I found that there simply wasn't the time needed to contact experts to do this. This was a shame as I feel this would have added an extra dimension to the project. It is something to learn from next time and perhaps try to gain a date and commitment from experts at the start of the project and have students work towards this date. This has worked well in some other subjects I have taught but just wasn't possible in this on.
CLV - The eportfolio was a strong part of this section with feedback easy to provide on here. This image shows as example of how the feedback was provided. Although time consuming, giving live feedback in the lessons was also useful. Students were taught how to provide effective feedback and used this information to provide quality peer feedback for each other. www.dropbox.com
CLV - The tablets were useful here for both the video camera and the camera. This allowed students to record feedback from their peers to re-watch. The original intention was to post these videos on the eportfolios but we found technical problems here with the videos too large to transfer from the tablets. This can be solved easily next time by building in time for students to learn how to use a video editor on the tablets which will allow them to edit and compress the videos.
CLV - Student work in this section was to be recorded by video. Technical (size) issues with the videos meant it was difficult to get these from the tablets.
CLV - this section is still ongoing
CLV - this section hasn't been done yet (students are still working on final products)
CLV - I donated an old bookcase to the class as part of the project to 'depoupage' as a display case for final products. Work on this is still ongoing. www.dropbox.com
CLV - Sparkbook was something we created to record progress but we abandoned this after it proved unstable in favour of Google Sites. This is something we may come back to in future projects now we have learnt from it www.dropbox.com
CLV - Here are all of the tools we used on the tablets throughout the project. Added to this are tools like: Prezi Stop motion animation Animoto Showbie - very popular Keynote Socrative Nearpod www.dropbox.com
CLV - The VCOP wall is a tool we used on the tablets to support students with literacy in their written work. Each part of the image is a link www.dropbox.com
Penwortham - Video on implementation www.dropbox.com Shared with Dropbox
CLV video on implementation www.youtube.com
Skinners - winning video www.dropbox.com Dropbox is a free service that lets you bring your photos, docs, and videos anywhere and share them easily. Never email yourself a file again!
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