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Cross-Curricular ICT
This strictly isn't cross curricular use of ICT, more of using tools and apps to enhance the assessment feedback to children in any subject area.
Today I looked at adding voice recordings to feedback to my class on their current English work, and after highlighting aspects to look at in the book, I took an image and gave a voice over for about a minute and a halt to each child, giving them what they did well and where they could improve. Recording examples
This, as you can imagine, took a little time but became quicker as I went on, and I soon got into a flow. As I was leaving verbal feedback I didn't leave any written feedback at all, only a few pointers for myself when speaking.
I then took an Alan Peat technique to share with the class as a next step, which took a minute to make and seconds to share. What will parents see?
Once set up, this would ping to the parents version of the SeeSaw app, and they too would be able to leave audio or written feedback on the piece. They would only be able to see their child's work, and therefore could only comment on their own child.
The video above shows the 3_ed suggestion as it would play in SeeSaw. What next?
I'm hoping to give parents access to this and see what type of feedback they'll give on their children's work. I'll add any feedback that we get onto the blog as this project goes on, with hopefully more ways of providing evidence of attainment/ways to move forward in a range of subject areas.
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If you want to get to the part where I talk about what's available to use now, scroll down and skip my background waffle.... Background.... Tithe BarnFrom the time where Activote systems came out and Promethean started allowing embedded quizzes and access to instantaneous feedback within their software, I became hooked on seeing how I could develop the use of these within the classroom. I persuaded the head to invest in the devices, and set about creating resource after resource that would allow me to get quick and instantaneous feedback from the pupils. One great feature was the ad hoc setting, where pupils could give a response based on anything id put on the board. Although very useful, I found that the best data analysis and feedback came from pre-made flip charts that had already highlighted 'misconceptions' and included the opportunity to 'fall for them' in maths, traps, you may say, intended to highlight not just what a child had done, but delve into the why, and therefore correct it during the lesson. Early flip charts were generally multiple choice and worked well with the Year 3 class I had at the time. I tried, somewhat unsuccessfully, to push others down the route of creating their own for lessons but they found it difficult, principally because the software and templates were a little clumsy to set up. Once I'd made generic resources to share, staff were generally more enthusiastic and saw the value in their use, but getting their head around set up and interaction took a lot of training time. Then these came out, ActivExpressions, a device that allowed children not only to answer multiple noise questions, but to quickly type in a response. Having close links with the authority I managed to persuade them to give us a set for a year to use, and in return gave them the resources I created. I played around with different formats, spelling tests with audio clips that the children had to respond to, (although with predictive text these days, it's a no go!) multiple choice quizzes based on the science clips bbc quizzes to collect whole class responses, pages built into flip charts that asked children to send another word for 'nice' or 'big' to encourage, and instantly share, their vocabulary with one-another. Planning was a big drain on your time, but once you had done that, you had a resource to tweak and perfect quickly, and data to draw from it at your fingertips. The most effective, and by far the best suited subject area for these devices was maths, where you had the power to see almost instantly who understood what they were doing or even find out existing knowledge before the lesson has really started. I developed routines to see how the children did before sessions, asking 2-3 questions, and then had an idea of who my TA should support. Then, after working through the sessions and activities, a plenary session would also include 5 quick questions to see if they had taken on the key points. The data was instantaneous and allowed support both during the lesson, and feeding quickly to the next. One of the most interesting things was being able to see those who got things right all the time, and then being able to then extend a few challenge questions to keep them more focused. It took a few weeks until the children were confident and slick in their use, but that was back in 2008. Here and now - BSAKI was almost heart-broken when I found out that the work I'd put in with creating resources would not be transferable on my new adventure to the middle east, as they used SmartBoards, not the Promethean models and software I knew inside out. I found out about 8 months later that we had a gem of a resource hidden away in the cupboards of year leaders that were not being used. These were Quizdoms. Because of my background in using other voting devices, it took me only a little time to get to grips with the Quizdoms that we had, and I was able to set up my Maths band with a resource that allows me to get near instantaneous data, in a fun way that is both non-threatening but allows pupils nowhere to hide. The data I had from my previous set up was easier to see and use, but with the Quizdoms I now had a way of quickly gauging pupils understanding and collecting assessment data. The only problem now was getting others to the point where they can create resources to aid their teaching and learning in the class and to ensure the hardware and software ran smoothly. That, coupled with the expense of buying a device with only one function, really is the sticking point and why I wouldn't invest in more of these devices. What now?Once we were able to get a set of iPads, we now had a resource that is capable of being a multimedia resource, a tool to enhance teaching and learning AND something that allows for a whole range of assessment opportunities and quick data analysis. The one element I'm focusing on is the voting apps available, and again this is in principle more suited to maths, but can be applied to other areas that need to prove 'knowledge' either through multiple choice or through text responses. We ourselves can compile data and responses from quick survey using things like survey monkey or Google Forms, but with the use of the iPads, we are able to structure quizzes and starters that can get pupils thinking and interacting with the enthusiasm and energy I've seen when using Quizdoms and ActivExpressions. Kahoot and SocrativeAnd so we have the two apps that at present fit the bill are these, Kahoot (great for multiple choice) and Socrative. (multiple choice, and short text answers) Both are free to use, available on multi-platforms and require accounts for the teachers to create resources. The great thing is that you can share these resources quickly and efficiently between each other, so a resource created for assessment or a starter, can be given to all teachers to do. All pupils need is to have access to an internet enabled device. This does not mean a tablet, you can use the computers too, but the fact that tablets or handheld devices can be in the classroom means you can embed your mini quizzes and tests into your routines and sessions and see and react to the data almost immediately, so correcting misconceptions can take place straight away. We've trialled it in Year 4 but the main sticking point again is accessibility to devices, and with one set between not just 5 classes of 25, but between whole Key Stages. For this to be utilised in any way near effectively, we would need one set of 26 devices between each Year group, and again, this is where cost comes in. The slideshow runs through the different aspects that Socrative has, both on the PC or App form. This slideshow gives you a look at Kahoot and how its looks and can be used. There be a few user guides and how too videos put on here soon, keep and eye out for them.
What did you think of this activity Year 6? What did it add to your writing/performance?
After our training at the beginning of the year with 'Mr P' ​http://mrparkinsonict.com/ the staff were very eager to take the ideas shown and to try out some of the iPad apps for themselves. Two very popular apps on the day were ChatterKids (ChatterPix) and Morpho and Hannah Looker immediately saw the potential in being able to record younger children speaking in Arabic. She set about using it to record children speaking as part of 'The Little Red Hen' topic in reception with some of the reluctant speakers, and the results you can see in the videos below.
After another training session working with Nursery and Reception, staffs confidence developed and other classes also used the Morpho tool to get characters from stories to come to life and speak to them, creating excellent openers to lessons. Below are a few examples of ChatterPix videos and Morpho in action, and no doubt there'll be more to come!
Adobe voice is a quick and powerful tool to create great 'videos' to share with the world.
The link below shows how a unit of work in English has been enhanced with the addition of iPads and a little bit of preparation. Using just the one log in account per class, the children had access to the account and the teacher could control the content they has access to beforehand using the Adobe Creative Cloud, (a guide on how to use it can be found HERE) where she uploaded content to then be accessed by the children, saving them the need to search online for the images in a potentially unsafe environment. Voice itself does limit the content seen and has some fantastic stock images and symbols that are part of the package. http://bsaky2.weebly.com/english/using-adobe-voice |
AuthorI've had a passion for ICT and its use in education over a number of years. With the exciting development of Moble Technology entering the classroom, it's a perfect opportunity to try new things out and enhance our pupils, and teachers, experiences! Archives
April 2016
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