The wheels are falling off technology in schools: Microsoft

This article is written by Microsoft who supply laptops to schools so I will take it with a grain of salt that they don’t see the value of mobile phones in the classroom but I will say it does reflect my experience. I see little use in my HPE classroom for student mobile phones when we have access to school iPads and 1:1 laptops. My general experience is that across the school day phones distract considerably more than they influence learning.

Mental Health, Screen Time, Social Media & Parent Concerns

We seem to blame screen time for everything – is there some truth in the following article or are we making tentative connections at best? As the article states “the research isn’t completely definitive”.

Formative Assessment and Feedback

Quality formative assessment allows us to give quality feedback.

Thank you to Emily King (Northern Yorke Partnerships SLLIP coordinator) for speaking with us about feedback in week 4. It was a timely reminder that feedback, when done well, can have a significant impact on students learning. The majority of teachers at PBAS are familiar with Dylan Wiliam’s work attending his workshop in Port Pirie February 2014. At the time I wrote a post summarising his presentation. Click here to have a read. It was at this time we decided to focus on Formative Assessment as a focus for two years (2014/2015).

I remember how enthused teachers were after Dylan Wiliam’s workshop. This was evident in the 45 PBAS teacher comments attached to the post form February 2014. Click here to read through the comments or if you prefer read the following snippets:

Justin Brook (2014) – “Dylan William is an inspiration. We can’t ignore this I believe in the next 2 years we need to be addressing and implementing change and developing practice in all 5 areas.”

Valmai Skelton (2014)“I like the way he clarified that it’s best to do one at a time so that it naturally becomes a part of your pedagogy. I have marked my notes so that I know which ones fit my class. I have also put a little sticky note in my programme to remind me to clearly let the children know the learning intention.

Aaron Ward (2014) – “…would make a profound change to student outcomes if as a whole site we embedded it and made it part of a culture change.

Jackie McLoughlin (2014) – “It was great day, one where I left feeling motivated and eager to make some changes and I have started already.

Angela Ingram (2014) – “Having previously attended sessions run by Guy Claxton I found this to be a great follow up to our previous work. Learning some new techniques to use in the classroom that can be used with any age level was excellent. I found Dylan to be an enthralling speaker and the way he modelled his techniques throughout the day was brilliant.

Paul Townsend (2014) – “My first goal was to use the “no hands up” concept at the start of ALL discussions. This instantly dragged in each student into the discussions. Not accepting a “don’t know” or stunned silence and then moving on was hard not to do but reaped results. I heard from students in my class that up until Thursday had been “silent” learners. I do still allow “hands up” to satisfy the desperate to share students in my class but after the discussion has gone on a bit. My next target is to make a class set of A,B,C,D (and E) cards to use for instant feedback for some whiteboard exercises.”

Tanya Hacket (2014) – “It is unlikely that I will go to another training and development conference this year which would be as motivating and inspiring. I am going to try the paddle pop sticks to encourage everyone to listen and participate and will also not accept a “I don’t know” – how to respond to that statement was one of the best parts for me – so logical, but I wouldn’t have thought of it – I have said, ‘Alright I will come back to you”, but never “Okay which response do you think is appropriate”.

Tanya Hacket (2014) – “Wow, it is amazing how that one day has inspired so many to endeavour to embed formative assessment into their daily routines. I have loved reading about what everyone has tried and the reaction of students.

Kelly Heading (2014) – “I was a little skeptical of Dylan’s suggestion to write a statement on the board rather than a question but was absolutely astounded at the reaction in my class. I ended up sitting back for a few minutes listening to them all chatter away about what I had written on the board. I asked them to prove me right or wrong and had an almost evenly divided class. They either believed I was wrong and confidently backed up why (I had deliberately written a false statement) or believed I was right “because Miss Heading wrote it”. We have a few things to work on here!

Allan Cadd (2014) – “…the aspect I have tried was the pass out card. At the end of a science lesson I asked to students to write the answer to a question relating to what I had been going through on the board during the lesson. The answer took about a minute and the students then handed in the piece of paper with their name on it to me as they left. In less than 2 minutes I had sorted out into two piles those that had the correct answer and those that had it wrong. I then binned the responses, which was strange, but kind of satisfying as they had served their purpose.” …there was only one student in the class that was able to answer the question correctly, suggesting that my explanation was not thorough enough and that the students were not at a stage to work on these questions independently.”

Allan Cadd (2014) – “I am sitting here on sunday night after spending 5 minutes going through my first attempt of using exit tickets with my year 9/10 maths class. Quite frankly I would have to say that this is a revelation. The students who I knew would struggle as they often ask for help in the class due to having difficulties did struggle, but the other students with the exception of NONE also struggled, many who have said that they are doing well, generally answer questions in class discussions and are quite advanced through the set work.

Roger Nottage (2014) – “It’s been great to read and reflect on the comments you have all made. I enjoyed the big picture messages gleaned from the day as well as the in classroom techniques. Personally I have a Year 8 Maths class in 2014. Loving it! I trialled an exit card on Thursday 6/2 and then used the data to form 3 groups, two explicit teaching moments (different concepts targeted) and one extension group. Yesterday I used thumbs up & down to get small groups to indicate their opinion about the accuracy of some problems a student had done on the whiteboard.

It would be an interesting reflection process to see if what was developed during these two years is actually still being used in our day to day practice. How many of us have applied and maintained techniques like no hands up, exit tickets, mini whiteboards, corners, think pair share, two stars and a wish, carousel brainstorming, jigsaw, ABCD cards and basketball discussions? It is these formative assessment strategies that if implemented effectively give us the important information to provide quality feedback to our students about how they are going and where they can go next to improve.

Those that were not part of the Dylan Wiliam training can click here to access a range of resources on formative assessment.

Comments welcome.

STEM Project – Make your own speakers

Exploring sound in science with your students?

  • How does sound travel?
  • How do different materials absorb sound?
  • How can we amplify sound?

After teaching students about sound and how it works set students the challenge of amplifying your phone. Have students work in groups with each group presenting their ‘speaker’ to the class using your phone as the audio source.

  • What materials worked best?
  • What shapes worked best?
  • What size works best?
  • What other things need to be considered to improve amplification?

 

Click here to access a lesson and resources on sound vibrations.

What is an authentic STEM project? Would creating a phone speaker satisfy the following criteria?

Green Screen Project

Jackie and Madeline have been working with the Year 3/4 class to create green screen videos using the Do Ink app. This is a simple and easy way to add interest and enhance a student’s presentation.

An extension of this activity could be the following as shared by @bhopteacher on Twitter. The student in the video has created their own African jungle diorama which has become the background for a presentation about owls.

 

Who is Rube Goldberg?

Rube Goldberg was born in 1883. In 1904 he graduated Berkley College as an engineer which eventually gave way to him becoming a sports cartoonist for the San Francisco Chronicle. He continued as an editorial cartoonist for the New York Sun and his fame came from a fictional character he created, Professor Lucifer Gorgonzola Butts. Through this character he would illustrate complex inventions later to become known as Rube Goldberg machines.

A “Rube Goldberg Machine” is an extremely complicated device that executes a very simple task in a complex, indirect way. rube-goldberg.com

 

Rube Goldberg in your classroom

How could you use the concept of a Rube Goldberg machine to create a STEM project if a STEM project is defined as the following?

Diagram provided by STEM 500 Primary Educators 

Examples of Rube Goldberg Machines

Click here for an example STEM lesson building a Rube Goldberg machine (NSW Education Standards Authority).

Like to see more Rube Goldberg machines? Just click here!

Green Screen by Do Ink

Green Screen by Do Ink makes it easy to create incredible green screen videos and photos. Classroom-tested by kids and teachers, this app emphasizes ease-of-use and simplicity while still enabling fantastic results. With Green Screen by Do Ink, you can tell a story, explain an idea, and express yourself in truly creative and unique ways. DK Pictures, Inc

“Use Green Screen as part of a project based learning unit…highly recommended..” – Teachers With Apps

“Green Screening and creativity go hand-in-hand.. with the amazing DoInk Green Screen app for the iPad.” – UKedChat

“Recording in it is easy as pie and can be used in elementary, middle or high school.” – Examiner.com

“Do Ink’s excellent Green Screen app is a fantastic addition to the amateur film maker’s armory.” – iPad Insight

“Single best green screen app ever produced…” – iPadEducators

This app is on all of our classroom iPads and combined with the green screen and lighting kit in the STEM centre provides an opportunity for students to create some great videos.

Introduction to Green Screen by Do Ink

 How to use Green Screen by Do Ink

3D Printing @ PBAS

In term one the Year 3/4 class studied the book and film Mr Popper’s Penguins. Students then created a board game that required the use of events that occurred in the book.

As part of their board game design students had to use Makers Empire to design two playing pieces based on Mr. Popper and a penguin. These pieces were then 3D printed for use with the game.

This is the first whole class use of our new 3D printers and Jackie and her class have done a great job.

 

Recording lessons

Recording lessons can be a powerful way to support student learning. However before implementing any new technology, especially those that require student engagement outside the classroom certain questions should be asked:

  • Is there a benefit for my students?
  • Do I want to invest some time in this?
  • Is the technology going to work in my school environment?
    • If not who can help me make it work and will the time it takes be worthwhile in the long term?
  • Is the technology available to my students at home?
    • Is it easy to use and access?
Recording a lesson should be no more complicated than opening 
the software, pressing record, going about your lesson in exactly the same 
manner as any other lesson, press stop recording and then uploading the
video to a place for students to access.

Five reasons to record your lessons:

  1. Absences: Student absences are frustrating. There is nothing worse than teaching a critical lesson, outlining a new topic or explicitly teaching a new concept and one or more students are away. If the lesson has been recorded then the student has the opportunity to catch up on what they have missed without the teacher having to spend time during the next lesson ‘catching the student up’. The link to the video can also be sent to the parent via email or txt message.
  2. Note taking: If students know they can access a video of the lesson at any time they do not need to spend time taking notes during the lesson. Removing the need for note taking allows students to focus on the lesson being presented rather than rushing to keep up with note taking.
  3. Teacher feedback: Recording lessons can pick up the discussions that occur during lessons (a good microphone may need to be purchased). This allows the teacher to hear who is responding and their understanding of concepts. It also provides feedback to the teacher about the lesson – How did it go? What would I change? Was my questioning effective? etc.
  4. Flipped learning: A growing trend in education is flipped learning. This requires the teacher to 1. create a lesson (or part of) outside of normal lesson time or 2. find a video made by someone else and ask students to view the video for homework reducing the time needed in class for explicit teaching of the concept and more time for application and discussion of the concept.
  5. Revision/parent involvement: A series of lessons recorded on a topic provides a resource for students to look back on to revise for an assessment task or test. If parents are made aware of how to access recorded lessons they can support their child at home to access them. This is true for younger students whose parents may wish to sit down and help them strengthen a concept.
You may not be someone who wants to record every lesson (I don't). But you 
may want to record the odd lesson or section of a lesson every now and then.
For example a 15 min explicit teaching lesson in maths or a 10 minute
procedure in science or a 5 minute grammar rule in English.
If it is something you always teach then the video becomes a resource
you can use in the future. Having the skills and tools to do this
is a valuable addition to your teaching strategies.

How can I record lessons?

Screen record on the iPad using a new iOS 11 feature

iOS11 has the ability to screen record your iPhone or iPad which allows teachers to create recorded lessons using these devices. iOS11 saves the video into the Photos app. There were some bugs initially with the audio not working when the video file was uploaded to sites like You Tube or apps like iMovie. This bug has been fixed in iOS11.2.

ShowMe (iPad)

ShowMe developers say: ShowMe allows you to record voice-over whiteboard tutorials and share them online. It’s an amazingly simple app that anyone can use. ShowMe is a very simple and easy way to get into recording lessons. I have used this app previously for this purpose and it is best used with a stylus to write on the iPad screen. Creating a ShowMe account allows you to upload your videos to an online account providing a place for your students to access the completed lessons. You can also access other teacher’s ShowMe lessons in a variety of subject areas. Lessons will also be saved in the app without having to upload to the ShowMe website.

Educreations

Educreations is another whiteboard app that I have used to record lessons and works in a similar way to ShowMe. It offers more functionality and options but is essentially the same idea. It allows you to record lessons and upload them to the Educreation’s website to be accessed by your students. Educreations also has its own You Tube channel which allows you to access other teacher’s Educreation videos.

As well as creating lessons on the iPad you can also create lessons on your computer once you have logged in with your account. This does require writing with the mouse which I find annoying (easier with a stylus on the iPad or a touchscreen laptop).

To connect your iPad to a your display in the classroom you have a number
of options:
> Use Apple TV's Airplay function (Apple TV - $209 and a tech who can make 
it work at your site)
> iPad HDMI connection. $49 from Apple - Lightening to HDMI.
Click here to view.
> iPad VGA connection. $49 from Apple - Lightening to VGA.
Click here to view.

Quick Time (Mac)

Quicktime is the video playback app available on Mac which has a function allowing screen recording. If you own a Mac then Quicktime comes as part of the operating system and does not need to be downloaded. If you own a Widows PC or laptop you will need to download Quick Time although it is worth noting that Apple have dropped support for Quick Time on Windows past Windows 7. Apple says: QuickTime 7 is for use with Windows Vista or Windows 7. If installed on other versions of Windows, it may not offer full functionality. You can download Quick Time for Windows 7.7.9 here.

Screen Cast-O-Matic

There are many web based screen recorders like Screen Cast-O-Matic. I have used the free version of this (15mins free recording) and it works well. The paid version is also relatively cheap, a one year subscription costs $1.50 per month or a three year subscription costs $1 per month.

Ink2Go (Windows or Mac)

This app costs AU $30.99 (US $19.90 for Windows or Mac). While it is expensive compared to other apps it offers some great functionality for those serious about screen recording lessons. Download Ink2Go here. I have not had the chance to use the app to record a full lesson but have played with it and it seems to do a good job.

Ink2Go website says: Ink2Go is an extremely simple yet powerful screen annotation and recording software. You can easily write on top of any other application that is currently active on the desktop, even on a running video. You can then save your annotations as an image file or even record the whole session as a video for sharing. It is a useful tool for presenters to communicate and share ideas during a live session, for educators to create effective video tutorials.

Byron Bay High School – Flipped Learning

Flipped learning may not be something you want to explore and recording some or all of your lessons does not mean you are ‘Flipping’ your classroom. If you are interested in finding out more about Flipped learning visit the Byron Bay High Math faculty blog which has detailed information about how they have applied the concept of Flipped learning.

AITSL Teacher Standards (Proficient)

By using technology in this way you are addressing the following aspects of the AITSL Teacher Standards:

  • Domain: Professional Knowledge – 2. Know content and how to teach it.
    • 2.6 Information and Communication Technology (ICT) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
  • Domain: Professional Practice – 3. Plan for and implement effective teaching and learning.
    • 3.4 Select and use resources, including ICT, to engage students in their learning.

 

 

Using a laser cutter to create moving models

I wonder if these models could inspire our students to design, engineer and create their own moving models. The only materials needed are rubber bands and wood (and a laser cutter).

The following models were created by Ugears a company formed in 2014 in the Ukraine. The company has an online presence in Australia – to find out more click here. Amazingly I found out about these these models through a local shop in the main street of Moonta just recently.