I have been considering whether I give children enough time to complete their best work, or whether some of my methods of generating pace and covering the curriculum are actually robbing them of the chance to learn and express creativity.
We have nearly completed one term in Learning Pod. We have six curriculum areas to cover and in addition to that I have identified a need to focus on literacy, a need to develop awareness of proactive and positive digital citizenship and to develop thinking skills and social skills through explicit taught programmes of study. I also need to spend time experimenting with the iPods and learning how best to use them to promote quality learning.
How will we fit everything in to our 10 hour a week?
My current ideas for future planning are,
Concentrate on doing the right things well
Go deeper, not broader
Design curriculum based around the children's needs
Make space for questioning, thinking, discussing and being creative
Give pupils choices and ask them what they would like to learn
Focus on relationships not content
Have fun!
Friday 25 November 2011
Saturday 19 November 2011
My writing family
My family, four children and a husband, are all writers. No one talks in an explicit or self conscious way about their writing, they just do it. Two of our children have had difficulties acquiring literacy, they are also writer. For us writing is an aspect of school, work and many of the other things we enjoy. For us, our computers and hand held devices are causing us to write more.
Peter is at university studying politic and communications. He went to university following a Btec course and is on a steep learning curve regarding study skills and academic writing but has admirably risen to the challenge. More importantly he is active on a team writing for his church website and it looks stunning.
http://www.riverchurchliverpool.com/
Edward has a blog where he creates fabulous illustrations of readings from the Bible. I'm also impressed with his stories presented in PowerPoint using animated gifs to illustrate, a technique he has devised himself.
http://jamesoneversetwo.blogspot.com
Jonathan is a prolific writer and keeps notebooks. He throws himself into writing school assignments but also pursues personal writing projects with enthusiasm. He has an amazing Prezi where he catalogues folk music recordings and a blog on food. He has experimented in writing in the style of his favourite authors and write his own stories inspired by folktale, myths, legends and history.
jam-jartrifle.blogspot.com
Lucy is 9 and following her brother's footsteps! also enjoys writing in PowerPoint, where she has recently created a detailed and fully illustrated Christmas list. She is also a master of Prezi.
I'm proud of my writing family and am inspired to make writers out of many more children and young people.
http://classroomtalk.com/?p=729
Peter is at university studying politic and communications. He went to university following a Btec course and is on a steep learning curve regarding study skills and academic writing but has admirably risen to the challenge. More importantly he is active on a team writing for his church website and it looks stunning.
http://www.riverchurchliverpool.com/
Edward has a blog where he creates fabulous illustrations of readings from the Bible. I'm also impressed with his stories presented in PowerPoint using animated gifs to illustrate, a technique he has devised himself.
http://jamesoneversetwo.blogspot.com
Jonathan is a prolific writer and keeps notebooks. He throws himself into writing school assignments but also pursues personal writing projects with enthusiasm. He has an amazing Prezi where he catalogues folk music recordings and a blog on food. He has experimented in writing in the style of his favourite authors and write his own stories inspired by folktale, myths, legends and history.
jam-jartrifle.blogspot.com
Lucy is 9 and following her brother's footsteps! also enjoys writing in PowerPoint, where she has recently created a detailed and fully illustrated Christmas list. She is also a master of Prezi.
I'm proud of my writing family and am inspired to make writers out of many more children and young people.
http://classroomtalk.com/?p=729
Friday 18 November 2011
Tom learns French
Great buzz in the library yesterday after school. Staff were given their iPod Touch 2, ready for next weeks inset where we will be looking at how the device can be used in class to promote greater enjoyment and engagement and better learning.
Even better news was that this evening I spent some time with our MFL specialist talking about using the iPods in French. She is keen to get started and had cited improved use of digital technology as one her targets for the year. She does not currently use an IOS device and I applaud her willingness to experiment.
So, our plan isn't anything super technical and it maybe sounds a little tame to those of you doing the cutting edge stuff in the classroom. It does however, focus on the learning and gives pupil's that vital opportunity to listen to themselves and make some decisions about how they are progressing. I have often felt that in speaking exams our pupils lack the confidence they need to be really successful. I hope this will strengthen their ability to speak out in a foreign language and make the necessary practice much more fun.
She is going to teach them some simple questions and resposnes in French so they can make a short video. I took her through how to use the camera to video and how to share a video using email. I shared my experience of working with the class helping them produce meaningful paired discussions for recording.
For example, I find they need well structured questions and they need their time divided into suitable chunks for each stage of the process. I usually model the expected outcome from the front of the class so they can see what a good interview looks like before we begin. I look forwards to seeing how the learning turns out.
And if that sounds a bit boring we then moved onto the possibility of using Talking Tom Cat for more speaking practice. If you don't already know Talking Tom Cat, it is a great free App with a fun cartoon cat who copies everything you say in a comedy voice. My colleague and I are especially excited that you can record what Tom says and share it using email. I know the kids will love hearing Tom's amazing French.
Even better news was that this evening I spent some time with our MFL specialist talking about using the iPods in French. She is keen to get started and had cited improved use of digital technology as one her targets for the year. She does not currently use an IOS device and I applaud her willingness to experiment.
So, our plan isn't anything super technical and it maybe sounds a little tame to those of you doing the cutting edge stuff in the classroom. It does however, focus on the learning and gives pupil's that vital opportunity to listen to themselves and make some decisions about how they are progressing. I have often felt that in speaking exams our pupils lack the confidence they need to be really successful. I hope this will strengthen their ability to speak out in a foreign language and make the necessary practice much more fun.
She is going to teach them some simple questions and resposnes in French so they can make a short video. I took her through how to use the camera to video and how to share a video using email. I shared my experience of working with the class helping them produce meaningful paired discussions for recording.
For example, I find they need well structured questions and they need their time divided into suitable chunks for each stage of the process. I usually model the expected outcome from the front of the class so they can see what a good interview looks like before we begin. I look forwards to seeing how the learning turns out.
And if that sounds a bit boring we then moved onto the possibility of using Talking Tom Cat for more speaking practice. If you don't already know Talking Tom Cat, it is a great free App with a fun cartoon cat who copies everything you say in a comedy voice. My colleague and I are especially excited that you can record what Tom says and share it using email. I know the kids will love hearing Tom's amazing French.
Friday 11 November 2011
It's Blocked
The biggest frustration we've had so far on the iPod project is the local authority connection blocking so many of the things we would like to access. But a solutions is in sight and I realised quite early on that it was better to adopt a problem solving attitude and try and find a way round the obstacles in our path, than to stress about it.
Despite this I have been frustrated today, no Flikr in school and no obvious solution of how to curate the pupil's pictures for their art project on pattern.
That's not to say I'm not in favour of blocking things. The iPods went home today and not before I had personally been through each and every one of them to alter the restrictions and make them as 'safe' as possible. This is what parents have asked for and we value our partnership with them. In addition to this we have disabled Safari and have loaded an App, K9 that acts as a browser with filters. Strange icon, but seems good. I am working towards developing these young people as responsible and proactive digital citizens, but for now they need some help in staying safe.
I started this project enthused by the idea that pupils would have access to ICT twenty four seven. Following that I was wow-ed by the Apps, mainly content based Apps. I soon realised that Apps that allowed pupls to present their knowledge and understanding in new and creative ways were much more exciting than content based Apps and now I am at the stage of feeling enormously excited by the possibilities of social networking and seeing the pupils become creators in their own right. In fact I'm more and more convinced that the future is connectivity and collaboration through social media.
Unfortunately, it's blocked!
Saturday 5 November 2011
Tweet
Learning Pod pupils can't access social networking sites but they can use Edmodo to connect with one another and they can use the 140 character format to increase their writing skills.
We have set up a tweet group on Edmodo and it makes a great starter or plenary. Writing in 140 characters is developing their editng skils, forcing pupils to make choices about what they will include and what they will leave out. It has the potential to support more careful choices of vocabulary as pupils seek a single word that will communicate exactly what they want to say. It makes them very conscious of the structure of their writing.
So far they have tweeted about their reading and beliefs about God. Watch this space to see how the skill develops as the pupils grapple with the new 140 character format for direct and succinct communications.
We have set up a tweet group on Edmodo and it makes a great starter or plenary. Writing in 140 characters is developing their editng skils, forcing pupils to make choices about what they will include and what they will leave out. It has the potential to support more careful choices of vocabulary as pupils seek a single word that will communicate exactly what they want to say. It makes them very conscious of the structure of their writing.
So far they have tweeted about their reading and beliefs about God. Watch this space to see how the skill develops as the pupils grapple with the new 140 character format for direct and succinct communications.
Friday 4 November 2011
Word level work
The fantastic Learning Pod pupils have a great routine for word level work, which we like to do before before we embark any any major piece of writing. We look an examples of writing together and talk about the vocabulary being used and how the writer is using it to create different effects. We then think about the effects we wish to create in our writing and the vocab areas that need enriching.
The iPods are great from this point forwards because they allow every pupil to move easily between the dictionary and the thesaurus in search of words that will make their writing special. We have used free dictionaries but have finally settled for Chambers dictionary and thesaurus Apps which cost, but are well worth it. Pupils have learnt how to copy and paste from the Apps straight into pages to make a vocabulary poster. They are now familiar with the difference between a definition and synonym and they are slowly developing more refined skills in selecting the most appropriate words.
We are currently compiling an anthology of our best spooky writing from our Halloween project. This includes, non-fiction reports, RE work on the Mexican Day of the Dead, descriptive writing, narrative writing and list poems. Alongside these different texts pupils are presenting their vocabulary posters, which they have carefully constructed to be visually stunning and rich in WOW words.
The iPods are great from this point forwards because they allow every pupil to move easily between the dictionary and the thesaurus in search of words that will make their writing special. We have used free dictionaries but have finally settled for Chambers dictionary and thesaurus Apps which cost, but are well worth it. Pupils have learnt how to copy and paste from the Apps straight into pages to make a vocabulary poster. They are now familiar with the difference between a definition and synonym and they are slowly developing more refined skills in selecting the most appropriate words.
We are currently compiling an anthology of our best spooky writing from our Halloween project. This includes, non-fiction reports, RE work on the Mexican Day of the Dead, descriptive writing, narrative writing and list poems. Alongside these different texts pupils are presenting their vocabulary posters, which they have carefully constructed to be visually stunning and rich in WOW words.
Thursday 3 November 2011
Thinking Skills
My favourite thinking skills activity is called 'Look, Look and Look Again'. I love this activity because of the intense sense of concentration that it creates in the room and because it is completely inclusive. Every child can participate and every child's contribution counts. In is a versatile learning activity and once the pupil's have learnt the method it brings out thoughtful and reflective responses.
Today I used key note and mirrored the iPad screen to my projector. Pupils tweeted their repsponses.
Method
Choose a picture. It should be high quality, have enough detail to generate a variety of comments and be engaging enough to force pupil's to concentrate and observe in more detail than they would normally. It should be related to the current class learning.
Explain to pupils that they are about to see a picture on the screen. They will see it for 2 minutes, 1 minute and then for 30 seconds. After each viewing they should write down what they see. I use a writing frame to record the three observations under the headings, Look, Look and Look again. Following this pupils can pair share, share observations in small groups or participate in a larger teacher led session.
Aims
To concentrate and observe detail. To think. To see beyond the surface. To introduce a new learning topic. To add an extra dimension or extend learning topic. To stimulate discussion. To listen to and appreciate different and opposing views. To make inferences, predictions, to ask questions and exercise imagination.
Follow up
I often follow this up with a second thinking skills activity, Before, Now and Next. In this activity pupils use a simple writing frame in three parts to plan a story based on the picture. They start by completing 'now' and write about what's happening in the picture. They must then imagine what happened just before the picture was made / taken and what will happen next. This is a great way to plan a story. More advanced writer could easily progress to telling their story in a non-sequential way.
Today's picture
Today 's picture was part of our work on ultimate questions and letters to God. Some pupils were alarmed at the thought of writing to God, especially those who don't believe in him. But they were more comfortable when I told them they could write to him and explain why they did not believe in him, and ask him all the questions they wanted to ask, as if he did exist. I explained that ultimate questions are big questions in life, they have no single correct answer and people often disagree about the answers.
A thoughtful lesson with a twitter plenary, 'tell me your most interesting thoughts about God, in 140 characters'.
Today I used key note and mirrored the iPad screen to my projector. Pupils tweeted their repsponses.
Method
Choose a picture. It should be high quality, have enough detail to generate a variety of comments and be engaging enough to force pupil's to concentrate and observe in more detail than they would normally. It should be related to the current class learning.
Explain to pupils that they are about to see a picture on the screen. They will see it for 2 minutes, 1 minute and then for 30 seconds. After each viewing they should write down what they see. I use a writing frame to record the three observations under the headings, Look, Look and Look again. Following this pupils can pair share, share observations in small groups or participate in a larger teacher led session.
Aims
To concentrate and observe detail. To think. To see beyond the surface. To introduce a new learning topic. To add an extra dimension or extend learning topic. To stimulate discussion. To listen to and appreciate different and opposing views. To make inferences, predictions, to ask questions and exercise imagination.
Follow up
I often follow this up with a second thinking skills activity, Before, Now and Next. In this activity pupils use a simple writing frame in three parts to plan a story based on the picture. They start by completing 'now' and write about what's happening in the picture. They must then imagine what happened just before the picture was made / taken and what will happen next. This is a great way to plan a story. More advanced writer could easily progress to telling their story in a non-sequential way.
Today's picture
Today 's picture was part of our work on ultimate questions and letters to God. Some pupils were alarmed at the thought of writing to God, especially those who don't believe in him. But they were more comfortable when I told them they could write to him and explain why they did not believe in him, and ask him all the questions they wanted to ask, as if he did exist. I explained that ultimate questions are big questions in life, they have no single correct answer and people often disagree about the answers.
A thoughtful lesson with a twitter plenary, 'tell me your most interesting thoughts about God, in 140 characters'.
Tuesday 1 November 2011
Edmodo
Everyone in Learning Pod is now using Edmodo. There was a cheer of delight as the first couple of children had success in setting up their accounts and a few exclamations about how much it looks like Facebook.
Edmodo is a great tool for the classroom and we are using the Edmodo App for iPod Touch as well as the website. Edmodo describes itself as a secure social networking site for teachers and students. In many ways it is like a VLE, but it's main advantages are that it can be used to connect students to their learning in the same way that a social networking site connects them with their friends.
Everyone sent me a message on the Spooky Writing Targets group, to let me know what work they would be completing in class and how they planned to improve their writing further.
A couple of pupils joined the 'Write Now!' group and one pupil wrote a short post about not enjoying writing because she is a poor speller. She is quite a good writer and I didn't know how discouraged she had been feeling about her spelling. So it was a great chance for me to encourage her to keep writing and not to let the spelling problems stand it the way.
Looking forwards to following Polar Bears International on Edmodo from November 14th.
Edmodo is a great tool for the classroom and we are using the Edmodo App for iPod Touch as well as the website. Edmodo describes itself as a secure social networking site for teachers and students. In many ways it is like a VLE, but it's main advantages are that it can be used to connect students to their learning in the same way that a social networking site connects them with their friends.
Everyone sent me a message on the Spooky Writing Targets group, to let me know what work they would be completing in class and how they planned to improve their writing further.
A couple of pupils joined the 'Write Now!' group and one pupil wrote a short post about not enjoying writing because she is a poor speller. She is quite a good writer and I didn't know how discouraged she had been feeling about her spelling. So it was a great chance for me to encourage her to keep writing and not to let the spelling problems stand it the way.
Looking forwards to following Polar Bears International on Edmodo from November 14th.
Subscribe to:
Posts (Atom)