Using iMovie to share research

As part of our Money Matters unit children researched New Zealand money.  Each student had a specific coin or note to research, from the past or present.  One group also researched the history of New Zealand money.

Students put their research notes into a group shared google doc. After they were done researching they collaborated on writing a script for a news broadcast or game show to share their findings about money.

When they had finished their scripts and had practiced a couple of times, they filmed their production and then used iMovie to publish it and then upload it to YouTube.  

A poster was created with task information and QR codes for students and classroom visitors to scan to watch the movies.

Students also added the link for their video to their own blog, as well as a link to their collaborative google doc that they used to write their research and script.

See the class blog for more details. >>LINK HERE<<

The following day, we revisited our videos and discussed how we could improve upon them. See the class blog for the new and improved news broadcasts. >>LINK HERE<<

Gaming for learning

Students used the Motions Math Pizza iPad app to learn how to run their own business. They worked together collaborating on their pizza business to see which group could earn the most money in half an hour. This app allowed them to put their learning about good, services and production into practice.

When we were finished playing we compared our profits and discussed what we had learnt about running our own business. 

Blendspace lesson for Tessellation

I shared this google doc with my class on which they found  the link to the Blendspace lesson on Tessellation.  The children worked independently through the lesson, watching videos and completing activities.

One of the activities was to create their own tessellation pattern using Google Draw.

The second activity was to watch a YouTube movie on making their own tessellation template by following instructions.  Most of the children were highly successful and everyone reflected on if their pattern worked or not.

Peer assessment

Room 3 are reading Room 17's blogs and completing their peer assessments on google docs.  

They then shared the google doc back to the student they assessed.  

They also posted a positive comment on the student's blog. 

An excellent way to share our learning outside our classroom and receive feedback.

Coding

A good article about coding.

Cool Tools to Help Kids Learn to Code

Movie Making and Collaboration

The children are learning two skills in this digital and collaborative innovation.  They are learning to collaborate and work with children they don't usually work with, as groups are made at random.  They are also learning how to use iMovie so that in the future they can use it to demonstrate their learning.

This is a link to the children's first day of movie making in class.

This is the link to the children's second day of movie making where they used storyboards to create their movies.

Maths with Scratch

Paul Crowhurst came and taught our class how to use the Scratch coding programme. Coding is like learning how to write a good book. We all know how to play computer games but we don't know what goes into making those games. Coding teaches us that.  We are learning how to programme our 'sprite' to make a rectangle and a triangle. It's harder than you'd think!!  The children really enjoyed it!

 

Merging apps

I observed Laura read a big book to her Year 3 class after which she assigned each pair a portion of the book to retell.  The children typed their section onto iReadWrite ipad app which provides predictive text and reads back what they’ve written. (this app is discussed in previous post)

https://itunes.apple.com/us/app/ireadwrite/id600843386?mt=8

After the children had finished typing and it was checked by the teacher, they printed off their text to use for the next step.

Children used Tellagami on the ipads to create a character, add the setting and record their script into their scene.  Children saved their project as they finished.

https://tellagami.com/

Laura loaded each pair’s video onto her computer and merged them sequentially into a movie using iMovie.

https://drive.google.com/drive/search?q=the%20spy%20meeting

This defines redefinition as children are able to write, create digital characters and settings, record voice, share, create a movie as a finished product to retell a story.

iReadWrite

As part of our eLearning release time, each member of our team takes a turn contributing to the eLearning in our school.  Today Rebekah Gundesen taught a group of Year 3-5 students how to use the iReadWrite app.  See this blog post for more information.

The app aids children who struggle with writing as it provides predictive text both written and spoken to help children choose the correct word; reads their story back to them; allows printing, saving, posting.

Twitter

After I tweeted the post I wrote on my class blog about our first experience with Booktrack, I received comments, retweets and an email from the Booktrack management.

They have also asked that I share my story on their website.

Booktrack classroom

Today a year three student came into our class to teach the year five students how to use a new programme on the computer. Oliver taught the children how to publish one of their stories into Booktack Classroom and add music and sound effects. Our stories can now be read and shared with Oliver's class and others in our class. 

Redefinition - writing, publishing, adding music and sound effects, sharing and receiving feedback from those in our class and across the school. (and globally if chosen.) 

Redefinition - a younger student can teach older students. 

 

Slide Show, Art & Peer Assessment

This week as part of our two week Art focus, the children each chose one of five artists to research and create a slide show about.  The final step of their research project was to recreate a piece of the artist's work.  Then they had to figure out how to get a picture of themselves with their art work into their slide show using their Chromebooks.  This created an instant way to document and share their art work, posting it alongside a picture of the original that was their inspiration.

Upon completion of their slide show research project, they shared it with a classmate who used a shared google doc to complete a peer assessment, providing feedback and feed forward. See peer assessment HERE.

This complete task is using ICT for redefinition.  The children researched their artist on line.  They created a slide show that was able to be shared with a classmate for feedback and peer assessment.  The slide show is also uploaded to their personal blog for sharing with the wider community.

Authentic Voice

Today our class blog received a comment from one of the children's grandparents in South Africa!  It is exciting to see family members around the world reading about and seeing pictures and videos of what we are doing in our classroom.  http://room3twentyfifteen.blogspot.co.nz/2015/06/michelangelo-art.html 
This is definitely redefinition in the ability for a grandparent in a different country to be able to immediately view and interact with their grandchild's learning.


A Year 3 class in our school has created a buddy blog with a class in Australia.  They have each posted their first posts.  It is very exciting to see how the teachers and children are able to use blogger to share learning outside of their own classroom walls.
http://ourfriendsacrosstheditch.blogspot.co.nz/
This is also redefinition as two classrooms in different parts of the world are able to interact in real time and share pictures, stories, questions, answers, videos, etc.

Collaborative Reading

Children read their guided reading using a pdf that has was shared into their Reading folders on their Google Drive.  Each group receives a reading specific to their group.  (This would be Substitution - exchanging physical books for online reading)

Students wrote questions pertaining to their reading and shared them with one other student who then answered their questions.   Students and teacher provide feedback.  This would be Modification, as the students create their own questions, share online, and receive feedback on line.  Redefinition would be sharing this outside of our classroom with another school or inserting video and interactive questions and answers.

Google Draw and Art

This week for Art week at our school the children will be using Google Drawings to create a Roy Lichtenstein inspired piece of art.

To view the lesson click HERE.

This would be a sample of Modification.  The children are using online tools to create and then share their designs online.  They are working independently on their own projects so there is no collaboration.  Their art projects are not animated nor do they link to anything else, both of which would take this exercise into the realm of Redefinition.



Samples of finished art

Google Draw and Maths

Came across this excellent geometry lesson using Google Draw.

Activity Description:  Students were provided with a list of geometric elements to include in a scene they created in Google Draw using the drawing tools in the program.   The students labeled each element and then used the research tool within Google Draw to find definitions, models and interactives to link to each of their labels. They were motivated by the idea that a younger student could use their project to study and learn Geometry!

To go to the website click HERE

Shared Learning

The children created a Google Slide show to share the research they did for our Cultural theme.  They were given the option of working independently or with one or two other people.  Those in groups had one person create the slide show and share it with the others so they could collaborate on the same project.

When the children had completed the success criteria, and were satisfied with their slide show, they published it to the web and added it to their blogs.  On their blog post they wrote the Learning Intention, Success Criteria and a Self Assessment.

Others are now able to view their presentation and comment on it, providing feedback from outside of the classroom.

This is a redefinition of a task - the children collaborated on one project; researched using the internet, shared their project on line, received feedback from people outside the classroom.

SAMR - Google Draw

Room 3 have learnt a new app, Google Draw.  Their task in learning this app was to create a bookshelf, label it and add pictures of book covers to their shelf.  Once the shelf was created they posted the picture onto their blog and added definitions for each genre of book.

To extend this activity in the SAMR model, the children can make a bookshelf for each genre and as they have read a book they can find the book cover image and paste it on the bookshelf.  This will be done in unison with recording their books on slips of paper that will be added to a classroom display.  The students will discuss at the end of the challenge which method they enjoyed and were most engaged and eager to complete; which was most effective for recording their books.

Blogging

The Year 5s are beginning to create blogs.

Last week I taught Room 3 how to set up their blog, make a post, add comments to others' posts, insert a picture.  View Room 3's blogs >> HERE <<

This week Room 6 learnt.   View Room 6's blogs >> HERE <<

Blogging is characterised as a redefinition task in the SAMR model, as it has potential to redefine a learner's experience as it provides them with a platform to share their learning and interact with others about their learning.

GAFE Open Morning

On Friday 1 May the Kakapo team held an open morning for parents and grandparents to share in our learning and see how we use our Chromebooks and Google Apps for Education (GAFE). The morning began with a fun game of Kahoot! to see how much our parents know about our class.

It was exciting to see three generations of learners in the classroom!

 

SAMR Reading Examples

Substitution - Reading story on-line.  Example story. 

Augmentation - Type answers into on-line document, print off, paste in Literacy book for marking.

Modification  - Answering questions on line to be shared with and marked by teacher.  Example questions.

Redefinition - Sharing a Youtube read-along story playlist with each group simultaneously and being able to view them reading/watching their story using Hapara.  See picture below.

SAMR Writing Examples

Substitution  - Type story previously written in draft writing book to print for publishing.

Augmentation - Type story into google doc, using spell-check for editing.  Print to give to teacher to mark.

Modification  - Choose a picture, write a story, share with teacher who provides feedback for changes.  Example

Redefinition  - Type sentences using spelling words.  Search online for picture to represent word.  Share with teacher for feedback.  Example

SAMR Apps

SAMR progressions visually

SAMR

2015 Learning Journey

Link to 2015 Learning Journey Appraisal Document

Link to 2015 Inquiry Document

2015 Inquiry Question

How to use the SAMR model in planning to effectively incorporate ICT into the senior
classroom through the use of Chromebooks, iPads and GAFE to positively affect
students’ learning? (SAMR - Substitution, Augmentation, Modification, Redefinition)
(This inquiry is following on from last year, delving deeper and moving forward,
providing insight for my own teaching as well as support and PD for other staff)

How do we ensure that the incorporation of ICT into the classroom is
enhancing learning and not just a subsitute for paper and pencil? How
can we extend our students' abilities and engagement through the use of
ICT, thus preparing them for both the present and future in digital
technologies, education and citizenship?