Category Archives: Resources

Apps for Education, Resources, Teacher Tutorials, Teaching Digital Skills

Keynote – more than just a tool for presentations

I had an amusing experience at a recent digital-themed meeting.  A colleague from another establishment sat down beside me before we started and said “You watch, there’s going to be at least one geek here who opens up their MacBook, takes notes on their iPad with their apple pencil, sets a reminder on their Apple watch and just talks about the importance of code.  You wait.  I didn’t wait – I took out my MacBook, opened up Good Notes on the iPad Pro with my apple pencil at the ready (and for good measure set a reminder on the apple watch).  Sure enough, my role in the meeting was also to talk about what progression in ‘coding’ looks like in Early years and primary.  I just loved that the colleagued just sighed and had a good chuckle about it.

Sure, I’m a geek and proud – and following on from that, today, I’m looking at another Apple product – Keynote – and why I use it over PowerPoint each and every time.  I am not, however, saying it is better than PowerPoint.  PowerPoint is a phenomenal and powerful tool, and many of the things that I describe below can be done using PowerPoint – however, as Glasgow is undergoing a digital transformation where learners will be working with iPads on a 1-1 basis I feel that its an important tool to really get to grips with.  Hopefully, by the end of this blog post, you will have found new, creative ways to use Keynote (and perhaps PowerPoint) not just to create presentations, but as a tool for learning across the curriculum.

I will be focussing on the iPad (app version) of Keynote.  The Mac version has additional features and a slightly different layout, but it is less likely that your learners will have macs instead of iPads…

Here is a breakdown of what I aim to cover in this post:

  1. An overview of Keynote
  2. Presenting from Keynote in the classroom
  3. Creating a ‘links only’ presentation
  4. Photo editing and making creative montages using ‘Instant Alpha’

1. An Overview of Keynote

What is Keynote?

Simply stated, like Microsoft PowerPoint, Keynote is presentation software.  Apple says this about Keynote: “With its powerful tools and dazzling effects, Keynote makes it easy to create stunning and memorable presentations. You can even use Apple Pencil on your iPad to create diagrams or illustrations that bring your slides to life. And with real-time collaboration, your team can work together, whether they’re on Mac, iPad or iPhone, or using a PC. (view source)”

Getting started

Instead of using picture guides, there are lots of great YouTube videos  available on using Keynote.  Here is a series of videos that are very clear and just focus on ‘getting started’.  Please note that the content is not created by me, but is publicly available on YouTube.  If you like the videos, please support the creator, WCPS, by giving their videos a ‘like’, sharing their content and/or subscribing to their channel.

Creating a Keynote Presentation

One edit from the above video: to delete a slide or select options, tap on the slide icon (instead of hold) so that it highlights in blue and then tap again – this is easier than first holding.

You will notice that it still feels very much like a ‘PowerPoint’ at this stage, and it is fantastic to use.  Keynote and PowerPoint are also interchangeable – you can open your previously made PowerPoints in Keynote, and you can save Keynote presentations as PowerPoints if you wanted to use it on a school computer.

Adding Content

Modifying Content in Keynote


 

2. Presenting from Keynote in the classroom

Linking to the projector

There are different ways that you can link to a projector in class.  The easiest is if you are lucky enough to have ‘Apple TV’ set up in your classroom and Wi-Fi – however, this is unlikely so I will skip over this.

Alternatively, you can purchase an iPad (lightning) to VGA adapter which will allow you to plug your device into the wire that normally connects your laptop to the projector.  Apple’s own lightning to VGA adapter is very good, but unnecessarily expensive.  There are much cheaper versions available on Amazon or similar.  *Please note that I am not affiliated with any products I mention, and am only doing so to note examples, but am not recommending any of these products as better than any others.* A search on amazon for lightning to VGA brings up some good results – make sure that you do select one that has a lightning (not thunderbolt) connector and is compatible with VGA (it may also have an additional HDMI or other post – that is okay).

I do have my own adapter, but the school have also purchased some as they are well used not only for presentations, but for modelling how to do different things on the iPad that we are teaching the children (e.g. using Garageband, Book creator, Pages etc.)

Presenter mode

With the iPad connected to the projector with a wire, it takes away from the ‘portability’ of the iPad.  Fortunately, Keynote has presenter mode through which you can not only control the Keynote from your phone/another iPad, but you can read your presenter notes on your second device while the students only see the presentation.

Using presenter mode is easy once you’ve done it once.  The very first time that you connect the devices, you need to be using WiFi or cellular, but thereafter you don’t need to be connected to WiFi or cellular (I don’t know if this is true for two iPads though – I use my phone and my own iPad for this – my iPad is not connected to WiFi when I use it and does not have cellular.)

To use presenter mode, open the presentation on the iPad that you wish to display your presentation and also open Keynote on the device that you want to control the presentation from.  I normally use my iPhone for this.

If you have previously paired your two devices, then follow these steps to remotely control your presentation.

 

 

 

 

 

 

 

 

If you can’t find the iPad that you wish to control (it won’t say ‘play’ if this is the case) click on ‘devices’ as below and then choose ‘add a device’.  To add a device for the first time, you should make sure that they are both connected to the same WiFi or cellular connection – thereafter they do not need to be connected (at least, I’ve not had them connected after this point).

 

 

 

 

 

 

 

 

Once you’ve used presenter mode, I can guarantee you won’t want to present in any other way, especially if you use all of the extra features like presenter notes and the laser-pen simulator / drawing tools!

 

3. Creating a ‘Links Only’ presentation.

I did this as a workshop in Strathclyde University for student teachers as it is a fab tool.  For older children, they could create interactive textbooks and study guides.  In the past I’ve used it to create ‘branching narrative’ style interactive stories.  There are lots of ways to use ‘links only’ and create links to external sources and also internal slides.

Here are some of the tweets prior to and from our #MPTechTeam trip to Strathclyde University:

4. Photo Editing and Making Creative Montages using ‘Instant Alpha’

For years, I’ve been using photoshop for this very thing, but it is available on our iPads for free and is surprisingly powerful!

Truthfully, until ‘Everyone Can Create: Photo‘ came out, and I read through the chapter on using Keynote for photography – making scrapbooks and montages etc, I hadn’t even realised that this was a feature or just how amazing it was.

Instead of trying to describe the process, in the below tweet is a video of a simple creative montage in action on Keynote – whilst watching, just think about the ways that children could use it creatively for art & design, or advertising a product, or for bringing stories to life in literacy etc.

*Images used in this video are stock images purchased through Adobe Stock*

 

Hopefully this has been a helpful insight into using Keynote and why I now use it for everything!

Sorry this blog is late, I had hoped to finish it before performing in Edinburgh today, however, that wasn’t to be!  A great day though, with an audience in the tens of thousands our boys did phenomenally well – you can see what we were up to on the choir twitter feed or facebook page.

As always, please get in touch via twitter with feedback / suggestions etc

Thanks again!

Donald

 

 

Apps for Education, Blog, Resources, Teaching Digital Skills

The most versatile tool

Over the last two weeks, I have been mainly focusing on the ‘Everyone Can Create: Music” publication, available for free on the apple book store – looking at how we can use digital tools (with a heavy focus on GarageBand for iPad) to achieve music experiences and outcomes.  Whilst this week I am moving away from music, I would like to stick to the “Everyone Can Create” series, as one of the other publications in the series as I am currently reading each book, and they are fantastic.

This week we are looking at the most versatile tool available to us – the camera.  Of course, “Everyone Can Create: Photos” is the publication that I will mostly be referencing today, however, a physical camera (potentially combined with a computer program) or any device with camera function will enable you to achieve much of what we will look at today.

The Camera – ways to meet EXA outcomes.

I think the value of the camera is often understated in education.  Yet, it is a tool that can be used for so many different aspects of learning before we even begin to look at some of the amazing creative ideas outlined in ‘Everyone Can Create: Photos”.  With iPads/tablets/phones/class cameras, children can photograph / document aspects of their learning that they are proud of for saving digitally and sharing electronically home.  Children can capture aspects of peer performance that they like and use this for feedback.  They can capture and edit images creatively, creating montages of their learning, or IDL posters.  They can use them to capture images that will enable them to promote enterprise projects.  Really, the possibilities are endless.

However, all of this is mostly about ‘capturing’.  Photography itself is also an expressive art, and, considering this children can also create using cameras.  Take the below EXA outcomes for art and design.  All of these can be met through photography as well as by ‘drawing’ or ‘sketching’.

Let’s look at some of these to se how we can use the camera.

  • “…comparing and combining them (photos in this case) for specific tasks.”   For this one, children could capture images on a theme, combine them in a collage-maker app, or in Keynote/Pages for a different task – e.g. poster / story etc.
  • “…line, shape, form, tone, colour…” edit images creatively in mark-up or the inbuilt editor, playing with saturation, hue, white balance, lighting.
  • “…to convey ideas, thoughts and feelings…” capturing ‘mood’ in photography, looking at composition, colour choice or more.

That’s just a very quick snapshot of some of the ways we could use cameras.  It’s versatile, reliable, relevant and simple to use from nursery age right through to further and higher education.

Everyone Can Create: Photos

I do love this publication, and will be using it with my school camera club (see below for tweets from them) over the coming months.

The guide aims to teach us how to do the following, using a combination of the camera, photos, keynote and pages apps.  Even if your school doesn’t have iPads though, I’d strongly recommend you check out this fantastic publication as it does have so many great ideas that could be taken and used on different software available in your school.

  • A personalised picture
  • A portrait from the past
  • A story in a single photo
  • A moment in motion (using the iPad to create slow shutter speed images)
  • A personalised collage (using Keynote and the mask tool)
  • A photo documentary (and thinking about photo journalism)
  • A portfolio of your favourite photos

As I say, I really rate this publication and will be using it with my school camera club and also in classes.

Mark-up with younger learners

Something I love to do with younger learners is not only capture images, but to edit and personalise them.  The iPads have a fab built-in app called ‘mark up’, where children can add drawings to their pictures.  This covers digital outcomes in addition to some of the above EXA ones, so well worth doing with your learners (and they love it!)

For the below demo, I will use a stock photo from Adobe Stock.

  • Take a photo using the ‘camera’ app, or open a previously saved photo from the ‘photos’ app.

  • Select the blue ‘edit’ icon in the top right hand corner

  • There are lots of different options now that can change the lighting etc – it’s great for older children to experiment with these and get a feel for what they do.  For our younger learners using ‘Mark-Up’ though, select the ‘three dots’.  Please note, I have additional applications in this option that may not be installed on your iPad so won’t appear by default.

  • Children can then add their own annotations/drawings to edit their image creatively.  A cheap stylus is a bonus if you have one (or an apple pencil if you can!) but children can also just draw with their fingers!

  • Click ‘done’ when finished to save the image.

Other apps

There are, of course, lots of apps out there that work in a similar way to mark up, or that can be used for more advanced photo editing, but I love the sheer simplicity of mark up for our youngest learners, and have used it with P1+ in the past.

Other free apps I like to use are:

  • Keynote and Photoshop Mix (for creatively mixing images together)
  • PicCollage for children to select their favourite images and creatively put them together for display/sharing
  • Notes and pages for annotating images
  • Greenscreen apps (such as DoInk – although this is not free) for using the images as a background for a news report etc

#MPCameraClub

This year I have started a photography club in my school, mainly because a P7 wants to be a photographer when she’s older and I thought that this would be a great way to help her develop her skills – however, I’m finding that it is so beneficial and is developing such good creativity that I think it will be one I keep running for years to come!  It is open to children in P7 only, and runs after school.  The reason I mention it is that we will be starting to use the ‘Everyone Can Create: Photos” resource, mentioned earlier; but have been using the ‘camera’ creatively (funnily enough!)

I will add three of the tweets below detailing what we have done so far, but do follow us on twitter using #MPCameraClub – tweeting from @mrfeistsclass and @MossparkPS – to see more.

 

 

 

 

I hope that this blog has been helpful.

As always, if you have any comments/feedback/ideas for future blogs please do get in touch on Twitter.

Have a good week,

Donald

Apps for Education, Blog, Resources

Book Creator – creating, sharing, learning

One of the most powerful apps in education is Book Creator.  It is a paid app, however, at £4.99 it is truly worth it.  From sharing learning, to creating books and comics, to making videos and supporting children with ASN/EAL; book creator truly is the tool for the job.

Here is a quick PowerPoint presentation about how to create, read and share books in Book Creator:

Read to Me

Since November 2016 the ‘Read to Me’ tool has been one of the most powerful features (in my opinion) of this fantastic app.  When it was launched, I had a new EAL learner with an ASD who was struggling to settle into the class.  Her language barrier was a huge issue, and her ASD caused great anxiety in the mornings and after break/lunch.  She didn’t want to have to try and speak to anyone as she became very anxious that she wouldn’t understand or be able to respond.

Until the launch of ‘read to me’ on book creator, she had a system where she would come in and read one of her bilingual books or try to use worksheets with pictures to learn new words.  Whilst this worked to an extent, she did find it tricky as she couldn’t ‘hear’/pronounce some of the words.  With the launch of ‘Read to Me’ in book creator, though, I knew that we were on to a winner.  She built her own dictionary on book creator by drawing (with the pen tool) a picture of the word that she was learning, and typed the word that she chose from her worksheets, class work or dictionary.  E.g. if she had the word ‘tree’ she would draw a tree, type the word tree and then move on.  This would have been the same as what she had already been doing on paper, however, she couldn’t easily pronounce the words previously without myself or a member of support staff sitting with her and reading the words, and this was something that made her feel uncomfortable as she didn’t like that the children could hear her learning new words.  With the ‘Read to Me’ function, she was able to put on headphones and listen to all of her words each morning and after break/lunch.

This then became her routine – come into class before the line, get her designated iPad, put on her headphones, listen to the previous words and add new ones.

It worked!

She soon started writing small sentences that she wanted to use in class, like, ‘please may I go to the toilet?’ I remember the class getting so excited the first time she put up her hand and asked a question, and she was so proud.

I know this is a very specific example of a child with many needs, but, there are so many times in learning environments that book creator can be a hugely powerful tool.  I wish that I had the ‘read to me’ function in the year that I taught a non-verbal child, as I imagine it would have transformed the way that he could communicate with me and the other children.

One of my colleagues is currently using book creator with her class and said that the children are very good at using the ‘read to me’ function to check their learning. She noted comments such as “no, that doesn’t make sense” when they hear it being read back to them.

Design and layout

Creativity is a huge aspect of learning, and applications that are fairly static and don’t allow much creativity really don’t engage our learners as much as those that do.  Book creator allows children to design every page as they want; from the background colour, to the positioning and size of text boxes, to adding their own drawings, or inserting media it really is powerful, and children want to create their own books using it – I’m yet to find a child that hasn’t engaged with it.

The design and layout options are really simple to use and navigate between, and are noted in the Presentation at the top of this post.

Sharing

Children can save their work to their iPad’s book store, as a PDF for printing, or even as a video file that could be put onto the school twitter feed, saved to their Glow OneDrive or even emailed home.

Let me know!

Book Creator genuinely does excite me, and I’m looking forward to sharing its potential with my colleagues in a CPD training this week.  If you already use Book Creator, or will be starting to use it, please send me a tweet and let me know how you use it with your learners, as I love being inspired by the Twitter community!

 

Blog, Info for Parents, Internet Safety, Resources

iOS 12 – an update for education!

It’s rare that I actually get excited about an iOS update.  Sure, performance is introduced, and new features are added – but it’s rare that those new features excite me.  iOS12 is the exception to that rule.  As an educator, it is a gift.  Of course, there is still so much more that can come – there always will be, but my lord this is a step in the right direction.  And not just for educators; for parents who want a little more control of their children’s use of tech and want to be able to monitor it more effectively, iOS12 really goes a long way in a very positive direction.

This post is a little different; but as a teacher in Glasgow, where children are receiving iPads on a 1-1 basis as part of our digital transformation, it is something that I really want to look at.  For parents of children with iPads, I think aspects of this blog will also be really helpful.

Let’s look at some of the features that have been introduced and can have a really positive impact in the classroom:

Screen time

This is mostly beneficial for parents, but for schools would be a great thing to share with parents and implement, especially if we are encouraging children to use devices at home.

This is a huge move in the battle to cut down on ‘screen time’ for our younger users – but to fully appreciate this, we need to think about what ‘screen time’ actually is.  Screen time can be both a positive and negative experience.  Negative screen time, is time where children are not interacting or engaging with cognitive benefits – for example, playing games that have no depth of learning behind them.  There are many games that can be beneficial – ones that encourage problem solving and critical thinking for example, but in excess even these can be addictive.  For younger children especially, excessive individual screen time should be discouraged, but time with parents using a screen for play, learning or reading (in my opinion) can be just as positive an experience as reading a book or playing a board game as it is the collaborative aspect in these scenarios that is the beneficial experience.

The ‘screen time’ controls that come as part of the iOS update monitor usage in this way, and can even be programmed to limit it.  Let’s look more closely at them:

 

‘Screen time’ can be found in the settings menu on your iOS 12 enabled device.  Once activated, it automatically tracks usage and categorises it into ‘types’ of screen time – e.g. productivity, creativity, games, social media etc.  In the image below, I had only just enabled screen time for the purpose of this blog, so it is showing my screen time in seconds and uncategorised, but you will find many examples of more active screen time online.  Frankly, I have mine turned off as I know that I spend far too much time on Twitter and don’t want to see just how much!

 

 

 

Below the daily usage bar, there are four controls that can be activated.  In setting up screen time, you are asked if this is your device or your child’s.  If you select that it’s your child’s you will be automatically taken through each of these controls by default.

Downtime is just what you would imagine.  You get to choose times that the user is away from the screen.  The only things that the user will be able to use during this time are apps that you have set as being ‘always allowed’ e.g. the phone (in case of emergency for example) or the alarm/clock.  All other apps would be disabled during this time.

App limits even during enabled screen time, you can set a limit to apps.  If there’s a category of apps, for example games or social media, that you feel your child uses far to much, you can limit it to a set amount of time per day.  For example, I might feel that as I use twitter and facebook too much, I need to set a limit of one hour per day on social media.  If there are apps within the category that you don’t feel should be included in the limit, or you’d like to add other apps, simply click ‘edit apps’ after choosing and adding the category.  Here you can select and deselect the apps that you want/don’t want to include in the time limit.  This is such a powerful way of restricting access to apps that you want to limit.

Always allowed as noted previously, there are some apps that you may wish to always allow.  For example, you might always want to allow your child to make a phone call if they need to, or to access the camera or clock.  You can select/deselect these apps within this menu.

Content and Privacy Restrictions previously called ‘restrictions’ this section allows you to determine which apps and settings the user can change and edit.  Maybe you don’t want them having the ability to purchase apps – you can block that on here.  You can add content restrictions, e.g. no films aged 15 or 18, no explicit books.  As with all web filters, it is not perfect and there may be occasions where your child will come across inappropriate material.  This will always be the case so we do need to teach children to be good digital citizens, and how to deal with that if it does occur (by reporting it).  Again though, this full tool is a very powerful way to restrict and monitor screen time, and make the iPad a versatile tool for learning and entertainment, but not one that ‘takes over’ a child’s life.

Additional features you do also have the option to add a screen time passcode to secure all of these settings so that your child can’t change them.  The passcode can also be used to extend time if, say, for a reward one day you want to allow your child an extra 15 minutes on their games.  You can also share all of these features across all devices (associated with the apple ID) to save having to input the same data on each of your child(ren)’s devices.  You can also set it up for your family if your children have different apple IDs.

All in all, this change is very powerful and truly excellent.  I think it will help a lot of families control the ‘addiction’ that some people report their children as having.

Augmented Reality

Augmented reality has been with us for some time now, and can be experienced well through a whole host of applications such as Goggle Expeditions and Quiver.  I was actually using AR with P4 this week to let them look at aspects of Ancient Rome in more detail:

AR is continually getting better and better.  iOS 12 promises to integrate AR into many new apps and really build its profile.  It truly can be used well in education too.  Twinkl have recently released a free coding app for teaching basic coding skills.  The app is different to the many others as it uses AR for the game place – the game comes to life in front of you!  I have only just started using it and look forward to trying it out with the Tech Team to see what they think of it.

See my short clip about it in my tweet below:

 

AR ‘Measure’ app

I think that this application excited me more than any other part of the iOS12 update when I first saw it.  I had seen adverts for AR measuring apps on TV but hadn’t got round to purchasing one – fortunately, I now no longer need to as we have an AR measure app built in to our iOS12 devices!

Here’s a very quick clip of how it works:

In an educational context, measure is often something that can be tricky to teach, but this app can be very useful.  I would encourage a diversity of tools for teaching measure though and am not suggesting to ditch traditional measuring tools, such as rulers, as using and reading these is a skill.  The way I would see this tool being used would be for comparisons and gathering data quickly.  I also think it would be great to ‘test how good the app is’ by asking children to use the app to measure a surface, and then using a ruler to measure it and compare the results.

 

Voice memos

Voice memos have been around for a long time on iPhones, but until this update were clunky and you couldn’t really do anything with them.  That has all changed now.  Firstly, voice memos are no longer restricted to iPhones – you can access and create them on iPads and macs.  Secondly, it is so much easier to use and share your memos – even directly into apps such as notes.  Here’s a quick demonstration:

Whilst I used the app ‘notes’ in this tutorial, it works with loads of apps, including book creator!  Simply share your audio to book creator instead of notes, then, in book creator click on the + symbol within the book that you want to add the media, and select ‘shared’.  Choose the audio file that you want and then select whether you want it to appear as a button (clickable) or soundtrack (plays in the background).

I hope that this has been helpful and has given you an insight into some of the features within iOS12.  Please do also share with parents as I think it is vital that we equip parents with the tools to better protect their children online and monitor/limit non-beneficial screen time.

Have a great week!

 

 

Blog, Resources, Teaching Coding

National Coding Week Reflection

A slightly different post this week as I look back rather than forward.  I’m looking back on the fantastic National Coding Week that we’ve just had – 17th-21st September, 2018.  As you will know from my twitter feed and previous blogs, I love coding.  I love the skills that it can help learners to develop.  I love the fact that we are really starting to teach it properly, and we’re aiming to give our children the chance to build their digital futures.

I celebrated National Coding Week in three ways; first, I wrote a blog on ‘The Digital Revolution’ for the National Coding Week Website, which can be found here.  Second, I wrote a blog on ‘Using Technology to Visualise Learning and Tackle Misconceptions’ for Twinkl Scotland, which can be found here.  Finally I published a series of resources and teacher help-sheets on twitter for each day of National Coding Week.  You will be able to find the resources below.

I’m also putting some of the best examples that I’ve found on Twitter of coding in the classroom from #NationalCodingWeek.  Hopefully, this blog will inspire you not only to continue/start coding with your classes, but also will give you the opportunity to connect with other schools and practitioners that are starting coding with their classes.

Day 1 – A great way to start coding with Scratch

Monday’s challenge was an introduction to coding.  This lesson has been tried and tested hundreds of time, and even formed part of Dr Amanda Ford‘s thesis (my partner in crime for creating these resources).

You can find the full downloadable image and accompanying teacher cards here.

The idea of the maze game, is that it’s a fun and fairly simple game for children to create, and each game is very unique to the designer as ‘design’ and ‘creativity’ are probably the biggest parts of it.  It also teaches about ‘looping’ and ‘conditionals’ – two of the most common concepts in computer programming and thus skills that can be transferred into most other programs.

 

 

Day 2 – IDL: Learning music through code

Tuesday was my first example of how coding can be taught across the curriculum.  Digital skills are officially becoming ‘core skills’ in the next update, and so will be a responsibility for all.  I have long believed that computer science should not be taught as a discrete subject, as the skills developed are transferrable to almost every aspect of the curriculum and life.  This set of resources were aimed at giving ideas for ways to teach aspects of music through computer science.  The featured resource was ‘Code your own musical instrument in scratch’, but I also published a breakdown of composition in Scratch and a ‘name that tune’ challenge card.  You can find all of the resources from day 2 here.

 

 

Day 3 – IDL: learning probability with code

Day three was my maths day (although, I did post an additional maths resource for #MathsWeekScotland on Twitter prior to coding week – you can find that resource here.) Something that I love doing in teaching maths is to use coding skills as an introduction into teaching probability.  For this lesson, we are asking children to program their own random number generator by create a dice that ‘rolls’ to a random number.  After the children have ‘coded’ the dice they then test out the randomness of each number using their developing knowledge of data handling, and also test their peers’ games.  Sure, I could have given them each a dice to do it, but I’ve found that this has been much more stimulating in the past and has allowed children to really want to test games and use their creative skills rather than just rolling a dice.  The resources from day 3 can be found here.

 

Day 4 – IDL: coding dialogue and animations

Whilst lots of my learners like creating their own games, many just want to allow their creativity to shine as they bring their stories and scripts to life.  You can do that in Scratch!  I used to love, as part of the children’s learning in literacy, to have the children write their own stories, establishing characterisation, and then bring scenes from their stories to life in Scratch.  The power of Scratch in creating animations is only limited by the children’s own imagination and their understanding of code – you literally can make anything happen, from characters teleporting, to animated talking, to importing your own drawings and bringing them to life.  Whilst they could have filmed each other acting out scenes, this can be limiting and also isn’t always inclusive as there are children who find that situation intimidating.  With scratch, everyone has a chance to create fantastic animations.  Day 4’s resource is a quick guide to creating a simple animation that includes dialogue.  The full resource can be found here.

 

Day 5 – extending learning in the maze.

Variables are a tricky concept to get to grips with.  Scratch does make them fairly easy to work with, however, learners need a lot of exposure to them in order to fully grasp how and when to use them.  By taking the maze game – a game that the children are already familiar with (from lesson one) we can extend the game and add challenge to it by using the variable ‘time’.  This is a great way to introduce the concept of a variable as ‘time’ (in addition to score) are the most commonly used ‘visible’ variables in gaming, and the children will be used to seeing them in the games that they play.

The full resource can be found here.

 

 

 

Your examples

There was so much amazing work going on across Scotland that it was hard to choose only a few examples to feature in this blog post.  You can see all of the tweets posted during the week by using #NationalCodingWeek.

 

 

 

 

 

 

 

 

 

 

 

 

 

I do hope that you’ve all enjoyed #NationalCodingWeek as much as I have!

Have a great week everyone, see you next week!

Donald

Apps for Education, Blog, Resources

Save paper with digital exit tickets, assessments and more!

I love exit tickets and collecting feedback and data from plenaries.  What I didn’t love was the sheer volume of paper / photocopying that I used to use to do them.  Snap assessments to see how well my class had understood a topic, exit ticket post-its to give quick feedback about a lesson, plenaries to gauge understanding – SO MUCH PAPER!  Sure, there are ways to gather the same information without using loads of paper – thumbs for feedback for starters – but often I can’t track changes in understanding over a period of time for more than just a handful of children as it requires remembering who said what.

Fortunately, there are better ways to do these that require no paper (apart from initially printing plickers cards as you’ll see later), and better still, these methods save time as there is no marking involved – the computer collates the responses and data for you.

With such a win-win situation, I do wonder why more classes don’t use them.  Sure, for some of the ways suggested below you require multiple devices (sometimes one per child) and this can be tricky if not impossible to achieve; however, other ways require nothing more than one device which can be as simple as the teacher’s own phone!

Plickers

Despite being new to Plickers myself, it is definitely the app that I want to start with when looking at fantastic ways to go paperless when using exit tickets or giving plenaries.  It does even work for assessments.  Truthfully, their own description on their website goes a long way to explaining what Plickers is all about.  There is also a great video by EdTech Tidbits that explains about how to set up and use plickers (although, I do take exception to the ‘throwing away the cards’ comment after each use).

One of the things that I like most about Plickers, aside from the fact that you need only use a mobile phone to gather data, or a phone plus a device connected to a Smart Board if you are wanting the children to see a graph of responses, is the fact that it is a ‘safe’ learning environment.  Unless you specifically ask it to reveal student answers, the children can’t easily tell what their peers have answered.  This really minimises copying and allows the children to feel more ‘safe’ about showing an answer – they know that they won’t be judged.  Indeed, this is feedback that I have received from some of my current pupils.

I now use Plickers on an almost daily basis.  As I am currently covering Digital Literacy in NCCT, my set of Plickers cards live in the ICT suite, and all eleven of my classes have been set up to use plickers through my account.  This means that each child has a ‘number’ which is linked to one of the cards (all of the cards are the same for each class, so card 1 is the same as card 1 for any other class across the world).  My children have memorised their ‘number’ to make handing out the cards simple and quick when needed.  If I still had my own card though, I would definitely print and laminate the student cards at the beginning of the year and have the children keep them in their trays for quick access.

Normally I use plickers as a quick feedback tool – either for my own reflection on a lesson, or to very quickly gauge how well the children have understood concepts within their lesson.  More recently though, I have actually used Plickers in place of a PowerPoint when teaching about Internet Safety: the children were given questions to answer, after each of which we discussed all of the answers and worked together to come to an agreement about what the ‘correct answer’ was before revealing it.  I found this very powerful as it really engaged critical thinking and enabled children to argue their own responses.  I tweeted about this lesson here if you’d like to see more.

Data from your class’ responses is saved to your profile so that you can access it at any time, and after using the data for its purpose, or taking note of it, it is very simple to clear.

Kahoot

Truly one of my, and my class’, favourite tools.  Furthermore, with the iPad rollout across Glasgow City Council and similar initiatives for 1-1 device access within schools, this will almost certainly become a tool used on an almost daily basis by many classes.  Powerful and easy to use, this does require children to have their own devices in order to take part in quizzes / assessments etc, however, it can easily be done that children are timetabled to access a smaller number of devices and work their way through the assessment/quiz etc in a more flexible time period.

Kahoot offer a wide range of resources and videos to help you get started – their best page is here.  They also free development resources and a free Kahoot certification course, for staff to familiarise themselves better with the power of Kahoot.

To sign up (for free) and create your own resources, go to: create.kahoot.it
For students to play your quizzes / assessments, they can either go to kahoot.it on any device, or download the app, again for free, on any smartphone / tablet.

Microsoft/Google Forms

Microsoft Forms and Google Forms are exceptionally powerful and yet seldom used in the classrooms.  Many schools have started using forms as a quick way to gather results of surveys, for example the annual HGIOS survey for staff, parents and students mainly due to the fact that it saves time as no-one has to sit and sift through hundreds of forms in order to collate responses – the computer does it for you and gives you instantaneous feedback.  This is great as it does save vast amounts of paper, however, why have we not started looking at their potential for class assessments.  I won’t write much about this here, as I do plan on doing a blog about using Microsoft and Google forms in schools later this year; however, both tools are available through Glow and I would strongly urge you to look at them to see their full potential.

Other

There are many other applications, tools and websites out there that give you as much power and flexibility as the above, however not all of them are free.  Many educators will swear by Socrative, which is indeed a fantastic tool, however I have found that the above are just as powerful and what’s more, they’re completely free.  Socrative is free to use with one class, but as I have multiple classes it would cost me to use which is why I don’t – however, that’s not to say that it’s not worth it.

As with all tools, the important thing is to find one that works for you and in your setting.  I think the tool that will work in pretty much every setting is Plickers and if this blog has given you any inspiration this week, I hope that it is to use Plickers more.

Get in touch

As always, I welcome feedback on the blog and suggestions for future posts.  It would also be great to see what you’re doing in your classes, so do get in touch on twitter @mrfeistsclass and let me know what your class is up to.

Next week’s blog is all about using ICT in a setting where there is limited access to ICT.  Having taught in a setting with no ICT suite or device access, and only 1-2 computers per class – for a number of years at the start of my career, I know how frustrating it can be, so hopefully my blog will give you ideas about how to use the resources effectively in such a setting.

 

 

Have a great week,

Donald