Category Archives: Talktime

Talktime

TalkTime – Abronhill Nursery

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Background

Talk time kit borrowed for use at art exhibition, which was to be set up in the local church hall. Parents/Carers invited to daffodil tea and to view art exhibition. Children also made bits to sell (enterprise) and talk time points used for children to record the price of their goods.

How ICT supported learning and teaching

The nursery children were unable to man the stalls due to health and safety in the hall. The talk time points meant the children were still involved in the ‘selling’ as it was their voices stating the cost of the goods. P7 children took responsibility on the stalls. Parents loved to hear the children’s voices by pressing the equipment. Due to the number of pieces of artwork displayed (100) I did manage to use the boards as I had planned. Also concerned the hall would be too noisy – it was! I would have used these back at the nursery this week if I had not had to return the equipment.

Impact/ Conclusion

Now that I have used this equipment and realised how easy it is to use I would use it again and can see the countless ways it would work in the nursery setting. I would suggest we buy talking points to reinforce key instructions in areas of the nursery – e.g. 4 children only at the sand tray. Also the board. The parents and children loved the results and I feel I only just started. Could take this a lot further.

Nicola Coleman

Flip Camera, Talktime

Talk-time, Flip Video Camera – St. Michael’s PS

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Background

Children were learning about energy – sound and light. The children created a book and a movie about the things they had learned.

How ICT supported learning and teaching

The children all typed all pages of their energy books and this included using wordart as well as basic word processing skills. The children all then took parts in the filming, editing and creating of the class movie on energy.

Impact / conclusion

Children were all highly enthusiastic and very proud of what they had achieved. The parents were invited into school to view their books and to watch the movie and all commented on how much the children had enjoyed the topic and how much work they had done at home to ensure it was a success.

Nicola Fitzsimmons

Talktime

Talktime – Thornlie PS

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Background

Tina – Art and Display Co-ordinator was looking for a way in creating more interactive displays depicting the children’s work throughout the school. This was particularly effective in an Infant shape display where the children in P1 recorded the properties of 3-D shapes and mounted them beside the corresponding shape in the display. An interactive display of R.M.E was also created – here the children recorded not only the story ( displayed beside their self drawn pictures) but their thoughts and feelings about the morals of the story. It’s most impressive use was at our ‘UN Rights of The Child’ open day. The large numbered Talk- Time buttons were used to explain the 20 most important rights. These were recorded by children in their own words and corresponded to an individual drawn depiction of the right. The parents and visitors were very impressed at the interactiveness of the display and the quality information it allowed the children to share.

How ICT supported learning and teaching

The kit allowed the children to express their thoughts, views and information with a wider audience in a more personal way. It encouraged children, who don’t normally share/talk to the rest of the class/school a vehicle where they could safely express their thoughts and feelings. The children had to plan and prepare what they had to say and make sure that their audience would understand the information they were trying to give. A photograph of the child was placed on the card or on the corresponding picture so that the child also had visual recognition that it was their work.

Impact / conclusion

The children were enthused by the Talk- Time kit. It has subsequently been used to created ‘Big Topic Books’ where younger children can express their views and opinions on work and activities. We have since purchased small Talk-time boards and are actively trying to use them in displays to create a more interactive experience.

Talktime

Talk-Time Chapelhall Primary School

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Background

The pupils of Chapelhall Primary School held a Scottish Art Exhibition. Every class studied a Scottish artist and using inspiration from that artist’s work, each child then created their own pictures.  Along with the artwork each class also produced a poster with background information about their artist.  All work was displayed and parents and friends were invited to come along and buy the children’s work.

How ICT supported learning and teaching

Each class received 2 -3 talk boards. They were displayed along with the children’s artwork.  The talk boards were used in different ways. Some children recorded information about the Scottish artist they were studying. Others recorded how they felt when creating the artwork.  Some children recorded how they felt about the artists work. Some children recorded how they created their artwork. Parents and children were able to listen to them while they were going around the Art Exhibition.

Impact / conclusion

The children enjoyed creating the recorded message. Adults and children listened to them. A few people commented that they were good, but some were difficult to hear. Children liked them if they couldn’t read the other information on the posters.

Background

Whole school holding a Spring Fayre as an enterprise event. Each class displayed spring art work in hall where fayre was being set up. The white recordable boards allowed each class to record a small explanation of their work, which visitors could listen to.

How ICT supported learning and teaching

Pupils had to consider the focus of their learning and record this in a concise format. They had to speak clearly and with enough volume to allow others to hear and understand when playing it back.

Impact / conclusion

These boards were a good way to allow others to find out more about the learning that had taken place in order to achieve the final result. Having to record the aspects of learning helped to consolidate this. All visitors to the school found them useful and other pupils often listen to the boards to hear about other classes work.