Wednesday, 16 December 2009

Playful Learning in progress

Playful Learning.
 
Here are some of the early devlpments the children have created so far in this learner journey. They are pieces of learning in progress, but still very innovative and impressive in the form they are already in. Enjoy and feel free to leave supportive feedback.

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Friday, 4 December 2009

AI-BO in Class P

AI-BO on PhotoPeach name="allowscriptaccess" value="always"/></object>
 
AI-BO in Class P
 
I have always quite liked the idea of having a class pet, but then their is the cleaning, feeding, looking after at the weekend and inevitable death and tears that follow. This week, one of children brought in their AI-BO, a first generation model. Now we have a pet. AI-BO, as she, note not it, is now named has had a massive impact upon the class in the very short space of time she has been in. With the children relating the issues they are having with trying to train the robot, which is set in puppy mode, to their own learning journeys. Children commenting on issues such as patience, persistence, listening. the ability to offer reward when commands are followed and the problems they have in not just letting AI-BO do whatever it wants, but actually trying to get the robot to follow commands. Now, we have an online diary built into our class Fronter portal. A space set out as an open forum where the children record their success at training AI-BO and discuss their failures when the dogs just simply whats to stand up, sit down and be tickled. I have a strong underlining pedagogy that learning should occur within a co constructed way, not us as teachers merely instructing children to follow mechanical instructions relating to knowledge we assume they know very little about. By simply watching the children playing with AI-BO its clear they already have an understanding of what we mean by learning dispositions, perseverance, tolerance, nurture and empathy. Their discussions sharing training failures and delights at the small responses they receive are great to watch. By training this robot dog in a behaviouristic way, they are experiencing a constructivist, enquiry lead learning journey, co-constructed amongst peers, shared through our online diary and enjoyed by the adults watching on. This journey with AI-BO and its impact on the class will continue to be recorded in these spaces.

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Auditorium

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Thursday, 12 November 2009

next generation learning

next generation learning? when will those in the positions to make a difference listen to the voices of the young. http://www.youtube.com/v/VRi8_fXz1D8&hl=en_GB&fs=1&"> name="allowFullScreen" value="true"></object>

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Friday, 6 November 2009

Key Stage 1 Video Conferencing Project

I'm now in the middle of planning a project involving web conferencing with a bunch of year 1 children.  I'm going to split the children up.  One group with be here on Earth.  The other bunch will be aliens, who using the wonders of webcam technology will communicate with Earthlings at the Mossford Green Space Centre ( Like Cape Canveral only in East London).
 
The Aliens will need to think about sets, costumes and make up.  They will also need to think about creating names and background histories. 
 
The whole conversation will be recorded and there will be a video blog on a weekly basis.

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Subject leaders notes

Download now or preview on posterous
part 2.doc (2377 KB)

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Wednesday, 4 November 2009

Flip Camera's

We feel that that the Flip camera's are very appropriate for EYFS and Keystage 1, they are simple and child friendly. We enjoyed using the annimation tool however this is too advanced for Early years.
 
Nicola and Katie

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snow dude

Click here to download:
snow dude.2pp (30 KB)

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Ways of using digital technology

Flip Camera

  • Easy to use.
  • Instant recording, ch.can video and capture trips, class projects of them completing work.
  • Great for recording drama activities and watching back on IWB, gives opportunities to evaluate performances.
Digital Blue
  • Can create animations easily.
  • Tools to enhance and generate interest e.g. special effects, music, text.
  • Videos can be both self and peer assessed.
  • Cross-curricular use e.g. science experiments, to record and observe changes.

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Flip Camera's

We feel that that the Flip camera's are very appropriate for EYFS and Keystage 1, they are simple and child friendly. We enjoyed using the annimation tool however this is too advanced for Early years.
 
Nicola and Katie

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Space Pig

video

Fireman eaten by Whale.

video

Issues and questions from pm session with Dan and Nick.

e safety? how do I ensure that the children understand issues relating to e safety?
Don't have to stick to QCA, National Curriculum accountable. Scope for cross curricular projects.
How do I teach the skills/put skills teaching into my provision, to ensure the children have the skills needed to use the technology?

NQTs ideas

Hi all,
We are a mixed nqt teachers, reception, year 1 and year 2 and our discussion showed that we felt all the technology would support and provide evidence of children's prgression through school. We thought we could use the microscope to examine items at close contact but using the interactive whiteboard all children would have immediate access to information and would make them into bumble bees! Health and Safety Video for PE in setting the equipment out and putting it away. Recording chn being 2d shapes and how they develop, for example 1 child being 1 side, then adding another child as side 2 and so on, using the digital Blue. The obvious role play activites, as well as story telling. We loved the idea of having the camera's accessible for the children to record what they felt was great work. The Mircophone could be used for school council sharing the meeting and gathering ideas. The microphone could be used as the children can give book reviews, follow instruction.
We hope our ideas are helpful!

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ideas from Ricky and Charley

Reception Portfolios: Children could use digi blues to take pictures of something they have built/made as evidence for portfolios. This gives them ownership of their work and will save the teacher/TA time.
Children can also take pictures of their work to put on school website Fronter which they can then go home and tell their parents to look at which encourages home/school link.
Role play: with support ch can make animtions of role playing the book of the week, with puppets/toys. More confident children can be filmed role playing it themselves then watch videos as a whole class.
 

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communication using technology

The digi blu cameras can be used to create animation stories which the children can create based on stories they have heard or perhaps even make up their own imaginary stories related to their topic. Flip video cameras can be used in assembly or drama to help children reflect on their performance.

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2Create and 2Create a story

To recreate a story
To share what they have learnt about a topic and how they have interpreted it.
Make a recount of a school trip or hoiliday.
To use it for the sound effects.
Use for introductory starters/plenary activities

Untitled

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Political view on Technology and innerconnection of thought

www.ted.com/talks/gordon-brown.html

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Dans Notes.

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Beebot

How and where would you use a beebot?




Moving around a maze. Ch. create own maze.
Tell a story i.e. story mat for a book/ch. own stories.
Letters to make words. Make up words/CVC words.
Ch. make own grids based on a topic.
Use with a pen to draw shapes.
Small world play - customise it.
sets of instructions: one place to another can differentiate for abilities
storyboards: context of a well known story
counting: numbers labelled in sections, can you get to this number?
Letter sounds, can you get the beebot to the ch sound?
Road safety: stop when it's red go when its green
map journey to school, diff landmarks ch pass on way to school
Beebot software with mats on screen, move 3D bee bot around screen, google map of school


ideas from discussion:critical thinking and bumble bees

Thoughts on experiences:
Have we got the things we need in school, if unsure where do I find them? What if the KS2 teams have them, dominate use of them?
I am quite confident, use it alot, what next?
How do we develop ideas and projects when faced with time, provision and other constraints?
How do I maximise the limited resources I have?
Can I really develop non verbal communication?
How do I organise the login on, uploading, slow servers, time management?
What if I am not the ICT coordinator, how do I approach them to support my projects?
What are the practicalities in terms of free play for the teacher?

2Publish +











































How and where would you use 2Publish +?

Ideas - Reception/Yr 1 Santa - Children don't need to do the writing

Exciting starter - postcard from someone to tell the chn about something new and exciting - e.g. finding treasure, Jack and The Beanstalk


Flip flaps for Numeracy number bonds

Merit tokens using multi-toool

Bordered paper for e.g. topic created by children

Banners and signs