e-Learning+examples-+Middle+Classrooms



Voicethread for Teacher Reflections- Middle

media type="custom" key="6601247"

Demonstrate the integration of ICT with an authentic example of e-Learning from your classroom practice in the space below. Describe the e-Learning activity, the context for the activity and the impact being engaged in this activity had on teacher confidence and student learning outcomes. You may include photos, links, student anecdotal comments, planning documents or any other useful evidence. 

= Pakiri School = === I came to the ICT cluster later than the rest and have had to do a bit of work catching up. I have thoroughly enjoyed the learning. Let me explain a little about our school, it is a bit different to the rest of you. I only teach .3, so that is 1 day one week and then 2 the next. So, flow is a little hard. I have 14 students ranging from yr 0 - yr 8. ===

=== Now a little about what I've done. I was doing a journal story with the seniors that involved a boy their age who played music and has already cut 2 CD's. One of the suggested activities was to make bumper stickers to encourage others to enjoy music, or to play music. I just happened to discover we had some sticker paper just the right size and it fits into the printer. So, I decided to introduce the children to design on a computer. ===

=== Paint is the most basic design tool I know of. We sat and discussed what bumper sticker are and how they work. The younger students were excited about it, too. We decided to do it as a class. We did some paper drafts, for two reasons, one so they can think about what would work and get the spelling correct, but also we don't have enough computers for everyone to have one each. ===

=== They cottoned onto the programme very quickly. I loved it when one girl worked out she could use the rubber in the colour to write her words and then use the fill tool to fill each one a different colour. Up to that point we thought you could only use the text tool to write with and you have to use just one colour. She told me and another girl over heard and got excited and wanted to help others do the same. I caught the moment on my iPhone camera. I will put it on here so you can see. === media type="custom" key="7620233"

you can transfer those skills to other programmes and it enhances your learning and work.
= Linzi Gummer =

Kaiwaka School    The students are using SmartKiddies maths as part of their rotation. It is all directed at the learners' level and is able to be marked by the student. Basic Facts knowledge has really improved for the whole class and the students' maths levels have jumped. Pauline Wilson, Kaiwaka School    <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;"> <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;"> <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">

<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%;">Tomarata School

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;"> Room 4 Tomarata School Year 4/5 entered the Rodney Libraries Poetry competition. We wrote our poems, used audacity to record them and then sent them as a podcast to Rodney libraries. And James won! James was very motivated to recite his poem on audacity and his reading fluency improved dramatically as he reviewed and got the poem just right. Audacity was a great tool for recording poems. Robyn Dunn, Tomarata.

Link to James' [|Podcast]



<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 17px; line-height: 25px;">Matakana School media type="custom" key="6919633" align="center"

As part of the Matakana WasteWise School Programme in Term 2, our class had the task of introducing the BOKASHI composting system to the school staff. Through a school-wide WasteWise audit, the children has identified a waste issue with compostable waste in the school staffroom. A BOKASHI composting system was the solution and we used technology to raise the waste issues in the staffroom. The students were highly motivated to communicate the need to reduce the school's ecological footprint after a recent visit to the Redvale Landfill. The BOKASHI powerpoint encouraged co operation within the class and all students were involved int he project. The children have received positive feedback about the powerpoint form the staff and school community which has supported this teaching approach. This has opened up new ways of learning and the children are now motivated to use powerpoints to communicate their ideas beyond the classroom. Jane Watson

Mangawhai Beach School - Kotare (yr 3&4) syndicate || Suzanne Christie The purpose of using the youtube video was to inspire my Year 3 class to write a short narrative where the story structure and events were already established, so that they could focus on the ending which I didn’t reveal until after they had written theirs and put more thought into the use of interesting language features that we had been learning. I was thrilled with the impact on their learning, because they were instantly motivated to write and it allowed them to focus their efforts on using interesting nouns, adjectives and verbs and to include a language feature e.g a simile,alliteration or onomatopoeia rather than writing the structure of the story.
 * Kotare 4 - Yr 3
 * __Motivating Writing Using YouTube__**
 * __[|Link to YouTube Video]__**

__//Extracts from some of the childrens books...//__ //A fierce lion started creeping up the rocky snowy mountain and saw his prey a tiny little baby bear. Then the bear started to run when he saw the lion. The baby bear ran as fast as he could and ran up a big log across the river. And the lion caught up and the log snapped with a loud bang and the little bear fell in the water. And started surfing on the snapped piece of log and he started floating down the cold stream...// //The dangerous lion crawled up the mountain it was hungry it crawled to another mountain. He saw a bear. He licked his lips the lion ran. The bear ranto it tried to hide but the lion could still see. He ran and ran. He saw a log the lion trapped him then the log broke...// The powerful lion is starving for food. He's looking around and he spotted his prey. The fuzzy little bear doesn't know whats coming. The little bear is playing in the grass. He doesn't know he's going to be eaten. The cute, fuzzy bear spotted the mountain lion. The bear ran for his life he hid behind a rock but he got seen. He ran onto a bridge that was made from a log he ran as fast as a cheetah to the end the lion came on. The little bear went towards it when he was walking the log broke, he fell into the water and swam to the piece of the log that broke. He was terrified!He hopped onto a log and floated to the waterfall.... || Cara Shields __**PE assessment using Voicethread**__ //This term we are learning about catching and throwing in PE and we are using Voicethread to assess our learning.// //So often in PE I have found it difficult to assess the students' understanding & ability of the concepts being covered without the use of ticky-boxes or just the use of teacher observation.// //This term we have been taking photos of our PE sessions, uploading them to Voicethread and the students comment about their participation and their learning.// //I found that the more we have done this the more focussed the comments become and the more thought the students put into both the lessons and the follow up reflections. I have found it extremely helpful in assessing the students understanding and the students are enjoying reflecting and talking about their learning.// //These voicethreads are also uploaded onto our class ultranet page so the students can share their learning at home.// || Our second attempt... media type="custom" key="6687339" || Natalie Epsom __**Using Keynote, Garageband, Imovie in Inquiry**__ media type="custom" key="6929609" || media type="custom" key="6929779" || Jamie Fletcher <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%;">Matakana School
 * Kotare 2 - Yr 4
 * Kotare 3 - Year 3
 * Kotare 1 - Year 4
 * __Creating our own Audio Books__** || media type="custom" key="6929535" ||

I have used blogs and wikis to enhance the children's learning with reading and writing. I have made a "Book blog" in which the children recorded webcam videos of them reviewing chapter books. This was a fun way to share different reading experiences, to practise sharing ideas, to leave positive feedback for each other, to share with overseas relatives. It focused on clear communication of concise and organised ideas and opinions, while encouraging others to enjoy the book.

[|Year 4 Book Blog]

This term I have extended this idea into a wiki for my reading group. We have published the children's work on our Reading group wiki, starting with poems and currently we are researching and publishing an "Informational Report" on an animal which lives in China (this ties into our topic for the term - I also have a class wiki to display our China topic studies). http://room8reading.wikispaces.com/

Helen Martel

DEBBIE LONGVILLE YEAR 3/4 KAIPARA FLATS //Kidspiration has become our tool of choice for sharing ideas and information throughout our Integrated Topic Work. We begin as a class by sharing and sorting information at the beginning of our studies, then adding in new information as the study progresses. I type in children's suggestions and they follow up by sorting, colour coding, and importing graphics. The Kidspiration diagrams are mounted on the wall and referred to throughout the study and provide a basis for the assessment rubric at the end of the study. They are also used to aid written work, particularly report, procedure and explanation writing. Children are given tasks to produce their own diagrams, either individually or in pairs as an assessment, as sorting, classifying and comparing activities demonstrate their depth of understanding.//

<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%;">Matakana School

<span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">__<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">E Learning example __<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">: A Photostory 3 “Film” by year four students at Matakana Primary. Here’s an example of one project I will repeat as I’ve found it to be marvellous for motivation and growing pride in achievement, whilst fulfilling many of the essential skills, values and objectives of the curriculum. It’s super for technical skill development, creativity in thinking, writing, presenting, graphic organisation, speaking and reading; great for developing planning and organisational skills, as well as an excellent tool for co-operation, taking responsibility, working independently with minimal supervision and great fun! <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">__<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Steps: __ <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">1. Students organised themselves into groups and discussed a subject for their film. <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">2. Each member wrote their story about the subject, theme, characters. <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">3. They all shared their stories and aspects of each (setting, characters, adventures, etc.) were chosen to be incorporated into the film. <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">4. The group brought in, borrowed or made everything needed (the characters, props and scenery) decided on where (in the school grounds) they needed to film, planned special effects, etc. <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">5. Each had a copy of the story, which they reconfigured into scenes, with all requirements listed. <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">6. They became familiar with the software, different camera angles, how to use the cameras. Then, after final checks about safety, considering other classes etc. groups went off to set up their scenes and take photographs. <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">7. Next each group constructed their film, editing and retaking photographs as necessary. They added narration, direct speech for the characters, music and titles.

<span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">At first groups went out with an adult but I was really surprised at the very sensible behaviour, careful regard for the cameras and props. The parents and students loved the results, took copies home and soon whole families were making Photostory 3 Films at home! It did not seem contrived but exciting, relevant and educationally valid. There was a surprisingly wide variety of different films. <span style="display: block; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;"><span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Maureen.

media type="custom" key="6919375"

<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%;">Matakana School <span style="font-family: 'Arial Black',Gadget,sans-serif;">Donna Frost

__**Oral Language: Poetry Recitals**__ One ICT feature I have found useful in teaching has been the ability to video and review my children’s speeches on media player and place them on the class blog site. It has given authenticity to children’s learning, providing a connection between school and home. Children put more effort into their recitals/ speeches as they know it has a greater audience with the opportunity for feedback. It has also enabled children to self assess their work. Several parents have commented on how they enjoyed viewing and sharing in their child’s learning. __**Lesson outline:**__ As a class we discussed what features were important in a poetry recital. From this we came up with a simple assessment sheet and checklist for reciting poetry. While the poetry recital was set for homework, examples were covered & discussed in class. Children were given the responsibility of videoing each others recital while remaining class members watched. They then gave feedback., positives and ways to help. Children self assessed their own recitals, set new goals and chose whether they wanted to repeat their recital. Children repeated their recital after peer support and additional practice. The final poetry recital was then placed on the class blog site for sharing. **The following is:** the poetry recital outline sent home a copy of the self assessment sheet review completed by the student in the video clips, after her first recital. two video clips class reflection on the use of ICT for oral language. **Conclusion:** The class overwhelmingly agreed that the use of video reflection helped them identify areas to work on, but mentoring from peers or teacher was still necessary to take them to the next level. Many children tried harder because they knew that a wide audience could view their recitals on the blog site. They enjoyed receiving comments on the blog site. They liked the responsibility of filming and became quite enthusiastic about the whole process.




 * media type="custom" key="6976999" || media type="custom" key="6977007" ||