Assessment Task 1.5

 A++ Writing prompts bundle

In years 7, 8 and 9 there is a lot of focus of writing skills with a big emphasis on sizzling starts. The app A+ writing prompts is an app that is available through the Apple App store for ipad and iphone use. It was purchased in a bundle for $8.99 AUD and included Character Prompts, Party Prompts, Dramatic Plus. It is extremely to use these apps, with a swipe, tap or shake you can generate new prompts.  Whilst not all of these apps can be specifically used in the English classroom, they can certainly be used in other subjects that you may be substituting for or even subjects that you do not specialise in such as drama.

The A+ Writing Prompts takes the trouble out of setting up writing exercises for children. Instead of making up your own examples or having the kids pick unimaginative writing prompts for themselves, the app (under scenes) randomises place, character, object and mood in order to give an exciting and challenging prompt for the student to use, especially if you want to do a quick five minute exercise.

Character Prompts is useful in adding depths to students writing- instead of writing about Harry who liked cats, the app gives you additional information such as height, weight, eye and hair colour, ethnicity and distinguishing features. You can also take it further in the info tab by giving the character a bad habit,  a hobby and a favourite saying. If used in Drama, you can have students improvise a scene based on the character you give them.

Party Prompts would be useful at the beginning of term when everyone is learning about each other and icebreakers are needed. Questions such as “What foods do you dislike most” can help students get over their fear of talking in front of their peers. There is also a tab in sketches that would be interesting as a class activity as it provides a genre and three pictures to inspire a story.

 

There is also the option under (texts) to get a whole idea to base a story on, such as “An unstable scientist keeps cloning cats and eventually changes their DNA.”

It is possible that I’ve not chosen a very good technology to write about this week but I’ve certainly found one that I would use in the English Classroom.

In regards to the SAMR model, I think it only covers Substitution and Augmentation. 

Substitution: I can only think of the app as a direct Substitute for picking random ideas from a hat/bucket.

Augmentation – the app can be connected via vga cable to projector and you can have the whole class write a short story via a prompt found under ‘texts’.

Realistically, unless the prompts are frequently updated- it is unlikely that you will be able to use the app all year with the same students.  However it can certainly be reused every year if you are teaching the same grade and even brought out as a refresher aid.

I don’t believe that the apps reach the Modification or Redefinition level of the model but that doesn’t take away from how useful the app can be in a classroom setting.

Assessment Task 1.4

Prezis

Prezis are a closely related cousin of PowerPoint or Keynote. They all make a presentations more visually stimulating but Prezi can be used in a non linear fashion as you can choose what path it will zoom in on.

Prezi was very easy to use. I signed up for a free account and was presented with the option to use many available templates or start a blank one. There are also tutorials available here.  Because it is a free account, your Prezi is available publicly for anyone to view/use. If you were to pay for a subscription, you could make it private. Also, with the subscription, Prezi has the capacity to become multi author, although it should be noted that they can also be deleted without the other contributors consent. Prezi is also customisable to a degree, the backgrounds are easily changed but there are no fonts to choose from which can make it boring to use after a while. I found though, that I was not able to do all the same things as in Keynote. I had made a Keynote presentation to use in a year 9 English class on my placement last year and decided to see if a Prezi could make it more interesting. I copy and pasted the information from Keynote but could not find the tools to make things animate. This was particularly useful when going through grammatical errors with the class, asking them where they thought the correct punctuation was and then visually showing them on the projector.

Thia is my Prezi below:

http://prezi.com/a7ahndb_qxne/?utm_campaign=share&utm_medium=copy&rc=ex0share

Substitution- Using Prezi instead of PowerPoint to give the visual learners in the classroom something to look at whilst you are checking for understanding.

Augmentation- In an English classroom, you can encourage the students to use Prezi to bring visually engaging elements to their oral presentations.

Modification- Students can work collaboratively in a mind map type setup (similar to wikispaces) on separate computers. In a Home Ec Classroom they could use Prezi to list as a group, what cooking utensils and ingredients they will need for a recipe.

Redefinition-Prezi allows for large presentations to be built upon collaboratively or individually. Large group projects are able to contributed to without the students having to constantly meet in person.

So I personally think PowerPoint/Keynote are still superior to Prezi but for the ease of use I think that Prezi would be very useful in year 7-9 as it is a fairly new piece of technology that they can add to their to their digital toolbox.

Assessment Task 1.3

This week we explored pictures, voice recording and video use in the classroom.

I have decided to focus on video for the third embedded task as it is such a versatile tool. 

We can now easily create personalised videos that combine the effects of pictures and voice recording. Videos can be made using static images and voice over/music or capture real life. They are easily created and edited via programs such as Windows Movie Maker, YouTube editor, iMovie or a multitude of apps that can be downloaded to smart phones/tablets. With videos you can present a large amount of information in a compact presentation.

Videos are not a multi-author tool in the sense of wikis. Certainly, people are able to work together on a video, but it will often be in different aspects (one in charge of filming, one in charge of dialogue etc).

I used Windows Movie Maker on my desktop to create a video that documented my dogs experience with motherhood. I tried to upload it via the 'insert a video option' but it wouldn't load onto blogger. So I uploaded it to my newly made youtube account and added it below.

I was able to easily add captions and select music from the free archive. The program also allows you to create videos from a webcam and/or upload videos from your phone/computer.  Simple animations and visual effects in the style of PowerPoint can be added as well. From my exploration I could not find any privacy settings to apply, so if that is needed, perhaps a more advanced program needs to be used. *Update, as I had to use YouTube for uploading the video, I can report that there are privacy settings available: public, unlisted and private.

As I had no previous experience with the program, I think it is very easy to use as the layout is simple and there isn’t an overwhelming amount of options. I believe this makes it straightforward tool for students to use in the classroom.

There are a number of ways you can use videos in the English and Home Economics classroom. 

You can:

*record lectures

* develop instructional video

* make faux interviews

*record oral presentations

*record role plays

* make a movie based on a story or poem in class

*write an original script and film it

*create a vlog (video log)

If we look at video via the SAMR model:

Substitution: Showing a video of Jamie Oliver chopping an onion instead of physically showing students.

Augmentation: Students can record the process of cooking a recipe from start to finish and share on blog/web page.

Modification: Students can record an oral presentation on video instead of front of class. Allowing them to perfect their speech and mannerisms before submitting for assessment.

Redefinition: Teacher can used flipped classroom method and record lectures for students to watch at home, freeing up time in the classroom to work on what would traditionally be homework.  Students are then able to re-watch lectures in order to gain better understanding.

Using videos in class can not only provide students with film making skills but also allows them to learn transferable life skills such as, collaborative working, research skills, organisational, technology, and problem solving skills.

 Willmot et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centred learning activities through:

·  increased student motivation

·  enhanced learning experience

·  higher marks

·  development potential for deeper learning of the subject development potential for deeper learning of the subject development potential for deeper learning of the subject

·  development of learner autonomy

·  enhanced team working and communication skills

·  a source of evidence relating to skills for interviews

·  learning resources for future cohorts to use

                                                                             Sources

The University of Queensland (2015). Pedagogical benefits. Retrieved from

http://uq.edu.au/tediteach/video-teach-learn/ped-benefits.html

Willmot, P., Bramhall, M., Radley, K. (2012) Using digital video reporting to inspire and engage students. Retrieved from http://www.raeng.org.uk/education/hestem/heip/pdf/Using_digital_video_reporting.pdf