|Timestamp||Department||Session attended:||Idea 1:||Idea 2:||Idea 3:||Anything covered during the session that you would like to learn more about?||Any other ideas:|
Presenting information (Simon Burleigh)
|Prezi presentations at GCSE and AS/A2 PE - body systems, energy systems and analysis of movement||Ubersense - analysis / comparing performance between elite models and their own performance across KS3, 4 & 5 especially with reference to coursework at GCSE and A-Level lessons||Tabata - varying workrate / rest intervals during high intensity circuit training sessions during HRF lessons at KS4|
|15/09/2014 12:48:46||MFL||Digital Storytelling (Simon Aves)||We will be creating ebooks for Departmental use. We will initially write the books ourselves and once we are confident with the app we will be asking older students to create reading resources for the younger learners in the Junior school. This should enable us to embed the DEAR reading scheme into our teaching as we will have tailor-made resources for all year groups and languages which are age and ability appropriate.||We will use the ipads to record voice files either through Adobe Voice or using Google Drive.||We will explore how the older students can set up and use Blogger as a place to store copies of their work - written and spoken - to create an ongoing digital portfolio as a way of measuring progress in the language.||We are also discussing how Apple TV can be integrated into our classroom teaching and management (visualiser, presentation of new vocabulary, vocabulary games, online/website resources...)|
|16/09/2014 15:41:38||Geography||Using Multimedia (Andrea Neville)||Students use iMovie to record and edit a video presentation entitled "The problem with Plastic". Research on how plastic debris is harmful to marine life takes places prior to the filming of the video clip.||Use iMovie to record straight and curved distances being measured on a topographic map. These can be played back, so that students can remind themselves of the methods of measurement.||Use iMovie to record fieldwork activities.|
|16/09/2014 16:05:40||Maths||The iPad Classroom (Emma Morgan)||Using TEDed we have searched through the videos and created a document linking useful lessons to our year 7 scheme of work. ||We have started creating videos to be used alongside year 7 scheme of work. These videos have included links to our first investigation, Napier's Rods, an introduction to algebra, negative numbers and area and perimeter.||We have looked at how to implement these videos as extension work and homework. Also, to support 6th form study.||Further information about how students can use TEDed.||Making TED ed more collaborative between the department.|
Presenting information (Simon Burleigh)
|Explain Everything lends itself to Science. Students can take videos of just about any experiment and talk though it as well as write on it to point out specific areas. These can be uploaded and shared initially with teachers who can then show the best in class.||Students can use Explain Everything to explain results such as graphs showing particular trends, by taking a picture of the graph then annotating it with verbal explanation.||The Prezi ideas we felt were more suited to older students doing presentations, such as Ecology in Year 11 Biology. Basically anywhere where presentations are used. Apparently pdf files can be imported easily and then the zoom feature can be used to point out specific points.||Discussion about the use of Explain Everything for students and/or teachers to go through specific examination questions during the revision period. Maybe a bank of these could be set up and shared across the whole department.|
|16/09/2014 16:22:59||Psychology||Using Multimedia (Andrea Neville)||We do not teach Year 7, however, our suggestions for year 10-13: |
Revision summaries using Ipad
|Replication of key studies||Demonstration of key skills video summaries, e.g. how to write a 12 mark essay, how to elaborate|
|16/09/2014 17:28:46||History||Using Multimedia (Andrea Neville)|
Students make a movie about the history of their lives. Students get into pairs and share the role of actor/ camera person. Students use iMovie and other apps such as imengine, bamboo paper, photo candy, pencil illusion.
|Photo storyboard of key historical event - ie assassination of Franz Ferdinand - using iMovie and other apps such as imengine, bamboo paper, photo candy, pencil illusion.||Documentary on Ancient Civilisations - comparing and contrasting sims/diffs. iMovie and other apps such as imengine, bamboo paper, photo candy, pencil illusion.||We'd like to learn more about all aspects of the imovie making process|
|16/09/2014 17:37:18||Art||Reflection & evaluation (Jo Phillips)||Students will use the internet to research artists/designers/crafts people to develop their contextual understanding of the art world, which will underpin their own ideas for creative making.||The iPad could be used to record visual experiences through photography and video. This work will then be shared via Google docs. This media could be developed further using the Apple macs in the department.||Students could use the iPad to send images and information to their blogs. They can also critically analyse their own work in comparison to that of the artist.||The department agreed that the aps covered during the training were interesting, however they did not fit the context of the art curriculum as we already develop digital literacy through presentations, imovie, photoshop and illustrator assignments. The Department would like to move this forward in introducing touch pads to actually draw and create digital imagery.|
|16/09/2014 18:10:27||L4L||Using Multimedia (Andrea Neville)||Year 7 Term 1 Tutor SOW (for next year) Who am I? What do I want to achieve?|
Tutor groups plan, filmm, edit a tutor group hopes and fears for year 7... to then be archived and revisited in year 11 so students can loko back and reflect on how far they have come and how their aspirations may have changed.
Year 7 Term 2 SOW Media Images and Healthy Lifestyles: Students use ipads and imedia to plan, interview, film edit and present short documentaries on Shrewsbury students views and attitudes towards healthy lifestyle- eating habits, sleep habits, activity levels etc
|Year 7 Term 3 SOW (World Faiths) is being revised... possible replacement will build on media and body images.|
Students could research and experiment with photoshop to see how the media manipulates body image and how this affecst our ideals in society ie 'skinny'/muscley' etc
|Actual editing of the imedia videao... as my ipad did not work for this and this was quiet disappointing.|
How to share the videos once complete so that kids acn submit them to google cloud? And of they do submit can they not then re edit??
|19/09/2014 14:49:38||Design Technology||Reflection & evaluation (Jo Phillips)||We focused on the Socrative App which we felt lent itself to quick and reliable feedback. To this end each member of the department has set themselves the goal of writing a short test for one of the KS3 projects using Socrative, testing various aspects of the Mondrian Puzzle, Metal Coins, Structures and Sensing Circuits. These tests will then be piloted and the relative success of each types discussed within the department.||See above||See above|
|22/09/2014 08:04:22||English||Organising information (Richard Kirby)||Popplet is the most useful app for the English department, as it is a mapping tool for ideas which can be used in a collaborative context. This app would be useful for mapping ideas about theme, characters and language features of literary texts at all levels. A key example would be the study of a novel in Year 7 where students might be asked an open question like: 'What might be the main themes (ideas) of the novel suggested in the opening chapters?' The map created could then be added to/amended as students read the novel.||Popplet can be used as a tool to help students plan and structure their writing. In Language work, students will be asked to write a newspaper article about an event. Using the app, students can write a sequence of events and then place then in a sequenced order. They can add supplementary detail using a different colour code (e.g, interviewing witnesses/) and organize their information and plans as they develop through the different stages of the task.||Padlet can be used for encouraging students to form their own questions and responses in a collaborative context. An example of this would be to 'ask the author five questions about a character' in a novel of short story. It can also be used for non-fiction writing where students have to write a discursive essay and provide a list of arguments and counter-arguments based on a theme.|
Padlet can also be used to write summary and plenary points.
|More questions about how we use these apps will become more pertinent when we are actually using them practically.||There are loads - the general application of these apps underpins a lot of what we already do on paper and on whiteboards.|
|22/09/2014 11:34:11||Drama||Reflection & evaluation (Jo Phillips)||Socrates - created a quiz as a revision tool for the Areas of Study within the GCSE course. We already do this quiz, but now using BYOD, we have incorporated an interactive element where they can see and discuss each other answers. Also the format of the quiz is slightly different using the different socrates format of questions - multiple choice, true/false and simple answer||We are going to develop a socrates-based vocabulary and skills revision quiz for the end of each KS3 Unit. We are going to do one for Year 7 this half term, one for Year 8 next and so on, so that we have a bank of quizzes as revision tools and confirmation of key vocab that leads into the new GCSE course the department have imbedded.||Padlet wall - we already do, and plan to use more padlet walls for discussion with new skills/topics across KS3 and KS4. They serve as interesting starters where students can offer suggestions as to what the facets of a skill are, and then add to it at the end of the lesson by way of plenary, confirming/editing their original ideas and responses.||Would like to go further into the possibilities on the online quizzes maybe look into adding images and photographs and video clips. We were still a little uncertain as to how to do this.|