What have I noticed lately... there is no need for a reading tumble when working with Explain Everything on the iPads. The learners work throughout the whole session on activities created around the book they are reading and their learning needs. As a 'fly on the wall,' moving around Year 1 and 2 classes, the learners are engaged in activities that are more personalised, interesting, rewindable and recordable. Can't beat that!!
In 2015 Pt England School is implementing digital learning environments in years 1-3 enabling every child to learn across the curriculum using a personal iPad. My name is Michelle George and I will be facilitating the implementation within each classroom. My Blog will be following this adventure and sharing how our Learn, Create, Share pedagogy is further transformed into a sustainable, co-creative and highly innovative practice in our junior school.
Thursday, 28 May 2015
Wednesday, 20 May 2015
Same reading level vs different age
Even though a 5 year old may be reading at the same level as some 9 year olds it doesn't mean the post reading activities should be the same. When designing, or adding on to an Explain Everything (EE), it's an important thing to consider. The older learner may enjoy and cope well with the lower levelled activities but in reality they can be pushed, questioned and potentially think at a higher level.
So, let's add on pages to our EE's for those older learners and get them moving towards 'higher order thinking'!
So, let's add on pages to our EE's for those older learners and get them moving towards 'higher order thinking'!
Thursday, 7 May 2015
Reading and iPads
Going into each class weekly allows me not only the affordance of knowing the learner but also supporting and personalising their learning needs for that session. This usually looks like me adding on to an already made activity with more specific learning which I get the students to create while with me at the teaching table. The learner is continuing to use the tools on Explain Everything to complete the reading activity and add new creations at the end of the existing activity. Discussion with the teachers allows me to share what I think may work further or for me to test run their new activity designs. These conversations are so inspiring ... the thought and time that goes in to preparing these activities, to support the learners, is amazing. In one class the learners were having difficulty reading the instructions so the teacher added a sound bite to each activity. A small amount of scaffolding was required to remind the learner to play the sound bite back whenever was required.
PLC
This week my PLC research group met. It was so heartening to hear the reflections and changes that have taken place through their discussions not to mention the improvement in reading of those focus learners. Linking design and innovation with the curriculum and student achievement gives a wonderful hook to hang your hat on!!
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