How we used technology to develop student led learning in science

HOW WE USED TECHNOLOGY TO DEVELOP STUDENT – LED LEARNING IN SCIENCE

Our year 6 students have been using iPads and iPods since September on a one-to-one basis to support learning, develop productivity, independence and impact on pupil progress across the curriculum. The devices haven't been used for everything; but they are available as a tool to help with their learning for a variety of tasks. Alongside this there have also been daily occasions when the best tool for the job has been pencil and paper, scissors and glue, laptop and printer, a good book and silence. It's always been made clear to pupils, parents and staff that we would use technology if it was the best tool for the job to enhance learning. We gave our students an overview of different apps and then encouraged them to be creative with how they use them across different lessons and tasks. They have done everything from creating a newspaper template and a diary of a school trip to composing a jingle for a radio advert. Now we have decided to build on this to explore the potential for independent learning in science. In science, topics have been introduced to pupils as a series of learning objectives with the aim of developing their skills and understanding of the topics. The pupils have then been encouraged to work with a partner and make a plan of how they intend to demonstrate what they have understood. They were told that they could use a range of tools, including: iPods/iPads, laptops, classroom equipment and stationery, the school library, practical science equipment, QR code links to suggested websites and videos and an interactive list of frequently asked questions (FAQs) and answers. For example, in the year 6 science units called How We See Things and Dissolving, the pupils created films using the iMovie editing software and some included a front page designed in the comic book tool Strip Designer, pictures of science experiments annotated with Skitch. They also produced voice-overs explaining a conclusion to an experiment, interpreted the result from a table or a line graph they had drawn in their book and added text to their videos to explain what they had learned.

On their iPods and iPads the pupils are now able to select suitable apps for a task across the curriculum. However, it doesn't always involve technology. Pupils have also been producing well-organised handwritten work in exercise books, delivering spoken presentations with slide shows, creating classroom wall displays (sometimes linked to online content via QR codes) and writing songs. As an observer in the classroom – that's how it feels, in contrast to being a 'standing at the front' teacher – the sense of engagement, productivity, creativity and learning is incredible. The pupils discuss, collaborate, plan and re-plan and check that their work meets the needs of the project. The devices are used as and when required as the children work towards their goal of demonstrating their skills, knowledge and understanding. It is important to stress that the pupils do need support and do ask questions and share problems. We use the 'three before me' approach (when the child asking the question is encouraged to approach three peers before asking the teacher their question) and an FAQs board where pupils can refer to the answers to previously given questions do help, but sometimes the children need a little guidance to redirect them. On the whole, as a teacher, it is often a case of observing and speaking to the children to establish what they are doing, why they are doing it and how they intend to share it. Above all though the children have demonstrated how much they have learned and have enjoyed the process. Different learning styles can be completely supported and given a little freedom in which children can really begin to realise their potential. The technology does play a significant part, but it doesn't dominate and it allows the children to complete tasks independently in terms of what they can achieve and how they achieve it.

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/325272-how-we-used-technology-to-develop-student--l