Published on February 4, 2009
Embedding Interactive Technologies into your Teaching & Learning Abstract: This interactive session takes you through ways in which a Schoolpad or an Interactive Whiteboard can be used in a number of secondary curriculum areas. We look at how interactive technologies can be used to manage learning; increase engagement; encourage higher order thinking and appeal to a range of learning styles. Jenny Barrett Breathe Technology
IWB and Schoolpad? Voting clickers?
An example integrating an IWB into an English Unit In a realistic amount of time!
PART Yr 9-10 example of a simple research and report activity
http://english.unitecnology.ac.nz/resources/units/s hakespeare/home.html Unit developed by Jenny Wilson for English Online (Unitec)
Brainstorm what you know about Shakespearian / Elizabethan England Stratford
Spin to see which aspect your group is going to be researching...
How can we ensure that the students gets the most out of this activity? Where does the activity as it stands currently sit? Spin to see which aspect your group is going to be researching...
What verb are we using?
How can we up the anti?
Handout worksheets as required for scaffolding - or just link to website - save time, paper and power... Insert link...0.5 mins Help to get you started for each topic available here!
can merge all files - pdf - make available for out of school use Into the lab... Prepare and deliver a three minute mini-seminar (option to use interactive whiteboard software)
True - was a man who repaired clothes / now refers to the thing in need of repair - the botched job Facts collated from their presentations (assuming their higher order task was to compare life then and now) - use R/F clickers true or false Example A botcher is... a Shakespearian word that still has meaning today
Ambiguous question to stimulate discussion...neck ruffs vs suits of armour! Men's fashion was more "feminine" than today True or false
Total time = 8 mins plus how long you want to spend on the quiz What higher order thinking skills did we hit? What did the use of the IWB add?
PART A Year 13 example of reading/analysing a text
Unit developed by Ann Hamer for English Online (Unitec) http://english.unitecnology.ac.nz/resources/unit s/merchant/home.html
Use the RF clickers now and throughout the topic to revisit the key themes http://us.penguingroup.com/static/pdf/teachers guides/Merchant OfVenice.pdf Pre-reading...key themes 10 minutes to set up quiz
In pairs student discuss these words and what connections they have. Focus is on their modern meanings. Class discussion to follow which expands on the ideas. Pre-reading continued...
Or - google earth Venice and Belmont and as a whole class identify the key events/places as they occur Whilst reading...map of events
Whilst reading...chart of key ideas
Whilst reading...a student keeps a blog for each character which is reviewed, annotated over each class
Whilst reading...video Watch the video... or...
Compare and contrast two performances of Shylock's monologue. Post your comments onto You Tube... http://www.youtube.com/watch?v=Autc0-wK_7E
Post reading - key themes
Agree Strongly Neutral Disagree Strongly
Write two paragraphs about how two statements link to the play and make sure you use supporting quotations as evidence. Where are we on the scale?
Scan in student's work and peer edit using record and playback
Post reading - character analysis
Highlight the adjectives below which match the appropriate quote - use matching colours!
Make similar interactive activities on the other characters for your classmates to complete in the computer lab
Post reading - text analysis Let's produce a modern version...
What does this speech tell you about Shylock's character?
What do we learn about money and money lending? What do we learn about anti- Semitism?
And don't forget fun! http://www.pbs.org/wgbh/masterpiece/merchant/words.html Will's words http://www.purposegames.com/game/shakespeares-merchant-of- venice- comedy-quiz Merchant of Venice Quiz
Total time = 34 mins plus how long you want to spend on the quiz What higher order thinking skills did we hit? What did the use of the IWB add?
http://www.usa.gov/Topics/Graphics.shtml Copyright free resources http://www.flickr.com/ Creative commons resources A few words on copyright
Your task With a partner, take a unit of work and create a lesson plan demonstrating: a) how you would integrate the IWB b) how you have ensured quality learning Present it to the group. [Respecting copyright at all times]
Teachers’ views on the use of interactive whiteboards in secondary schools Omer Cakiroglu ... IWBs have replaced the traditional black boards in
The availability, adequacy and improvisation and the use of instructional resources for teaching mathematics in secondary schools in west pokot district, kenya
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STUDENT VIEWS ON THE VALUE AND USE OF INTERACTIVE WHITEBOARDS IN A SECONDARY SCHOOL. Bruce White, Dr. Alan Barnes & Emeritus Prof Mike Lawson
Secondary students’ perspectives on the use of the ... The researcher also looked at the problems faced by both teachers and students in the use IWBs.
The Becta Harnessing Technology Schools Survey 2007 indicated that 98% of secondary ... the use of IWBs is ... Use of an Interactive Whiteboard in ...
An Evaluation of the Schools Whiteboard Expansion (SWE) Project: London Challenge ... IWBs in use in London secondary school core subject departments.
Reflections on the use of interactive whiteboards (IWBs) in a secondary science program Stephen Seddon In 2009 Stephen Seddon was Science Coordinator at ...
Some ideas for secondary teachers to not only embed the IWB into classroom teaching but to hit the higher order thinking skills. 1. Embedding Interactive ...
THE EFFECT OF INTERACTIVE WHITEBOARDS ON SECONDARY STUDENTS’ ... This includes the IWB. Teac hers who are trained to use IWBs understand