Author Archives: Rachel Smith

Developing Student Independence Through The Use of iPads

I find myself in an unusual and yet a privileged position.  I currently work in 2 schools – 3 days in my own school and 2 days on supply in another.  This has allowed me to have a new perspective on my own practice and it has highlighted some surprising things.18 months ago our department were lucky enough to acquire 20 iPads.  To be honest our first year with this new technology was not without its struggles.  Work flow had to be organised,  new routines had to be established and as staff, we had to get used to the new technology that we had been gifted.

Without doubt the use of iPads has 100% supported the work that we do.  We have seen increased engagement in class, we have been hugely creative in our lessons and our confidence in the use of technology has soared.  We have also had our down times, not connecting to the network, lack of Internet and lessons we thought would work that have just simply bombed.

Until now I have not noticed how independent the use of iPads has made our students but they most certainly have.  For many a year I have felt, as I am sure many MFL teachers do, like a walking dictionary; “Miss how do you say…?” Even before the advent of our iPads I had tried to encourage independence amongst our students by using the acronym SNOT; self, neighbour, other teacher.  I created some snotty looking posters and readily displayed them around my classroom.  The phrase “have you snotted?” became a familiar one in our classroom and yet I never felt that students were really moving towards independence.  iPads arrived and the SNOT phrase still rang out in my room.  I really felt that we were making no headway with this independence thing at all and yet unbeknown to me we were.

Last week it was independent learning week at my other school where students were asked to get into groups and research life in a new country.  This was all well and good but they just couldn’t do it.  In spite of the fact that they were sat at a computer on the internet I was still subjected to such questions as “is the Ivory Coast in Africa?” “Is the currency of Japan the Yen?” To be fair, I had a bit of an annoyed teacher rant that they had all the information at their fingertips and that they really didn’t need me, but to no avail.   The lesson was a bit like swimming in porridge to be honest but we gallantly ploughed on.  This got me thinking, this wouldn’t have happened at my school I simply knew that it wouldn’t but why?

At the beginning of our iPad adventure I set up some simple classroom routines based around getting the iPads out, logging into the network and doing it without fuss or bother.  I taught the students simple finger gestures so that they could efficiently and effectively use the technology.  I then placed some posters of QR codes on the classroom walls, these linked to basic language tools like an online dictionary and an online verb table.

Throughout our 1st year with iPads we experimented with a variety of apps with differing degrees of success.  Nearpod was very effective and the students enjoyed working through the online tasks that I set them. As we only have 20 iPads students often shared but this still worked  well  as they discussed their learning with each other.  Apps such as bookcreator and 30hands helped to promote both writing and speaking in the target language.  As we grew more confident, we began to try some simple and then some more complicated app smashes these can be reasonably tricky and require some serious thinking, collaborating and creating from the students.  What’s more, once given a task they just get on with it whilst I act as their guide.

More recently I have been using the excellent iTunesU App to help promote independent learning.  The courses are incredibly easy to set up.  You will need an iTunes account to be able to create and manager your courses.  You simply need to log into iTunesU manager and then it is just a case of finding all the materials you are going to use in your topic and dragging and dropping them into your iTunesU course.  Courses can be made public or private, mine are private at the moment, students need either a link, maybe via QR code or an enrol code in order to enrol in your course.  Once in, they can access all the materials in there.  By giving students access to all of my materials it has helped them hugely when preparing for controlled assessments as they can easily refer back to previous lessons or they can check online grammar lessons that are also uploaded to the course. Students can work at their own pace, as once they finish a piece of work they can easily move onto the next in the course without fuss, bother or paper!  Listening tasks can also be uploaded to the course which enables students to control how often they listen to at ask and which parts of that task they listen to again.  It has taken some time but students are getting used to the idea that the classroom is not focussed on me or the whiteboard.  It’s about them, their peers, collaboration and independence.

These days and without me even noticing, I rarely get “miss how do you say…?” In fact I very rarely to say “have you used SNOT?” The reason for this is the effective use of technology in the classroom.  Students now know that if they want to look up a spelling or gender they simply scan the relevant QR code and bingo they have their answer.  They are used to working together to create and overcome challenges that they have come across through our app smashes or through the use of apps such as nearpod.  I have never explicitly taught these skills although I have always tried to foster them and yet my students are becoming more and more independent and confident in their handling of the language.  This shows itself in their written and spoken work whereby they are writing phrases, sentences and indeed whole paragraphs off their own backs, not simply vocabulary that I fed them but stuff that they have found, created and worked on.  So when other teachers ask me have iPads had an impact in my classroom?I can categorically say yes they have but the move towards independent learning is often shadowy, it creeps up on you and suddenly you have that moment when you have your eyes opened for you and it’s there for all to see – independence in all it’s glory!

Together We Are Stronger. Using Googledocs To Collaborate

 

To those of you out there who are MFl teachers you will understand the hell that is controlled assessment.  Students have to write 2 assessments under controlled conditions and record 2 assessments under controlled conditions each assessment is worth 15% making the whole lot worth 60% yes 60% of the final mark!  Controlled assessment is the make or break of GCSE Modern Foreign Languages.  My fresh-faced Y10 class are currently in phase 1 of the controlled assessment cycle – namely the teaching bit.  We are preparing for a written assessment on holidays, this requires them to use a variety of tenses and some interesting vocabulary in order that they all gain our grade C or above.  We are now 5 weeks into the new year and we have studied the past tenses and vocabulary linked to talking about a journey to a holiday destination.  So far so good.

 

Last week I set my class the task of writing a short paragraph in French in which they described their journey to their holiday destination.  In my mind this was going to be a doddle for them but alsa no!  When I came to mark their books the majority of work was inaccurate and sloppy so much so that I nearly cried

I needed them to understand that quality was important and that they could do this task with ease.  So I chose a piece of my students’ homework that was not great and typed it errors and all into a Googledoc.

 

All Isle of Man staff and students have a Google mail account and a Google drive, which is fabulous, so I simply shared the doc with my Y10 class and gave them all editing rights.  The students then had to make at least  3 corrections or additions to the document.  As a teacher you can track the changes by going to file – revision history.  Once the deadline had arrived I removed the editing rights, checked who had participated (all but a few had) and reviewed their work.  I was astounded, at the quality of the work, there were in inevitably some mistakes but the overall paragraph was of good quality and certainly worthy of a grade B if not more.  The students had been inventive and had tried out a number of the grammar structures that we had looked at in class.  All that was left for me to do was to correct the mistakes and the students now have a great example of a paragraph about a journey to a holiday destination that they can refer to when preparing for their controlled assessment.  Most importantly, they produced the work, together; the more able provided support for the less able without realising it and the whole experience was a positive one.  The students had to scrutinise the work for errors and they had to become more and more inventive as revisions were made to the document.  If you have never tried using Google docs in this way I urge you to give it a go!