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Blendspace

As one of our digital leaders at school, responsible for raising our digital prowess and use of technology to enhance learning (rather than just a bolt on), I am often asked what are my most recommended apps/tools to use in the classroom. I am by no means an expert – in fact, quite late to the technological game when it comes to it being integrated into the classroom. I have learnt a great deal from experts in the field, such as Mr P ICT and Rob Smith (founder of Literacy Shed). As an avid fan of all things technological, I spend my CPD time learning from them and gleaning whatever I can from the trail they, and others, have carved out. So, with all that in mind, I apologise now if anything I share might be ‘old news’ for you.

My favourite at the moment is ‘Blendspace’, which does exactly as it says on the tin – blend the ‘digital’ space with that of your classroom. I have found this tool invaluable with any children I teach (KS1 – KS2). It allows me to create a digital pinboard, for the children to access online content that I have chosen and selected beforehand. I have used QR codes for a while (another post to come) to allow children to quickly access a website, without having to enter in the inordinately long address. When I have needed them to access multiple websites, I have given them multiple QR codes, which in its essence, is fine. Except there is something better. Blendspace.

You can access this website (soon to be an app also, I hear) through your TES account. If you don’t have one of those….you’d be the first teacher I’ve met who doesn’t. Go get one! It’s free and is a whole remarkable resource all of its own. I don’t have time to unpack the genius of this place here and now. Alternatively, you can just sign up for Blendspace.

Blendspace allows me to compile any digital content that I want in one central place for the children to access. I can upload directly from TES, Google, Youtube, images….etc.

Here is a screen grab of a lesson I delivered a few weeks back to Year 6 on Charles Darwin. I wanted them to research, using the questions they had generated. By ‘googling’ Charles Darwin, they would have spent too much time sifting through to find relevant KS2 appropriate information. Here, I provided it for them.

Untitled

Here you can see that I found a PDF, links to websites and a video, through the search function on the right. I then just clicked and dragged into the available boxes on the left. Here, all the research resources they need are in one location. Now, for them to access this ‘digital lesson’ I have done one of two things. Either:

1 – Used the link above as a hyperlink on our class blog. I tend to do this if I want them to access this outside of school.

2 – Clicked on the green ‘share’ button at the top and then copied and pasted the QR code onto a document. I usually display this on the board, or print off for tables. All our children have access to ipads and so can scan the QR code, which will take them to what you can see above.

Saying that – it isn’t the longer address and they could type it into the address bar. Not my first choice, but not a problem either.

Once created, I named my lesson and it became forever in my library of lessons. Others can access it too, if they search for ‘Charles Darwin’. On that note, if you click on ‘blendspace’ at the top, it will take you back to your dashboard – your homepage, if you will. From here, you can search for lessons that already exist, that others have made. Super useful.

You could differentiate the ‘lesson’ by creating a different pinboard for each group. I have also used it in a carousel activity, when I needed multiple stations, each with different research. My students have also used this to create ‘lessons’ on a topic they researched for Home Learning, to make the websites/resources they used available to all. After we have finished, the QR codes are added to the display board, for anyone to continue to research in their own time. A number do.

I was using this before we purchased iPads. Whilst I believe they do make it smoother, they are not essential to using this excellent tool.

I used this weekly in some capacity or another, in a range of lessons throughout the curriculum. Sometimes, it has just been set up as a station for those who are ready for challenge/early morning work, with websites to SPAG revision, phonics games etc. We have even used it to upload the children’s actual work, be it writing, calculations or art work, so that it can be seen by others (parents, children, teacher) all in one place – a gallery of learning.

If you are already using it, I would love to hear about other ways you have used it, whatever your setting. If you haven’t, please let me know if you started using it and what you thought of it. My staff were really excited to discover this and have found it invaluable already. I hope it is for you too.  Happy blending!

Developing Student Independence Through The Use of iPads
November 13, 2014
1

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!

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