Podcasting
April 28th, 2010podcasting test
E-Safety Training
March 23rd, 2010The CLC is currently running a 3 day course in e-safety for teaching staff from partner schools in conjunction with Julia Codman the Sheffield E-Safety Project Manager. Day 1 took place on 17th March. Below are links to downloadable resources (in zip format). Right click to download and then extract them.
Web links for the training:
YHGfL Guidance for an E-Safety Policy
NEN Data Security Policy Guidelines
Child Exploitation and Online Protection Centre
Online communities for teachers
February 18th, 2010Our partner schools are, as you know, scattered across a pretty large area of semi-rural north west Sheffield. Meeting other teachers is not easy – that’s why I’ve listed some online communities below.
Remember – these communities can thrive only with your input – lurking is a good way to get a feel for a place, but try to dive in as soon as you feel ready.
LinkedIn – there are lots of general and specific networks on this professional social networking site. Become a member then use the group directory to find others from around the world who share your interests.
Twitter – there’s a lot of buzz around twitter; some say it nearly helped overthrow the Iranian government; some politicians have become unstuck by tweeting the wrong insult; others just think it’s a gossip column for people with nothing better to do. SWCLC staff can’t do without it – it’s probably our main source of innovative tips and advice from around the world. You’ve just got to choose carefully who you follow – first, follow @swclc, then use the directory site WeFollow to find some more.
TES Connect is a massive UK network of educators – there’s a lot of great discussion but also a lot of complaining about school issues. The discussions tend to be quite focussed on school subjects.
Google For Educators is another network for teachers, but is based in the US.
I’ll add more as I become aware of them – please comment on this post if you are part of an online community that hasn’t been mentioned.
Taking Animation Further
February 4th, 2010Here are the resources for the ‘Taking Animation Further’ twilight on 4th February. The twilight aims to equip you with the skills and some ideas for making better animations with students.
Stop Motion Animation is the art of bringing life to 3D models made out of clay or plasticene. Moving models tiny bit by bit and filming each movement, you can create the illusion of movement. Animation is great fun – it teaches computer skills, literacy and can help to develop speaking and listening.
Here are some great examples of Stop Motion Animation made by pupils:
The Story of Zacchaeus – Year 3 and 4
In this example from Walkley Primary School, each small group of students took a chapter from the book by W. Heath Robinson and created their own interpretation through animation.
What is learnt through Animation?
- Unleashes Creativity
- Deepens understanding of an issue or text
- Encourages discussion and team work
- Enables students with additional needs to express themselves
- Builds confidence
- Encourages negotiation
- Encourages personalised learning by supporting a variety of learning styles
- Creates motivation
- Supports story / process sequencing
PC
On a PC there are a number of Stop Motion Animation packages that you can use such a Stop Motion Pro and Digital Blue Movie Creator. Digital Blue Movie Creator comes with it’s own camera which is easy to use for children and can also record video live action.
Using Digital Blue Movie Creator
Adding Music Using Digital Blue
Two great web sites for developing animation further are filmstreet and schooltoons.
Success for online learning resources in STEM
January 29th, 2010A pan-European report has found significant successes for online learning resources on several fronts in STEM subjects.
- 85% of the teachers involved stated that use of the learning resources had an impact on the autonomous learning of the pupils.
- 77% said that the resources made the concepts easier to understand.
- Interestingly, nearly three quarters of the teachers said the resources stimulated their own interest and motivation for the teaching.
- A majority said that the resources made it easier for their pupils to understand experimental results, or developed scientific methodology.
The learning resources were collected from a range of sources and published in several languages. Some pupils experienced problems with resources that weren’t in local languages, or had difficulties with access to ICT rooms and resources. Some were used to better resources, and so didn’t receive maximum benefit.
So, to summarise: well chosen resources delivered with time and space for their use, in language appropriate for the targeted learners DO have a positive effect on learning what are sometimes called ‘hard to teach’ topics.
ClustrMaps
