Findings
LAURA'S JOURNEY - DIGITISED ASSESSMENT
Identification and Planning
It is widely acknowledged that learners learn in different ways. It stands to reason that learners can best demonstrate their learning in different ways also. One method of assessment isn’t always good for everyone. It is also observed that children who are motivated and engaged in task produce better outcomes. Pre-data indicated a strong desire from students to create content on their iPads and to have greater collaboration through their use. This aspect of the project, focused on how technology could enhance assessment by:
Action 1: Deeper Perspectives on Student Understanding
Explain Everything was used to deliver assessment for a topic in Mathematics. The questions were delivered in a template which the children received a copy of. They then completed the questions by annotating on the slides and recorded their voice to explain their thinking. Once exported, the completed videos were uploaded for the teacher to watch.
It is widely acknowledged that learners learn in different ways. It stands to reason that learners can best demonstrate their learning in different ways also. One method of assessment isn’t always good for everyone. It is also observed that children who are motivated and engaged in task produce better outcomes. Pre-data indicated a strong desire from students to create content on their iPads and to have greater collaboration through their use. This aspect of the project, focused on how technology could enhance assessment by:
- Enabling learners to produce digital content for their assessment tasks
- Allowing greater choice of final products for students that cater to their specific learning style
- Provide greater opportunity for feedback and collaboration with the teacher
- Impact upon the rigours of conducting assessment for teachers
Action 1: Deeper Perspectives on Student Understanding
Explain Everything was used to deliver assessment for a topic in Mathematics. The questions were delivered in a template which the children received a copy of. They then completed the questions by annotating on the slides and recorded their voice to explain their thinking. Once exported, the completed videos were uploaded for the teacher to watch.
Watch an example of
ABOVE: Screenshot of student Federation assessment task. This student created a mock interview in which he interviewed Sir Henry Parkes and discussed Federation.
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Action 2: Allowing Choice In Term Two, the Year 6 History project on Federation was redesigned to give the students a choice about how they could present their work. Options ranged from creating videos and infographics to oral presentations with PowerPoint and essays in Word. Before allowing students to choose, we investigated learning styles and spent some time developing the students understanding of their own personal learning styles. Research suggested that student achievement is greater when they can deliver content using their strengths. |
Action 3: Feedback in OneNote ClassNotebook
OneNote Class Notebook is a collaborative tool, where teachers can add content for students to access. Students also have their own private workspaces that teachers can see. This feature allows teachers to provide feedback to students on their work and monitor student progress. The Year 6 teachers decided to attempt to leverage this feature for a Year 6 History assignment which was an essay task. In previous years, students had struggled with the task, finding the structure, process and research requirements tricky to breakdown. For this assignment, check in points were created within the student’s workspace where the assignment was broken down into steps. The teacher could then check in on student progress and provide them feedback along the way.
OneNote Class Notebook is a collaborative tool, where teachers can add content for students to access. Students also have their own private workspaces that teachers can see. This feature allows teachers to provide feedback to students on their work and monitor student progress. The Year 6 teachers decided to attempt to leverage this feature for a Year 6 History assignment which was an essay task. In previous years, students had struggled with the task, finding the structure, process and research requirements tricky to breakdown. For this assignment, check in points were created within the student’s workspace where the assignment was broken down into steps. The teacher could then check in on student progress and provide them feedback along the way.
The video below provides a quick explanation about how OneNote Class Notebooks were used to support students through a large investigative assignment in History.
Observations and Reflection
Each action produced interesting results. On the whole, all three modifications increased student motivation. Student feedback surveys indicated that students most enjoyed having a choice about the way they presented their work with over 80% saying they would prefer it if more assessment was like this. Out of the selections for presentation, methods utilising technology were the most popular with students. |
I enjoy speaking and am on the debating team at school. That’s why I chose an oral presentation and used Power Point slides on my iPad.
- Jarrod
Writing essays is very hard for me. I like art. I presented my History project as an infographic and timeline which was way easier.
-Xavier
I got a really good mark on my History assignment and I think its because Mrs Bain was able to give me feedback along the way. It really helped.
- Riley
The unexpected benefits became apparent to teachers after the submission of assessment. The ability to monitor and provide feedback within OneNote allowed the teacher to monitor student progress week to week and prevented many last minute rushes or non-submissions. An even greater benefit was discovered upon viewing students 30 Hands presentations for the mathematics task. The ability to have the students talk the teacher through their process and thinking when solving their problems was ground breaking. The teacher could identify any misconceptions and get a clear picture of student understanding. This impacted classroom pedagogy and planning, which was unexpected.
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The video to the left shows the work of a very capable student who often gets things wrong due to small mistakes. Seeing this video allowed the teacher to pin point the exact place of error and follow up with the student about it.
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MEGAN'S JOURNEY - FLEXIBLE LEARNING SPACES
Identification
The need to produce independent learners has been a focus for a long time through our school and the wider community. The Springfield Anglican College had a yearly focus on authenticity through student learning. Pre-data suggested that the introduction of 1:1 devices would impact classroom structure and pedagogy. The need for all children to sit facing the board or even have a set desk within a classroom was identified as a potential area of exploration. With these thoughts in mind, I wanted to take that a step further and make the learning space more authentic and conducive to 21st Century Learning. It was my belief that there was a need to get my students to take ownership of their own learning and for them to identify how they learn best and how the environment impacts on them. We all like to be comfortable when we need to get work done. But comfort for some means being able to move around or remove themselves from distractions. It doesn’t always mean sitting at the same desk every day. This is authentically how we get our own work done.
The need to produce independent learners has been a focus for a long time through our school and the wider community. The Springfield Anglican College had a yearly focus on authenticity through student learning. Pre-data suggested that the introduction of 1:1 devices would impact classroom structure and pedagogy. The need for all children to sit facing the board or even have a set desk within a classroom was identified as a potential area of exploration. With these thoughts in mind, I wanted to take that a step further and make the learning space more authentic and conducive to 21st Century Learning. It was my belief that there was a need to get my students to take ownership of their own learning and for them to identify how they learn best and how the environment impacts on them. We all like to be comfortable when we need to get work done. But comfort for some means being able to move around or remove themselves from distractions. It doesn’t always mean sitting at the same desk every day. This is authentically how we get our own work done.
Planning
After discussions with my Year 5 class we talked about where they liked to do their work, at desks, standing up, with a small group, pairs or individually. I spoke of the need to still do direct teaching and to be able to use the smart board. Also the need of a meeting place where we could sit and have class discussions. The students interviewed each other on how they think they learn best.
I then began researching different flexible learning spaces and what it ideally would feature. The price of the beautiful creative furniture was out of the budget but I knew for my learners I could do better than just desks and chairs.
Action
Creative thinking was needed. I sourced two cheap lounges, made big floor cushions and bought two bouncy exercise balls. I was donated by other staff members a stand up table and I rid my class of excess desks and chairs. I cleared away the tidy trays and utilised the shelves for storage for the students.
This change in furniture also needed changes in procedures and expectations. Through role modelling and questioning my students and I decided on what it looks like when they are completing their required work, when they are looking at the smart board or when listening to someone speak in the meeting area, eg. Full Body Listening. We made class expectations to be able to share our space with each other, so we all have a chance to use the areas we like and all while making our concentration and focus improve. This has become our main class reason for using a flexible learning space instead of a traditional classroom.
Observation
Over the year, it has become evident that some students still prefer a desk and chair and some even in the same proximity within the classroom. I have also observed that 75% of my boys prefer either standing or sitting on the bouncy balls to allow for quiet movement. Some students work best when there is no visual stimulus directly in front of them and therefore removed themselves from distractions. Some students needed this journey to discover this about their learning and need that little questioning prompt- “Is this place or situation the best place for you to learn? Are you able to do your best work? “
I have invited other classes into our space throughout different times of the year and have always explained my expectations for the space and the learning outcomes before they are allowed to go and work. I monitor this by walking around and quietly redirecting if needed.
After discussions with my Year 5 class we talked about where they liked to do their work, at desks, standing up, with a small group, pairs or individually. I spoke of the need to still do direct teaching and to be able to use the smart board. Also the need of a meeting place where we could sit and have class discussions. The students interviewed each other on how they think they learn best.
I then began researching different flexible learning spaces and what it ideally would feature. The price of the beautiful creative furniture was out of the budget but I knew for my learners I could do better than just desks and chairs.
Action
Creative thinking was needed. I sourced two cheap lounges, made big floor cushions and bought two bouncy exercise balls. I was donated by other staff members a stand up table and I rid my class of excess desks and chairs. I cleared away the tidy trays and utilised the shelves for storage for the students.
This change in furniture also needed changes in procedures and expectations. Through role modelling and questioning my students and I decided on what it looks like when they are completing their required work, when they are looking at the smart board or when listening to someone speak in the meeting area, eg. Full Body Listening. We made class expectations to be able to share our space with each other, so we all have a chance to use the areas we like and all while making our concentration and focus improve. This has become our main class reason for using a flexible learning space instead of a traditional classroom.
Observation
Over the year, it has become evident that some students still prefer a desk and chair and some even in the same proximity within the classroom. I have also observed that 75% of my boys prefer either standing or sitting on the bouncy balls to allow for quiet movement. Some students work best when there is no visual stimulus directly in front of them and therefore removed themselves from distractions. Some students needed this journey to discover this about their learning and need that little questioning prompt- “Is this place or situation the best place for you to learn? Are you able to do your best work? “
I have invited other classes into our space throughout different times of the year and have always explained my expectations for the space and the learning outcomes before they are allowed to go and work. I monitor this by walking around and quietly redirecting if needed.
Reflection
This has been a fantastic project to undertake and 80% of my children have clearly identified how and where they learn best. They also know and practise how to get themselves back on task when they haven’t made a smart choice. This will aid them in their future learning no matter what environment they are in.
In the future I believe the students would benefit from having communal supplies and less personal items. The use of more purpose built furniture like stadium seating, open spaces and cosy nooks would also be of great benefit.
This has been a fantastic project to undertake and 80% of my children have clearly identified how and where they learn best. They also know and practise how to get themselves back on task when they haven’t made a smart choice. This will aid them in their future learning no matter what environment they are in.
In the future I believe the students would benefit from having communal supplies and less personal items. The use of more purpose built furniture like stadium seating, open spaces and cosy nooks would also be of great benefit.
Identification and Planning
Pre-data indicated that the children were excited by the idea of collaborating with their peers on their devices. Teacher feedback also suggested that 1:1 devices could work as an effective collaboration tool. It was observed that many students did not have a clear understanding of collaboration and lacked the skills required to work collaboratively. Prior to putting actions in motion, it was clear the children needed clarification on:
· What it meant to work collaboratively
· Why collaboration is valuable
· How to effectively collaborate
Initial research stressed that beneficial, cooperative-learning situations were not easy to set up. In many situations, particularly those in which people must work together on a problem, conflicts prevent learning. As a result, cooperative learning requires teaching kids to work well with others by resolving these inevitable conflicts.
From the initial findings and research, the following actions were planned for:
· Clarify student understanding of collaboration and build skills that support collaboration
· Build skills with smaller collaboration tasks
· Look at ways that technology could support collaboration in the classroom
Pre-data indicated that the children were excited by the idea of collaborating with their peers on their devices. Teacher feedback also suggested that 1:1 devices could work as an effective collaboration tool. It was observed that many students did not have a clear understanding of collaboration and lacked the skills required to work collaboratively. Prior to putting actions in motion, it was clear the children needed clarification on:
· What it meant to work collaboratively
· Why collaboration is valuable
· How to effectively collaborate
Initial research stressed that beneficial, cooperative-learning situations were not easy to set up. In many situations, particularly those in which people must work together on a problem, conflicts prevent learning. As a result, cooperative learning requires teaching kids to work well with others by resolving these inevitable conflicts.
From the initial findings and research, the following actions were planned for:
· Clarify student understanding of collaboration and build skills that support collaboration
· Build skills with smaller collaboration tasks
· Look at ways that technology could support collaboration in the classroom
Action 1 – Clarifying collaboration and building skills
Before diving into large digital collaboration tasks, it was clear the children needed a better understanding of what it was to work collaboratively. The Culture of Collaboration, by Evan Rosen, was a valuable resource in helping the children understand collaboration. Several models were used as tools to support collaboration (right) and the students worked through scenarios to help develop conflict resolution skills.
Literacy circles were used to develop collaboration skills. Observations of these sessions revealed several areas for improvement, including accountability and focus. This behaviour solidified that the students had very little understanding about the expectations of collaborative activities. After further discussion, practice and reflection with the students, the teacher felt that technology could now be introduced and may even support student focus and accountability.
Before diving into large digital collaboration tasks, it was clear the children needed a better understanding of what it was to work collaboratively. The Culture of Collaboration, by Evan Rosen, was a valuable resource in helping the children understand collaboration. Several models were used as tools to support collaboration (right) and the students worked through scenarios to help develop conflict resolution skills.
Literacy circles were used to develop collaboration skills. Observations of these sessions revealed several areas for improvement, including accountability and focus. This behaviour solidified that the students had very little understanding about the expectations of collaborative activities. After further discussion, practice and reflection with the students, the teacher felt that technology could now be introduced and may even support student focus and accountability.
Collaboration is working together to create value while sharing virtual and physical space. Technology can bring people together. They don’t need to be in the same location to collaborate.
From “The Culture of Collaboration” by Evan Rosen
Action 2 – Mathematics Assignments Using OneNote
OneNote Class Notebooks provide classes with a collaboration space. This space can be access and edited by students and teachers. The collaboration space was used for a mathematics investigative task. Students were placed into groups and assigned roles. This was challenging for some students because they had been assigned roles that pushed them to work differently. All members in the group worked within the collaboration space at the same time from their individual devices. This meant that everyone was working and engaged at once. The teacher could see who was contributing to the project as student initials mark their contributions in OneNote. This feature made the children more accountable.
Action 3 – Collaboration with other classes
Year 5 students worked with Year 2 students on an exploratory task. Both year levels were exploring similar concepts in maths, with Year 5 looking at the coordinate plane and Year 2 looking at directions. The students were able to use their personal devices to prepare and plan for peer coaching sessions which also included the use of Beebots, Dash Bots and multiplayer apps.
OneNote Class Notebooks provide classes with a collaboration space. This space can be access and edited by students and teachers. The collaboration space was used for a mathematics investigative task. Students were placed into groups and assigned roles. This was challenging for some students because they had been assigned roles that pushed them to work differently. All members in the group worked within the collaboration space at the same time from their individual devices. This meant that everyone was working and engaged at once. The teacher could see who was contributing to the project as student initials mark their contributions in OneNote. This feature made the children more accountable.
Action 3 – Collaboration with other classes
Year 5 students worked with Year 2 students on an exploratory task. Both year levels were exploring similar concepts in maths, with Year 5 looking at the coordinate plane and Year 2 looking at directions. The students were able to use their personal devices to prepare and plan for peer coaching sessions which also included the use of Beebots, Dash Bots and multiplayer apps.
Observations and Reflections
A major observation from the action was that the need for students to develop the skills that support collaboration was more essential to success of tasks than the use of technology was. While the integration of technology enhanced collaboration tasks and made activities more motivating for students it did not impact on the effectiveness to a great extent. The students acknowledge that, at times, it could even work in a counterproductive way and be a distraction. Post data collected did indicate that students preferred working on their devices and that they found them more motivating. They preferred small group situations for collaborative tasks. Many students developed a much better understanding of collaboration and even identified that they don’t need to be near each other to be collaborating. Reflections by the teacher indicated pleasing progress on the children’s ability to collaborate and acknowledged the positive impact technology can have on it.
A major observation from the action was that the need for students to develop the skills that support collaboration was more essential to success of tasks than the use of technology was. While the integration of technology enhanced collaboration tasks and made activities more motivating for students it did not impact on the effectiveness to a great extent. The students acknowledge that, at times, it could even work in a counterproductive way and be a distraction. Post data collected did indicate that students preferred working on their devices and that they found them more motivating. They preferred small group situations for collaborative tasks. Many students developed a much better understanding of collaboration and even identified that they don’t need to be near each other to be collaborating. Reflections by the teacher indicated pleasing progress on the children’s ability to collaborate and acknowledged the positive impact technology can have on it.