Connecting Worlds – 6 (Reflections)

Reflections on DT

Planning and preparation was so important. The time spent behind the scenes resourcing and creating easy to use motors and circuits were central to making sure that all learners achieved the aims of the project. Without doing this, I think that it made it easier to focus in on the real learning rather than spending time overcoming procedural problems to do with motor skills. While some may criticise us for doing too much of the work for the children, I would contest that while problem solving and resilience are important skills, if the cognitive boundaries are too big then no amount of resilience and problem solving will suffice. I believe we provided challenge that was suitable to learners’ age and stage of development. All learners enjoyed the process and learned important transferable skills

Important that we as teachers developed the subject knowledge necessary to make learning meaningful so an understanding of how circuits, switches and motors worked was vital. We learned by doing just as the children would and for me, the learning was more powerful because of it. I am really proud of what we achieved as facilitators and would feel confident taking on a project like this in school as part of a whole school STEM day.

Reflections on Computing

Research from Quinlan (2015) shows a high level of learner interest in games and apps and many children already use technology such as Crumble in the home. However, Cranmer, Selwyn and Potter (2008) suggest that experiences at home are often passive and fail to maximise the potential for learning that technology offers. Although there is a wealth of quality resources suitable for use in schools, some argue that teachers lack the subject knowledge necessary to use them effectively, I have experienced little meaningful or creative learning in school with activities such as word-processing dominating computing lessons. It was important to us that we made sure learners really got something out of their experience with technology in school. Helsper and Enyon (2009) suggest that, if there is a gap between teacher and student competency, it is possible to close it. With this in mind we made sure to teach ourselves and practice with the software in order to stay one step ahead and be able to appropriately scaffold learners.

With this in mind we had to be sure we were confident using the software and hardware and plan in detail in order to maximise the potential for learning. As a team, we were very successful in doing this. Following this project, I feel much more confident in my ability to build computing into cross curricular projects. the potential for learning is massive through enhanced learner engagement and the learning journey has big implications for my future practice.

Attached is a short video showing the journey that we have been on throughout the project.

 

Connecting Worlds – 5 (our second day in school)

In order to achieve everything we wanted to achieve, we organised with the year 6 teachers to allow us to work with both classes for the whole day rather than half a day in each class. This meant that Alex would lead in one class, I would lead the other and Dave would run Crumble focus groups in the computing suite.

The structure of the day was as follows:

9:10 am – 10.30 am:

  • Revisit designs, small changes to be made. (10 mins)
  • Circuit tutorial and switch tutorial, the children will follow step by step, 3 changes between the kids so everyone can do part of it. (20 mins)
  • How our product works (5 mins) showing teacups.
  • All learners to check their circuits and to get their motor running (5 mins, depending on results)
  • Plenary: Talk in your groups. How is this motor going to work in your project? (5 mins)
  • Make a plan for after break.
  • Could potentially start

Designate roles:

  • Making your decorations (Teacups, Ferris Wheel)
  • Decorate your shoebox (Painting)
  • Crumble focus group (2 people minimum)

10.45 – 12.30

  • Carry out the bulk of the making – Teacher provides support where needed.
  • Check throughout progress painting should take around (10-15 mins)
  • Crumble slots are (10 mins)
  • Rest of the time spent putting the ride together.

1.30 – 2.15

  • Debugging and decorating (re-visit Dave if necessary)

2.15 – 2.30

  • Tidy away and get ready to present/share.

2.30 – 3:07

  • Presentation and peer-evaluation (this will include a self evaluation as well as some peer assessment as children will be able to look at the other finished products).

3:08 – 3:15

      –       Children get ready to leave.

3:15 onwards

      –        Collect crumble kits in and pack everything else away.

Planning the day in school

Include:

  • PowerPoint
  • Plans

9:10 am – 10.30 am:

  • Revisit designs, small changes to be made. (10 mins)
  • Circuit tutorial and switch tutorial, the children will follow step by step, 3 changes between the kids so everyone can do part of it. (20 mins)
  • How our product works (5 mins) showing teacups.
  • All learners to check their circuits and to get their motor running (5 mins, depending on results)
  • Plenary: Talk in your groups. How is this motor going to work in your project? (5 mins)
  • Make a plan for after break.
  • Could potentially start

Designate roles:

  • Making your decorations (Teacups, Ferris Wheel)
  • Decorate your shoebox (Painting)
  • Crumble focus group (2 people minimum)

10.45 – 12.30

  • Carry out the bulk of the making – Teacher provides support where needed.
  • Check throughout progress painting should take around (10-15 mins)
  • Crumble slots are (10 mins)
  • Rest of the time spent putting the ride together.

1.30 – 2.15

  • Debugging and decorating (re-visit Dave if necessary)

2.15 – 2.30

  • Tidy away and get ready to present/share.

2.30 – 3:07

  • Presentation and peer-evaluation (this will include a self evaluation as well as some peer assessment as children will be able to look at the other finished products).

3:08 – 3:15

–       Children get ready to leave.

3:15 onwards

–        Collect crumble kits in and pack everything else away.

Here are some photos and videos of our day in school

Connecting Worlds 4 (sourcing resources)

Day 4: Reflecting on what we found and preparing for the next day in school

We wanted to ensure we were well planned and resourced. Although developing children’s gross and fine motor skills are an important part of what we want to achieve from the project, due to time constraints, it was important to us to maximise the potential for learning within D and T and Computing. Therefore, I spent the day creating resources (see video) – namely testing and creating motors and circuits in order to save time.

We all worked simultaneously on creating a working prototype of a ‘tea cup’ ride to use as an example for learners.

It was important that we only used tools that children had available to them and really experienced the process as they would. In doing so, we highlighted several areas that they would need support with:

  • Creating a circuit,
  • Using the tools such as glue gun and paper drill,
  • Concealing the batteries and motors,

These realisations informed our planning and preparation.

 

 

Connecting Worlds – 3 (first day in school)

Day 3: Our first school visit

The structure of the sessions was as follows:

Roles:

Dan: Load files on USB, load PowerPoint presentation.

Dave: Introduce teachers and project.

Alex: Set up video and camera. Document as much as possible throughout lesson especially when Dave is introducing Crumble to small groups.

0 – 5 mins: Introduction to the project and the teachers (Dave)

5 – 10 mins:

Hand out models – on your tables, discuss:

How does the ride work?

How was it made?

What materials have been used?

What do you like about the design?

What could be improved?

10 – 15 mins: By the end of the session….. (Using A3 thought shower as an example)

15 – 35 mins: Introduce and complete the task. (Dave goes from table to table with laptop and introduces Crumble to assess and introduce)

Dan – stop class every now and again to discuss key ideas and address misconceptions

35 mins: Show them how to self-assess and complete sentence: ‘We would like some extra help with…..’ (Dan)

 

DT reflections:

The designs show that learners all met the success criteria and created a design and materials list with considerations for the inclusion of lights. It was clear that learners would require as many examples as possibles and instruction on how a circuit works and how to create one. We would need to source all the materials and tools.

Computing reflections:

As the class were planning, I supported groups with design elements and fielded questions while Dave worked his way around the groups with a laptop and crumble set up. Learners has prior experience of Scratch and therefore, were able to transfer that understanding to using this software. We soon discovered that learners were most effectively supported through providing brief instruction and then allowing learners to explore the program themselves and debug accordingly (with adult on standby for support and questioning) in accordance with good practice in computing.

Attached is a video of my role in facilitating the learning by modelling and sharing ideas throughout the design process:

Connecting Worlds – 2

Day 2: Planning and preparing for our first school visit

In preparation for our first school visit, we met as a team to plan for half a day in school in which we intended to introduce the project and complete designs. We also needed to gather information about learner’s prior experience and capabilities within computing or similar software (to crumble) and assigned Dave to this task. We worked well as a team by identifying our current skill sets and assigning roles in order to ensure we had all bases covered.

As part of my role, I created a PowerPoint presentation (A day at the fairground-11hbtad) with example videos, learning objectives and success criteria to ensure smooth running. The plan included opportunities for a talk for learning approach within a social constructivist setting with consideration for a variety of learning needs and preferences. The learning objective and success criteria recognise the importance of identifying learner progression within both DT and Computing and they are as follows:

Date: 27.04.2017
LO: We are learning to design a fairground ride
Steps to Success: PA/SA TA
We MUST create a thought shower about our inspiration picture    
We SHOULD include a materials list    
We SHOULD include a labelled diagram    
We COULD plan for the inclusion of circuits and lights  

Furthermore, due to time constraints we carried out the intended work in order to provide the children with examples of what it was we were expecting. The intention was to provide all learners with the necessary scaffolding needed to all meet the objectives and get the most out of the project. Our A3 thought shower contains an inspiration picture, annotated design and materials list and is evidenced below:

I also composed this email to the school in preparation for our visit:

My name is Daniel Griffin and I am writing to you on behalf of David, Alex and myself. We wanted to introduce ourselves and provide you with details of our visit before Thursday.

The project will involve children designing and creating a fairground ride (such as the one attached) using motors and lights controlled by computer software they will write the code for.

On Thursday afternoon, we would like to spend 45 minutes in each class introducing the project and gathering ideas in groups.

By the end of the session, we would like groups to have completed an A3 thought shower using an inspiration picture with a labelled diagram showing the design of their fairground ride, a materials list and some consideration of circuits and lights.

We are scheduled to return to the school on Monday 15th May to spend half a day with each class making their rides.

In preparation for the session we kindly ask you to:

  • Let us know if you have capability to display a powerpoint presentation from a USB stick;
  • Let us know school rules regarding taking photos and videos during our sessions;
  • Provide us with information regarding any pupils with specific needs including those learning English as an additional language;
  • Organise your class into mixed attainment groups of 3 (one or two groups of four is fine).

I hope this is all clear. If you have any questions please get in touch via email.

We are aware of how precious time is during SATS year and would like to thank you very much for the opportunity to work with the students at Sacred Heart Primary School.

We look forward to meeting you on Thursday 27th April at 1pm.

 

 

 

 

Connecting Worlds – 1

Day 1: Experimenting with Crumble

Our first attempt to power an LED light involved an important lesson in following instructions and debugging (Papert, 1980). We were convinced we had the programming on Crumble was correct. The photo in Appendix A shows we had set the light set to flash green then red. The video shows the light flashing but very dimly and not in the colours we expected. We therefore began to search for solutions to the problem. We checked that power was reaching the sparkle, by re-attaching the batteries and the connections of the (red) power leads.

After trying many problems and deciding we were STUCK, Genevieve asked if we had turned the battery pack on. We hadn’t!

Reflections on experience:

This situation will almost certainly occur for the learners in our groups, it is important that they reflect on and learn from their mistakes. It is vital that they are given opportunities to debug and that teacher intervention is timely and meaningful.

Other areas of learning on day 1:

The importance of plaiting leads. This is vital to time saving later on and we must decide whether to teach children how to plait and develop their fine motor skills or to plait the leads ourselves to save time. It is important to note that boys will find this more difficult as their muscle development will not be as advanced

Trial and error

Scaffolding from Genevieve (Vygotsky, 1979)

See the video below for DAY 1 debugging fun!

Video 20-04-2017, 13 10 56-2eb3gmi