Oh I’ve been flipping too! Following the work I saw with Year 2 at Normanby using the Jamaica iBook (now available for download from this published iTunesu course – with more to come!), I thought that the ability to collate material and give it to children in an interesting way would suit the model of support that I am providing at Badger Hill. The Y4 class have an iPad 1 between 2. It isn’t ideal but I was determined to support the teacher to get the most out of the device, integrating it to the other work that they do. The use of the iBook to access and identify information to then perhaps respond to in their exercise books fits that model (although doesn’t embrace the real learning gains from having 1:1…). I see the class for maybe an hour a week to both show the children how to use the devices and also leave the teacher with lots of transferable techniques. It is a popular model and most schools who buy my time appreciate the little and often approach.
As previous posts show, I am pretty skilled at making iBooks in iBooks Author, it is pretty easy really, but the hard thing is collating the info and getting it put together appropriately. The result of my resource for today can be found here. I wanted to show this, not for the expected adulation and applause but to demonstrate how easy it was to make. The children are studying ‘mysteries’ so I thought a book with info on the Loch Ness Monster and friends would be useful. Now here is the trick. I could have read lots of books and wrote my text for the children. Nope, too long. I went to Wikipedia and looked up Loch Ness Monster. The page is complicated and way above the reading abilities of the children though. No problem, I use the accessibility tool in Safari on my mac and click on ‘Reader’. Instantly the page is reduced to the bare bones that I needed. I copied it then pasted into the iBook. The task then was to edit the text down rather than write it from scratch. I also used the images from the page as I knew that they had creative commons licensing by being on that page. Where other images are required I used Google search settings to specifically look for Creative Commons content. I can’t vouch for it’s accuracy but it is a nod in the right direction if not a full step. The source for my work, although edited, is acknowledged in the book.
The text was still a real challenge for some of the children but that gave me the opportunity to demonstrate to them the ‘speak selection’ option and this was a real winner for many children, they attempted parts of the text that the teacher informs me they wouldn’t have previously.
As a parting shot I also showed the children that they could summarise a text and isolate their thoughts, to be collated automatically, by the notes function. The teacher was really excited by this as she could immediately see how a child could identify key information in a text, justify their choice with a text note and these be automatically collated to be emailed in. Really powerful.
It seems my almost magical ability to conjure up a pirate to give us clues about his buried treasure only held the Year 6s attention while I went through the process. As soon as we had found the gold the questions started:
“Was that Morfo?”
“Which app did you use?”
“Can we make some?”
Yes it was, yes you can make some and we are using Aurasma.
I had created a set of four Auras that led the viewer to draw a cross on a map to show where the treasure lay. It was a simple task but I wanted to show them the basics of what was possible. If you would like to follow the directions simply draw a rough map on a large piece of paper and put the trigger pictures in the positions you can see. (downloadable to print out and cut out below). Find my public channels (username is spiketown) from within the app and then choose the Pirate one. It will load my auras for you and away you go.
I actually worked with two classes today as part of the support that they buy me in for, helping the teachers and children to develop their use of the iPad minis (they have one each) to improve their learning.
The first class already had a maths task in hand when I came in, identifying properties of shapes around the school by photographing them. We augmented this task by turning their photos into Morfos which explained why a right angle was a right angle. The final step was to create a set of playing cards for each child. On these they drew unusual symbols that triggered each of the auras. It was a bit of a mashup of ideas but I wanted to try and use what they were already doing to give the task context.
The upper KS2 class were open to whatever I wanted to do so once I had finished the demo they made a simple aura for themselves based on a pirate Morfo (school topic is Pirates if you hadn’t guessed!). Once they had been through the process they began to plan a treasure hunt using triggers around school for a ‘real life’ treasure hunt. They are planning to use the Year 2s as guinea pigs to test them on.
I discussed with the teacher how the auras could be used to add detail to a display, allowing the artist to describe how they made a particular piece of work – this promotes reflective thinking in the children and this in turn supports their deeper understanding.
Was wandering through a classroom last week where the teacher was using her iBooks with the children. She had been on the iBooks course a few weeks ago and, following some success with iTunesu previously, she had seen iBooks as an ideal way to get all the resources that she would normally use around her Topics into one place. In fact it allowed her to add some resources that she had previously never considered (such as 3D images). The Year 2 (6-7 year olds) children in her class were using the iBook about Jamaica that she created to identify key information then recount in their books (traditional exercise book). They were using the highlight tool to identify key words and then use these as the basis of their ‘analogue’ work. These children do not have their own device, they are a shared set, but it was clear that they immediately had mastery over the task and that they were massively engaged. I spoke to a few who said that they loved the fact that they could work at their own pace. The teacher had created a range of tasks that the children had to complete within a whole range of lessons. In fact they were at liberty to change round the order of their workload so that they could do whichever tasks they best felt like doing when it suited them. In many ways they reminded me of office workers with a huge inbox cherry picking the most interesting tasks before attacking the mundane stuff. Independent learning? The teacher’s role was much more focussed on support rather than lead, and she was actually hard to spot when I first walked in as she was doing a similar task herself alongside a small group and encouraging the discussion through that. I will get a copy of her book to upload asap but it is clear that her way of working is a real winner with the children who really enjoy being in control of their work. Her approach has also inspired the other teachers in the school to work in this way and she has been running iBooks author sessions after school by popular demand!