Midlands UK Case Studies – Genee Vision |
| Many schools have noticed a real impact on the ways in which processes and techniques in Science and Design and Technology can be demonstrated – and captured to use in other context |
| “It has modernised demonstrations and there is no longer a need for a huddle around the teacher’s desk. Therefore pupils are not tempted to be off task” |
| Stuart Wattley, Bristnall Hall Technology College.Sandwell Director of Design and Technology |
| “My children can now look at the screen and see in detail what we are doing in the lesson and understand certain concepts” |
| Louise Emerson, Yarnfield Primary,Birmingham. Class Teacher |
| Bordesley Village Children’s Services have a significant number of Genee Vision visualisers, that are used in most subjects and classroom: in English, Maths, Science, Design and Technology, ICT, History, Geography, MFL, Art, Music, PE and RE. It’s not only the whole-class display facilities that are valuable. The school also finds them extremely useful for self-assessment and assessment for learning. The visualisers |
| “Add a new dimension, especially for giving instant feedback to pupils to help them with their self-assessment” |
| Kenny Levack, a teacher at the school. |
Using the visualisers for self-assessment. |
| “We use the visualisers regularly, especially with our Writing lessons. As a habit now, our pupils assess their own work at the end of a lesson - simply by saying they are pleased with what they have done and have met their objectives - or that they are aware they could have done better. They also are given some short-term targets for literacy that were noticed in their last piece of independent written work. We remind them of their targets at the start and sometimes get the pupils themselves to 'present' their work up on the visualiser and show that they have now started meeting their new target.” |
The visualiser can also act as a timely stimulus. |
| “As a reward / threat, we sometimes say we'll be putting your work on the visualiser in 5 minutes...! (For some, it can have a great effect on output especially!)” |
Collaborative work and evaluation is also supported by the use of visualisers. |
| For example, if the pupils have a target for their self assessment to remember to use capital letters and full stops, we will put their work up and then ask them what their target is and the good thing is that they can see instantly, along with the rest of the class how they are getting on with meeting that target. Depending on what interactive whiteboard board you use, you could even call upon the pupils to annotate or 'correct' the work they can see up on the screen. This does work for all the pupils, they do all become more aware, (especially by seeing their own work and that of their peers regularly,) where their weaknesses lie - i.e. Punctuation missing – not enough adventurous vocabulary, capital letters missing, spelling mistakes etc! Fantastic!” |
| Kenny Levack, Bordesley Village Children’s Services. Birmingham TLR manager Upper Key Stage 2 |
| “Easy to adapt teaching and resources. Brilliant for pupil self and peer evaluation. Good for modelling and demonstration” |
| Sharon Campbell, Slade Junior and Infant School. Birmingham. ICT Coordinator |
| “Our students need the visual to learn and this gives enormous impact straight away without having to pass round objects etc. Great idea” |
| Vannessa Moore, The Shrubberies Special School. Gloucestershire Assistant Head |
| “The Genee Vision visualiser has made the IWB an even more powerful tool” |
| Beryl Lishman, Inglehurst Junior School. Leicester. ICT Coordinator/SENCo |