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Introduction |
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| Title |
Using the Visualiser to enhance teaching and learning in Y2 |
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| Lead Teacher |
Joy Wilson |
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| Summary |
The visualiser was used in a number of ways. In Literacy, it helped children identify when they had met their writing targets. In Science it was used to explore minibeasts, and record a caterpillar diary. |
A brief 25 word summary of the case study and any significant findings. |
Context: Information about the school |
| School Name |
Devonshire Infants |
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| LA |
Sandwell |
| Specialism (if any) |
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| About the school |
Large 3 form entry Infant only school |
| Teaching Context |
The class are a mixed ability Y2 class, with a high percentage having English as an additional language. |
Details about the group taking part in the case study |
About the Case Study |
| What is the project? |
Using the Visualiser to enhance teaching and learning across the curriculum |
Clearly state what you were trying to achieve. |
| Key objectives |
To identify individual targets, and self-assess work.
To explore and identify features of minibeasts. To learn about lifecycle of a butterfly.
To explore stop frame animation using a visualiser |
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Action |
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| Actions taken |
The Visualiser was used initially by the teacher as a display tool for showing children’s work, using split screen to show a child’s individual writing targets and asking the children to self and peer assess whether targets had been met. This greatly improved children’s understanding of their ‘next steps’ and motivated them to achieve their targets – those children who believed their writing showed they had hit their target were displayed.
The Visualiser was then used in a topic on Minibeasts. The children went on a minibeast hunt, and the visualiser was used to explore features of minibeasts. The class also had caterpillars, which were observed daily, making a caterpillar diary, learning about the lifecycle of a butterfly. The children were able to examine their caterpillars, measure using a clear ruler on the visualiser, and record in a caterpillar diary. They also captured pictures and video showing the movement of a caterpillar. When the caterpillars cocooned, the children could see the movement taking place in the cocoon, and captured stunning pictures and videos of their butterflies before their release.
After this, the children all made caterpillars in Art, and used the visualiser to capture frames and drop into “ 2animate “ to make their own animated caterpillar movie. |
Tell the story.
Describe how you planned and carried out the project.
Describe what you did in the classroom.
If collecting data describe the ways you collected data (e.g. questionnaires, observation, interview etc). |
| What did and didn’t work (Barriers and Enablers) |
The software used was a little unreliable which caused some problems. Also, only having 1 visualiser meant that only small groups could actually ‘use’ it, although the groups were rotated to allow each child to explore.
What worked well was the ease of use – and the motivation it provided. The children all want to see work displayed, and this spurred them on in the writing aspect of the project.
We arranged a session with Interactive education, and this helped staff see the possibilities with a visualiser. We very much want to make this an everyday part of our practice. |
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Findings |
| Findings |
- Children are motivated by the use of a visualiser
- The visualiser allows children to explore samples/ objects more fully and develops language skills
- Using the visualiser enhanced the children’s learning across the curriculum – in our case in science and literacy, but with many more possibilities
- Using the visualiser to capture pictures for use in stop frame animation was easy, fun, and took the children’s learning in ICT forward.
- Children developed their independence
- Improved artwork due to being able to see detailed pictures and labeling
- Added awe and wonder to the lessons
- Brought information books to life – looking at the book them the ‘real life’ creature on the visualiser
- We achieved much more than the set objectives through speaking and listening, confidence and independence
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Discussion |
| Evidence of success |
Children’s writing showed improvement due to understanding of targets and motivation to ‘show their work’.
Ability to self correct and edit work improved – especially in the more able.
More confidence in Staff and children’s use of ICT – new skills such as capturing pictures, video and animation – detailed artwork produced of a high standard
Inclusion – it made things ‘real’ for all
Developed subject specific language - seeing a snail move across the large interactive whiteboard allowed children to explain, describe and see more clearly what happens
Concentration skills improved as children spent time studying and recording minibeasts in detail |
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Transferability and sustainability |
| Transferability and sustainability |
This practice will be continued next year, as long as hardware allows. We also hope to purchase at least 1 more visualiser for year 2 to transfer this practice cross the year group.
Although we can see the use of the visualiser across the school, at the moment we aim to use it with year 2 to make this ‘something special’ for our older children.
We can also see many uses in other subjects and will trial these in the next school year. |
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| The future |
We will continue to use the visualiser for writing/targets, hopefully rolling out across year 2.
We also plan to expand the use across the curriculum, - using it to display small books in History/ geography. The capturing of pictures and video will be useful in many areas, and being able to turn the lens to capture the whole class could be very useful! |
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