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Introduction |
Help prompts: |
| Title |
Using the visualiser to explore the life cycle of frogs. |
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| Lead Teacher |
Amy Watson |
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| Summary |
The visualiser was used to look at frog spawn, tadpoles and frogs in detail and to notice how they change and the features they have. |
A brief 25 word summary of the case study and any significant findings. |
Context: Information about the school |
| School Name |
First Steps Nursery |
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| LA |
Sandwell |
| Specialism (if any) |
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| About the school |
We are a Neighborhood Nursery, situated within a City Learning Centre. We provide full day care for children aged 0-4. There are several children that have English as an additional language and abilities are mixed. There is also a wide variety of ethnic backgrounds within the setting. |
| Teaching Context |
The visualiser was used with a group of children aged 3-4 years, of mixed race, gender and ability. |
Details about the group taking part in the case study |
About the Case Study |
| What is the project? |
Using the visualiser to look at the life cycle of a frog in detail, looking at the different stages it takes. |
Clearly state what you were trying to achieve. |
| Key objectives |
- To develop knowledge of life cycles.
- To begin to use descriptive language to describe features of frog spawn, tadpoles and frogs.
- To gain knowledge of ‘key words’ in a frog life cycle.
- To introduce ICT into a Knowledge and Understanding of the World project so that children are aware of its effectiveness.
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Action |
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| Actions taken |
The visualiser was frequently used to explore the changes that were happening to frog spawn. The children began to describe what they could see using colours and textures to go into detail.
Over the weeks the developing frogs were in a tank in the classroom for the children to see and were looked at, at least twice a week using the visualiser and the whiteboard.
We used the ‘zoom in’ feature to look at the frogs in detail.
As the children’s knowledge developed they could say what changes would happen next. The children became very excited and engaged when these changes were clear to see. |
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 visualiser was very effective in the children’s learning. It enabled them to see what they wouldn’t have been able to see from just looking at the frogs. It was easy to see major details such as legs slowly developing, the skin patterns that frogs have and even a tadpole’s breathing.
One slight problem which came up was that some children found it difficult to connect what was showing on the whiteboard was in fact the tadpoles/frogs that were on top of the visualiser, and they were often watching the frogs/tadpoles without the use of the visulaiser.
We found the visualiser simple to use and for any problems we encountered we had good technical support to overcome these problems. |
Relate aspects of the project which did and didn’t work and possible causes.
This section should include a consideration of the barriers and enablers you encountered.
What were the difficulties that had to be overcome or that were not overcome?
What hindered progress?
What were the things that helped make practice successful?
These could be:
Learner Issues
Technical issues
Staff training issues
Management Issues |
Findings |
| Findings |
- It is important that staff make themselves familiar with the visualiser and its properties before they use it in a session.
- Children were excited and motivated to learn as it was interesting for them to see.
- ICT was very useful within this project and was a key role in the children’s learning.
- Other areas of learning were covered other than those intended.
- The visualiser allows for opportunities to see things in great detail which wouldn’t normally be seen.
- The children were excited by the visualiser and were keen to use it to explore many more things.
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Discussion |
| Evidence of success |
Overall, the visualiser had a big impact on the children’s learning. They were motivated to learn and were always keen to start working with the visualiser.
The children showed confidence in using ICT, but due to the nature of the project and the age of the children, there were limited things the children themselves could do on the visualiser.
The visualiser was an appropriate tool to use with all children of all abilities ensuring that all children could work together throughout the project. It was clear to assess the children’s learning through other activities which coincided with the project and whilst using the visualiser through observations of the children.
Children showed confidence as they were so keen to speak out and describe what they could see.
Young children find it difficult to comprehend a description unless they have already seen it before or it is there for them to see. By using the visualiser it brought to life what had been explained to them and what they had only seen pictures of so far.
Children’s concentration developed throughout the project as they were attentively looking and listening to something which gripped their attention.
Staff developed confidence in using the visualiser as they themselves got to explore its features and uses and can now put it into practice in the use of other projects.
Parents were also keen for the children to continue using the visualiser as they had noticed the impact it had on the children. The children would go home and be excited to share with family members what they had seen that day, continuing to develop their communication, language and literacy. |
Please indicate what sort of impact you have identified. This could be with regard to the following areas:
Learners e.g.;
- Better motivation of learners [how do you know?]
- More confident in use of e-learning and ICT
- Inclusion
- Assessment methodology
- Improvement understanding or attainment
- Change in capability,attitudes, behaviour
Learning environment e.g.;
- Faster paced lessons
- Improved learning environment [how do you know?]
- Ability to respond to different learning styles
Organisation e.g.;
- Increased employability
- Reviewing processes
- Influencing other departments
- Management, staff or system processes
Staff e.g.;
- Increased confidence of staff
- Staff development route maps, CPD or wider training model
- Adoption of technology in other classrooms
Describe the benefits. Consider:
Did it meet its objectives?
Impact on pupils
Impact on the community
Performance indicator
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Transferability and sustainability |
| Transferability and sustainability |
From using the visualiser for this project, it is clear to see that it will be useful to use it for other similar projects, as the children enjoyed using it and it played a big part in their learning. |
Discuss and reflect
- Is your practice sustainable?
- How transferable are your findings and practices internally within the organisation?
- Could your findings and practices have an impact elsewhere and if so how?
- Could your practice be rolled out across different sectors?
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| The future |
The project itself won’t be continued as the children have finished that particular subject. Although the visualiser will definitely be used for further projects throughout the year to cover different areas of learning. We will also be using the visualiser for different uses such as looking at books or exploring other materials. |
Is the project being developed or continued?
What changes are you planning? |
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