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Introduction |
Help prompts: |
| Title |
Using a visualiser in a Year 2 classroom to develop and enhance learning. |
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| Lead Teacher |
Jade Terry. |
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| Summary |
The visualiser was mostly used in Literacy and Maths for Assessment for Learning. It helped to develop both peer and self assessment and also played a key part in developing speaking and listening. |
A brief 25 word summary of the case study and any significant findings. |
Context: Information about the school |
| School Name |
Shireland Hall Primary School. |
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| LA |
Sandwell |
| Specialism (if any) |
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| About the school |
1 – 2 form entry. |
| Teaching Context |
A mixed ability Year 2 class, with the majority of children having English as their additional language. Children are familiar with interactive teaching style and regular use of ICT. |
Details about the group taking part in the case study |
About the Case Study |
| What is the project? |
To use the visualiser to enhance Assessment for Learning within the classroom. |
Clearly state what you were trying to achieve. |
| Key objectives |
- To ensure that children were working to the Learning Objective (WALT) and to the Success Criteria (WILF) by checking work as a class.
- To highlight where children could make improvements in their work.
- To model peer and self assessment.
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Action |
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| Actions taken |
- As Assessment for Learning was a key priority within the school, the visualiser was an excellent tool to help implement Assessment for Learning effectively in the classroom. The children’s work was ‘chosen’ to be put onto the visualiser and this encouraged the children to work well, so that they could have their work presented. As a class, we would recap on the WALT and WILF to see if the children had included it in their work. Children were invited to highlight this on the Smart Board screen and to also make additions to their peers work for improvement. By using the visualiser in this way, peer and self assessment was modeled correctly and clearly understood.
- During the summer term I was keen to use specific texts during Literacy. The visualiser enabled me to teach from good texts that the children enjoyed.
- As part of science, we used the visualiser for practical investigations. We looked at various seeds on the visualiser and were able to ‘zoom in’ to look at them more closely. The children’s work was of a high standard in this particular session because their drawings were detailed because of the observations that they had made. When teaching the topic ‘Electricity’, the children were able to clearly see how to make a circuit and what would happen if vital components were removed. These circuits were put together under the camera on the visualiser; which allowed all of the children to clearly see. Therefore, when the children did their own practical activity they could confidently and accurately construct a working circuit.
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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) |
Barriers.
- Initially, the projection on the Smart Board was a small image because the visualiser was running through ‘Vid Cap’. However, the school ICT technician changed it so that the image filled the whole screen.
- A session was arranged where the visualiser was explained and demonstrated in more depth. This provided me with more ideas to use in the class.
Enablers
- The children’s enthusiasm for the visualiser was huge. They enjoyed seeing their work on the Smart Board and worked well in class to ensure that their work could be displayed and used as a model for good work.
- Having the visualiser enabled me to choose from a greater range of Literacy texts, because I did not have the worry of finding an appropriate ‘Big Book’ as the visualiser allowed me to read a book which all children could see.
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Findings |
| Findings |
- All of the children in the class were keen to use the visualiser.
- All children were motivated to work well, so that they could have their work projected.
- The visualiser allowed me to celebrate the children’s work and to show ‘good’ examples.
- The visualiser enabled both myself and other children to show children how to improve their work.
- Using the visualiser allowed the children to observe more closely and from this their understanding and appreciation developed.
- As a teacher, the visualiser allowed me to have a better choice of texts to use as the image could be displayed for all to see.
- Added another dimension to the lesson, as it was an additional ICT tool.
- Helped to improve speaking and listening as the children regularly spoke about what was on the visualiser.
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Discussion |
| Evidence of success |
- Children’s work had improved as they were able to adapt their work according to the Success Criteria (WILF).
- Children’s speaking and listening skills developed as they used paired talk to discuss the images on the Smart Board.
- Children’s knowledge of ICT broadened as the visualiser was used on a daily basis and the children became familiar in using it as well as myself.
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Transferability and sustainability |
| Transferability and sustainability |
The use of the visualiser has been continued with the new Year 2 class. The children regularly assess each other’s work by looking at examples on the visualiser.
As a school, we are looking to purchase other visualisers for classroom use, so that the practice can be continued. |
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| The future |
The visualiser will be continued to be used for Assessment for Learning, Literacy texts and investigative work. As opportunities arise, I am confident that the visualiser will also be used in many other ways. I am sure that the children will think of new ideas too! |
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