When was the Sciencewood book published?
for primary school teachers
1 E-learning for primary school teachers Small steps towards better teaching and learning in the classroom This multilateral Comenius project has been funded with the support of the European Commission Project number: LLP BE-COMENIUS-CMP.
3 TACCLE2 e-learning for primary school teachers In small steps to better teaching and learning in the classroom Jenny Hughes, Nicholas Daniels, editor Jens Vermeersch, project coordinator Fernando Albuquerque Costa, Jan Bierweiler, Linda Castañeda, Nicholas Daniels, Kylene De Angelis, Giulio Gabbianelli, Bruna Durazzi, Mattia Crivellini, Koen DePryck, Gabriela Grosseck, Isabel Gutiérrez Porlán, Jenny Hughes, Laura Malita, Cidalia Marques, Paz Prendes, Pedro Reis, Carla Rodriguez, Mar Sánchez, Carine Schepers, Katleen Vanden Driessche, authors 1
4 TACCLE2 - E-learning for primary school teachers Small steps to better teaching and learning in the classroom Brussels, GO! onderwijs van de Vlaamse Gemeenschap, 2013 If you have any questions about this book or the related project: Jens Vermeersch GO! Onderwijs van de Vlaamse Gemeenschap Internationalization Department, Brussels Jenny Hughes, Nicholas Daniels [Red.] 76 pp. 29.7 cm. D / 2014/8479/003 ISBN This book was completed on March 1, 2013. Cover design and layout: Bart Viegen (Project website: This multilateral Comenius project has been funded with support from the European Commission Project number: LLP BE-COMENIUS-CMP. This book reflects the views of the authors only and the Commission is not responsible for any further use that may be made of the TACCLE2 by Fernando Albuquerque Costa, Jan Bierweiler, Koen DePryck, Bruna Durazzi, Linda Castañeda, Nicholas Daniels, Kylene De Angelis, Gabriela Grosseck, Isabel Porlán, Jenny Hughes, Laura Malita, Cidália Marques, Paz Prendes, Pedro Reis, Carla Rodriguez, Mar Sánchez, Carine Schepers, Katleen Vanden Driessche is licensed under the Creative Commons Attribution-Non-Commercial-Share Alike 3.0 Belgium License. 2
5 Table of Contents Foreword 5 Introduction 6 Section 1: Classroom Activities 9 Quick Access Table 11 Puzzles! 12 Picture dictation 13 Wordles opwarmertje to warm up 14 Light, shadow schaduw and me 15 Poetry reading Leesopnames 16 On Slim the zoeken search for knowledge 17 Little mini-musicians 18 Hurray! Leuk huiswerk homework! 19 Mixed Gedeelde Gevoelens feelings 20 Reporter-voor-één-dag for a day 21 Continued stories Vervolgverhalen 22 Fractions Breukenfamilies 23 Kindles in the classroom class 24 Skype The Skype s is unbelievably the limit! 25 comics superstrip! 26 History Het verleden Zum vastgepind pinning 27 Virtual virtual library picture book 28 Our Onze 3D 360 class classroom 29 Time wetenschappelijke for experiments 30 Little Kriebelbeestjes critters 32 Cooking duel Uitgekookt! 33 Recognize feelings of lemoticons 34 Say it with a blaze! Glog 36 Märchen Grote verhalen 38 Time travel Twitter rollenspel with Twitter 40 Make Publiceer me known 42 Children of a van world deze wereld 43 E-encyclopedia E-encyclopedie 44 QR book puzzles boekzoektocht 46 Small De muziekmaker music producers 48 Is Tijd time is een an illusion? Illusion? 49 Distances Wiskunde met und lijnen paden areas 50 Impressive adembenemende advertising animatie 52 My Mijn eerste first film Film 53 Travel to the past 54 Podcast to voor die ouders parents 55 Captured Ingekaderd 56 Section 2: Aspects: Computer security, security of the users, Privacy 58 Virtually Invisible Copyright Hardware Conclusion The Authors Photo Credits The Partnership 3
7 FOREWORD The TACCLE e-learning manual for teachers was published four years ago. The book was originally translated into eight different languages, but is now available in a total of 13 languages thanks to a large number of volunteers. If you add up the printed copies and the downloads, almost copies are now in circulation. In addition, there were five international training courses and numerous national training events. Taccle has become a trademark for the optimal delivery of e-learning to teachers. But the digital world is developing rapidly, and that's why I welcome this new series of books, which on the one hand reflect the current state of the art in terms of content and on the other hand have concrete ideas and suggestions for teachers of a certain subject or a certain age group. In particular, I welcome the establishment of the Taccle2 website with its constant flow of new ideas and activities brought in by active teachers and trainers. These are invaluable to all teachers, whether they are new to e-learning or are experienced practitioners looking to exchange views. Like all books, the TACCLE2 series will be out of date in a few years. But I hope that by the time she does, she can give teachers the inspiration and practical support they need. I am also looking forward to the continuous further development of the TACCLE2 website and hope it will become the center of a lively community of teachers that will continue to exist beyond the end of the project. Today, in 2014, no teacher can afford to ignore the technologies that surround us. No teacher can deny students the opportunities it offers, and no teacher should release their students into the digital world without teaching them how to compete in it. At this point I would like to quote Bill Gates: Technology is just a tool. When it comes to getting children to work together and motivate them, the teacher will always be most important. 5
8 (PREFACE) Introduction This book is designed for use in primary schools. We believe it will be one of the first to address the specific needs of elementary school teachers who want a practical guide on how to use digital media in the classroom. It is not a textbook, scientific treatise, or book dealing with an ICT 1 curriculum. It was developed to introduce you to e-learning methods and techniques as part of the elementary school curriculum, to enable you to organize your lessons in a varied way and to facilitate the preparation of your lessons. It is NOT a book for experts, but you should meet the following requirements ;-): You know how to turn on a computer and access the Internet. You have basic experience in looking after children at the computer (e.g. using Word or Power Point). You want to improve your practical PC skills. You are a good teacher! If all of these apply to you, keep reading This book is made for you! Why do we need e-learning in primary education? There are many people who believe that new technologies do not belong in elementary school or that the little ones may suffer from early exposure to digital technologies. Books like Markus Spitzer's digital dementia, for example, fueled public discussion for weeks and occupy the top spots on bestseller lists. If you agree, this book is probably not for you. In contrast, headlines like Facebook and Twitter should be used as teaching aids in schools, says a new study 2 or the EU report Video games are good for children 3. You can see that even the experts disagree on this. As you might have guessed, we think there are a lot of reasons why elementary school teachers should consider e-learning opportunities. This book is the result of our own enthusiasm for it: the job of primary school teachers is to equip children with all the skills they need to survive in the world they live in. We may be digital users, children and young adults are digital natives. You live in an online world that is as real as the analog world we grew up in. The Bitkom study Jugend 2.0 from 2011 showed that 96% of young people between ten and 12 years of age use the Internet at least occasionally, over 50% even several times a week. We can either fight it and try to reverse the trend or use the opportunities it offers for learning and teaching. Society expects the integration of computers and the Internet into everyday elementary school life in a meaningful way and not as a means of keeping the pupils occupied and calm. E-learning is a way of combining formal and informal learning. E-learning can enrich your teaching and awaken creative potential. All it takes is a little courage and commitment. Perhaps you still have doubts, but if you don't dare, you won't win! What This Book Is About This book is primarily about Web. 2.0 tools. This means that the focus is on social software and the use of applications that enable students to develop, share and publish content and not just be passive users. We assume that most teachers are familiar with using the web as a source of information and incorporating this information into their normal teaching (Web 1.0). The main part of the book is therefore dedicated to the use of digital media in the classroom. This is followed by a general part that we have simply called Aspects. It discusses things that may affect teachers and schools in the context of e-learning, including: Security aspects, copyright, hardware and infrastructure, etc. This book is not designed to be read through from start to finish, but should be used as a source of ideas. However, the lesson units are arranged according to the level of difficulty and so it is advisable for e-learning beginners to start with the first example and work slowly. We have designed our step-by-step explanations in such a way that you are introduced to the handling of the tools and techniques used and, at the same time, are shown practical application possibilities using examples. The examples have all been tried by primary school teachers who are aware of the challenges posed by a class with 30 eight-year-old students, a poor internet connection, outdated computers and lack of financial means for software or equipment. For this reason, the examples neither contain formulated learning objectives nor are they specific Describes skills or abilities that will be developed through this exercise. However, we have divided them into thematic groups that are dealt with in schools across Europe, e.g. B. arithmetic and math, reading and writing, science, etc. This may seem strange to some, but after extensive discussion and taking into account the fact that this book is translated into eight different languages, it became apparent that every European country defines learning outcomes and basic programs differently . What unites all primary school teachers in Europe is the thematic approach. Various curricular requirements are combined under a student-oriented umbrella term on the beach, my town / village, dinosaurs, etc. We have also adhered to this approach and believe that you will find many familiar topics in our units. In terms of content, all units that you want to try out, your way of working and the group of students you teach must 6
9 can be adjusted. For example, one of the first units in this book is devoted to the use of Wordle to develop reading and spelling skills. We used it to do vocabulary work with a number of adjectives. It is also conceivable to use Wordle to develop stories. Or you can integrate it with other software and create a puzzle with it. Also, don't let that stop you from using it for math or science. Our book should help you to take the first step. Other Taccle Tools This book is part of a series. There are also manuals for mathematics and natural sciences, the humanities, art and music as well as key competencies. Although the other books are aimed primarily at teachers of the lower secondary level (pupils of around years old), some ideas can also be adapted for primary school and are therefore also worth reading for you. The starting point for this new series was the popularity of the first Taccle e-learning manual for teachers, published in 2009. This introduced the basics of e-learning. Printed copies of the original manual are still available in limited numbers in German or can be downloaded as pdf files from. The publication of the original Taccle manual was followed by a series of training courses for teachers across Europe. The feedback from these courses led to the idea of creating more books. Especially since these courses (and the first handbook) were aimed at ALL teachers and subject teachers found it difficult to translate the general examples into their subject. There was also a group of elementary school teachers who thought the ideas were great but requested a book for younger groups of students. This is the result! THE Taccle 2 website: The Taccle 2 website is packed with e-learning ideas. A separate elementary school area was set up, but the menu and the search function also offer the option of selecting ideas according to topics, subjects, age groups, etc. You can find complete lesson plans as well as quick suggestions or a brief introduction to online tools. You can take part in this website by presenting your own ideas or reporting on the use of e-learning in your class. 1 IuK stands for information and communication technology. 2 Leighton Andrews, Welsh Minister of Education in Western Mail Toine Manders, Dutch MP, Guardian, What This Book Can't Do! This book would have been ten times as extensive if we had included everything that was possible. So if there is an area that is important to you that is not in this book, take a look at the website. You might find what you're looking for there. For example, there is only a very short section in this book that deals with the use of mobile communication devices. While teachers are increasingly using their own smartphones and tablets in class, the reality is that most elementary schools are still using equipment that is just a step away from the rolling blackboard. If you're one of the lucky ones with access to tablets, see the math and science manual or check out the website. We did not develop our examples for students with special needs, but assumed that you would find a wide range of skills in the same class. That is why we show ways of internal differentiation in order to create additional challenges for the children who are faster in learning, as well as to support those who need more help. Pupils with special educational needs are a very special group and it would be bold to try to do justice to them here. However, in some places in the book you will find references to sites on the Internet that can help you further. Finally, a warning! E-learning is NOT the same as computer science as a subject, so our goal is not to improve computer skills, although this is a desirable side effect. This book can help you as a teacher to take your first steps in using digital techniques in your classroom. Using digital media in class can save time and energy (don't tell, but we think a virtual trip on Google Earth is definitely preferable to a trip in the mud and rain in the middle of January). Now that this has been clarified, the last and most important warning: e-learning is not the answer to every problem and it is certainly not universally applicable. But it can be fun and stimulate the children's imagination. However, it shouldn't prevent you from taking your lively eight-year-olds on an excursion no matter what the weather. 7th
10 Section 1: (PREFACE) Classroom Activities How to Use This Book All examples are classroom based and written by teachers for teachers. Therefore, they are taken from many different teaching areas and should be adapted to the needs and interests of your learning group. Don't forget that the examples come from different countries. So it's not surprising if some activity doesn't seem to fit into your elementary school curriculum. It could be important elsewhere in Europe. The star rating is based on a simple principle: five stars mark the easiest and one star the most difficult.For the star rating, teachers were asked about the user-friendliness of a software, the general workload and the previous knowledge required for implementation. Of course, subjective factors also played a role, which is why this is not a perfect system of evaluation. In addition, it was asked for which age group software and exercise would be best suited. For example, 6+ means that the exercise and software have been used successfully on six-year-olds, but may still need some modification. Where possible, information on teaching pupils who require special educational support is included. However, we assumed that these students are taught inclusive and are not in special facilities. The asterisk system also specifies the arrangement of the units, with exercises with five asterisks (easy) listed first. Within the star category, the units are sorted according to age. The units for the younger students come first. The page layout (Figure 1) shows how each activity is structured. This includes an overview, a detailed description, some additional ideas, as well as other details necessary to teach the activity. Advice on how to use the Internet safely is also included with every activity. Many safety instructions are repeated because we assumed that most users only take a look at the book here and there without reading it in full. We ask for your understanding. In the chapter on hardware, we tried to give average prices that were current at the time of going to press and only recommend what we believe is a good price-performance ratio. The treatment to which the devices are exposed in a class of eight-year-olds was also taken into account. Finally, it should be noted that the online tools and examples we mention in the manual were all correct and usable when the book was printed. However, the short life of offers on the Internet can mean that some things are no longer available. We will try to update all links on our website. So if there are any problems, look there first. We believe that the more confident you will find the solution to some problems on your own. Welcome to the world of e-learning! We hope you have a pleasant journey. The quick access tables will help you to find specific exercises quickly and easily. For example, if you are looking for an e-learning based science activity that is suitable for younger children, you will be automatically directed to the activity Light, Shadow and Me. Of course, we don't want to prevent you from reading the entire book. However, this book is yours, and how you use it is entirely up to you. Since we are teachers and we know how limited school budgets are, we have tried only to use software that is free of charge. Sometimes you can try the software for free for a while and then, if you like, buy it after the trial period ends. Where such a recommendation is made, the costs are low (less than 35) and from our point of view it is an indispensable piece of software. However, there are few such proposals. 8th
11 Activity title. Approximate ages based on the experience of teachers who tried the activity. The degree of simplicity (5 stars easy, 1 star difficult). A brief overview of what it is about. A visual foretaste. A step-by-step description of the procedure Practical considerations (tools needed, safety, things to consider) Additional ideas and suggestions Figure 1: Page layout 9
13 (PREFACE) Quick access table for exercises for younger elementary school students. Reading and writing skills Mathematical skills Natural sciences (HSU) Art Human Interdisciplinary teaching HHHHH simple puzzles Poetry reading Picture dictations Light, shadow and me Little musicians Wordles to warm up HHHH HHH HH H not so easy Continuation stories Virtual picture book Reporter for a day On your marks, ready , Cooking duel! Say it with Glog Mixed feelings Journey into the past Recognizing feelings Little critters Exercises for younger elementary school students Reading and writing skills Mathematical skills Natural sciences (HSU) Human art Interdisciplinary lessons HHHHH simple puzzles Poetry reading Wordles to warm up Little musicians Hurray! Homework! In search of knowledge HHHH HHH Continuation stories Comics Virtual library Kindles in the classroom My first film Fairy tales Make me known QR Book puzzles Fractions Distances and areas Time for experiments Is time an illusion? Say it with Glog Mixed feelings Story to pin Children of a world Small music producers Time travel with Twitter Our 360 classroom Skype is unbelievable Impressive advertising E-encyclopedia HH Journey into the past H not so easy Podcast to parents Captured 11
14 Activity 1 Puzzles! Age: 3+ HHHHH Overview Jigsaw Planet is adaptable software for creating online puzzles. Scanned photos, your own drawings or images downloaded from the web can serve as templates. Description The pupils draw a picture in Paint (or similar software). But you can also scan a painted picture. The image just needs to be saved on the computer. The simpler your picture, the easier the later puzzle will be to solve. You can set up an account at. However, this is not necessary to create puzzles. The only advantage: your puzzles are easier to find again. Click on the Create menu button. A new page will appear with various options. First upload your saved picture or photo. Once it has been uploaded, you have to choose which shape and how many pieces the future puzzle should have. For the shape of the parts, you can choose between straight or interlocking parts. Both decisions influence the level of difficulty of the later puzzle. Click on create to create your puzzle. The children can now create their own puzzle. Also encourage the students to solve each other's puzzles. Since the time required is measured, a small competition can arise. For an example created by six-year-olds, see: Hints and Tips If kids get stuck with the puzzle, there is a button in the lower left corner to get the finished picture. Safety Considerations If the children are using photos of themselves or friends to make their puzzle, make sure you have parental permission to do so, as the photos are easily accessible to anyone who is online. Other possible uses What do I need for this? Drawing software, e.g. B. Paint or picture files (scanned drawings or paintings, pictures from the Internet) Internet access Extras Children love to create their own puzzles. But here it is even more fun because you use your own pictures or photos. We particularly like that the level of difficulty can be customized so that every child, regardless of age or ability, has the opportunity to participate. Use the program to consolidate vocabulary (com /? Rc = play & pid = 370f05946bd7). Create Wordle puzzles for vocabulary work and spelling (com /? Rc = play & pid = 16ba7b65021d). Design online puzzles on selected topics (e.g. healthy food, historical scenes). For older children, you can turn map sections from Google Earth or Google Maps into a puzzle to see if they can put them together based on local features. 12th
15 Activity 2 Picture dictation 4-6 years HHHHH Overview Picture dictations can be used in different age and ability levels. With their help, pupils can train to follow instructions, train their ability to concentrate and practice basic math. Description A suitable program for this is Tux Paint. Try it out a few times for yourself. It seems a bit tricky at first, but once you have familiarized yourself with it, you can quickly teach the basics yourself and then let the students experiment. Children learn quickly through trial and error. First, the children were asked to trace a simple picture using Tux Paint. Then you can try to dictate a sequence of images: large tree, yellow triangle, three apples in a basket, sort four flowers according to size from smallest to largest, etc. In this way children can expand their vocabulary and at the same time learn the meaning of spatial concepts and numbers . It also helps you stay focused and train your memory. Children can work in pairs, sitting back to back. Have one child describe a picture in such a way that the other child can draw it with Tux Paint. This is also a good practice for developing communication skills. A lot of math concepts, shapes, etc. can be dealt with with older students. What do I need for this? Tux Paint (tuxpaint.org) Hints and Tips With Tux Paint you usually only work with one child. But you can also use the program on the interactive board and let the students take turns adding something. Alternatively, work is done in pairs, with one child guiding the other. Other possible uses The instructions for drawing are given in a foreign language, e. B. Faites un dessin d une fleur rouge. Have a classroom or your own bedroom floor plan drawn. Extras Development of early IT skills, e.g. B. Control of the computer mouse easily adaptable to age and ability a good introduction to drawing software 13
16 Activity 3 "Wordles to warm you up Age: 6+ Overview Wordles are word structures that are increasingly encountered on the Internet. They consist of the words of a text. The more frequently a word occurs, the larger it is displayed. We love the software that it generates. It is so easy to use and versatile. Wordle is one of the online applications that is less time-consuming than working with felt-tip pen and paper. It is not only fast but also infinitely adaptable. To create something equivalent on the board or with a It takes at least an hour to create posters. Here the job is done in less than five minutes. In this example we used it for a quick warm-up exercise. Description We use Wordle for spelling and vocabulary exercises, so in this case we have one List of adjectives used that we wanted to repeat. Go to Click create on the Wordle home page. Add Enter your text (the list of adjectives) in the large white button. Press Go and wait a moment for the wordle with your text, show the wordle on the interactive whiteboard for a certain amount of time (30 seconds is usually enough), and then ask your class that many words in a given time write down from memory as much as you can. Once you are comfortable with this, experiment with different styles, colors, and layouts. In our experience, younger students are usually less irritated when the layout is more horizontal or mostly horizontal. Choose a suitable, legible font, such as Vigo or ChunkFive. If you have students who prefer to see a colored screen instead of the hard, white one, click on colors and choose a system that runs against a dark background, e.g. B. yramirp. Vocabulary lists, often misspelled words, poems, to name a few, are also suitable for this warm-up exercise. What do I need for this? Internet access (An interactive board or a projector is required for use in the classroom. Wordles can also be printed out and integrated into worksheets. Timekeeper an egg timer, a stopwatch, etc. Extras A similar program is Tagxedo (which is a little more complicated than Wordle, but offers more options. You can create the word structures, for example in different predefined forms. Hints and tips As a test, you can create a wordle to find out which color and shape combinations the students get along best. This is especially important if you The more words are used, the more complex the wordle is, so you should limit yourself to ten words for younger students. You can use the same word more than once and the more often this happens, the larger it is it appears on the screen. For us, the greatest advantages of Wordles are in the Fo lgends: it really brings a breath of fresh air to the beginning of the lesson the wordle can be saved and reused it is very adaptable security aspects HHHHH you should advise your students not to open a finished wordle without your permission that we just wanted to point out. We have never found a problematic one. Other possible uses Why not write cloud stories: In groups of four, the students choose a story from the class / school library. You read her story. You choose keywords (20 to 40). These words are entered and uploaded to. Colors, themes, fonts and alignment can now be changed. Choose a shape related to the selected story. The pupils can choose one from the created clouds and use it as a stimulus for their own story. When you are done with it, you can create a cloud from it again. Finally, have the students read their stories aloud and discuss the differences from the original text. With older children, you can cut-and-paste wordles from different stories they have read over the years (omit names) and let students guess which stories they come from. You can also use texts from different authors on the same topic or authors from different epochs. For example, you can compare children's books from different epochs in this way. Create words from dialogues in plays and try to find out something about the characters. Are there any differences in the choice of words? 14th
17 Activity 4 Light, shadow and me Overview Here students can learn to recognize the difference between natural and artificial light sources. There is also the complicated question of what a light source actually is. 6 7 years HHHHH Description Make a list of things that give off light. All the students' suggestions should be written down, even if they are factually incorrect, e.g. B. the moon this is important for later reflection and evaluation of the learning process. Give the students a choice of light sources to examine e.g. B. various flashlights, camping lanterns, candles, reading lamps, etc. You can also use images of light sources that do not fit into the classroom such as. B. use the sun, street lights, car headlights. At this point, some safety instructions should be given, such as not shining in the eyes or only the teacher is allowed to light the candle! Students should now have the opportunity to draw some of the light sources, e.g. with the help of a drawing program on the whiteboard. Alternatively, the light source can also be recorded using a digital camera. This is particularly effective when the light source is photographed against a black background. For each object you can ask the children: What are they used for? How do they differ from one another? How are they similar? How light / dark are they? Do they give off warmth ?. Give the students three-dimensional objects such as balls, cylinders or cubes and let them discover the different shadows. Do different shapes create different shadows? Do the shadows move when the lamp is moved? Pupils can also place an object on a large piece of paper and trace the shadows while moving the lamp around the object. Then take a look at a famous sight on Google Earth and use the Sun option to show the students how the light changes their appearance and shadows at certain times of the day. A consolidation of the learning material can be achieved with the following game: co.uk/schools/scienceclips/ages/5_6/light_dark.shtml (English instructions!) Return to the list of light sources created at the beginning and let the students discuss whether they would change something now. What do I need for this? Internet access. Different light sources (flashlights, lanterns, candles, ...). Drawing software (Tux Paint, Too Simple, Kidpix,). Digital cameras (optional). Google Earth. Extras The exercise offers a good opportunity to develop increasingly sophisticated skills in the use of the interactive board, while at the same time the students deepen their understanding and knowledge of a scientific topic. Hints and tips The recommended game is written in English. However, the instructions are short and can be translated into German without any problems. Security aspects There are no concerns.Other uses Create some day or night pictures using drawing software on your computer. Invite the children to bring pictures of light sources to class. Use them and create a class glog or Pinterest (see also the Tell It With Glog activity in this guide). Take some landscape photos and experiment with image editing programs like Gimp, Picasa etc. Can you make a day and a night image from the same image? Can you change the season? 15th
18 Activity 5 Poetry Reading Age: 6+ HHHHH Overview Thanks to a large number of free and easy-to-use software, making sound recordings has never been easier. We use sound recordings e.g. B. for the assessment of reading skills and to allow parents (indirectly) to participate in lessons. Description If you do not already have sound recording software on your computer, you will need to download a program from the Internet. We used Audacity for our lesson (see link below). This program is free and relatively easy to use. When all preparations have been completed, ask the students to open the program. The control panel may seem complicated at first, but it actually only needs four buttons (they are easy to recognize as they look exactly like on traditional recording devices): 1. The button with the red circle (record) 2. The button with the green triangle in the middle (Play). 3. The button with the yellow triangle (stop) 4. The button with the two lines (pause) When the students are ready, simply press record and start reading. When you're done, press stop. The recording can be played back by clicking Play. It is really that easy. It is important to tell the students not to stop recording if they misread - after all, you want to assess the reading quality. This creates a greater concentration in the students, which improves fluency in reading. The key to this exercise is in the way you use the recordings. As mentioned in the overview, you can simply save the recordings and use them to assess your individual reading skills. This is particularly useful if you want to document your reading development. We also gave the recordings to classmates and asked them for feedback. However, one should first ask affected pupils whether they agree with this, as some feel very uncomfortable with it. However, initial concerns often vanish after a short time. Students can use the feedback to set goals for improving their own reading skills. What do I need for this? Audacity (or a similar software for sound recording (e.g. GarageBand). An inexpensive, external USB microphone often produces a much better sound recording than the built-in microphone. Extras The recordings can also be taken home and shared with parents or Grandparents are listened to. This creates an exchange between school and home. Hints and tips If children are not used to hearing their recorded voice they can be quite nervous and start giggling. So allow some time to get used to it. Once the novelty factor has been eliminated , in our experience, the pupils usually react quite confidently. Safety aspects Make it clear to the pupils that recordings must not be put online without asking parents and other classmates involved. Other possible uses Ask pupils to use audio books on a specific topic (e.g. our pets) for the class to create that as well by on whose school children, classes or even schools can be used. Some children will want to be the narrators, others may act as producers, editors, production managers or the like. Dialogue from school books or short plays are well suited as this means that there are small speaking roles for several children. You can also prepare radio programs, where the students create a script, select pieces of music they want to play and conduct interviews, e.g. B. with the school management. If the students like these ideas, try the Podcast to Parents activity in this one. 16
19 Activity 6 In search of knowledge Age: 7+ HHHHH Hints and tips Overview WolframAlpha is a search engine that is completely different from e.g. B. Google, works. While on Google you get a long list of websites as a search result, most of which contain such detailed information that it is difficult for students to process them, the results on WolframAlpha are clearer and less extensive. There is, however, a problem for the German-speaking area. WolframAlpha is designed for the English-speaking area. We don't know whether there will be a German version anytime soon. Nevertheless, we think the site is so interesting that we have left the activity in the German manual. Description WolframAlpha is well suited for pupils who are looking for information and data on specific topics, for example because they are to create a project about the countries of the European Union or to collect data on a topic in mathematics class. Start by having students search for the WolframAlpha home page. Then you should type a keyword, a question or a mathematical equation into the input field. Then press = to get the results. WolframAlpha will explain the different meanings of a word, e.g. For example, if you enter France, you will receive information, images and dates such as: B. the flag, the geographical position, the population density, etc. In addition, alternative meanings are shown. It is also worth typing in the term banana - there are around five to six different meanings for this word and you will get surprising results. We also like the fun facts that appear on the left side of the screen. If you click on this, you will receive the answer to the questions asked. What do I need for this? Internet access. Extras We have all had experiences with what it means to let younger children collect and use information on the Internet: It is not always easy for them! WolframAlpha is a very powerful search engine designed for scientists. Even so, it's still the easiest for kids. Once you have instructed your class on how to use them, subsequent lessons will run more smoothly because the children are not distracted by misleading results. Make sure students are prepared and know what specific information they need. Assess how efficient your students are in finding this information and be ready to remind children of their task should they get distracted by unimportant information. WolframAlpha is objective and factual without evaluation or expressions of opinion and is therefore ideally suited for the search for scientific data. The search engine also includes current information, such as weather data, and is growing continuously. Even so, there are still some loopholes, so you should make sure beforehand that there are posts on your topic. This tool can also be very helpful for dyslexics as WolframAlpha can be combined with special software that supports people with learning difficulties (clc_star.html). This special software allows users to determine how pages should be presented. Images can be enlarged, font sizes changed, foreground / background colors and styles changed, the sharpness of the mouse pointer improved, word and line spacing adjusted and background images switched off. Security aspects Don't worry! Even if the little devils are able to secretly type a tricky word like sex into the search field, unlike other search engines, they will not be invaded by countless images that they should not see! Other possible uses Experiment with the alternative search options below the white field, such as entering images or data. Play e.g. B. Who is first to find the Latin names for ten animals? Take a WolframAlpha quiz along with questions like: How much does a million cents weigh? The fun facts mentioned can serve as inspiration. 17th
20 Activity 7 Little Musicians 7 10 Years HHHHH Overview In this activity, students should become artistically and technically active. They start by making their own musical instruments from leftover materials and then examine sound images using audio software. Finally, they share their knowledge and noise experiences in the form of video instructions and on their own blog. Description An untuned instrument should be developed and built in groups of two to four students (untuned means here: we have an instrument that makes noises like rattling or drumming, but does not get a musical mood!) Drums, tonewoods, castanets, any kind of rattle. Experiment with different materials (rubber, wood, plastic, glass, etc.). This type of teaching is already part of everyday life in many schools. During this process, the students should already think about whether the sounds can be manipulated by shaking, hitting or plucking. After completing the instruments, the students record themselves playing. Audacity is a suitable free software for this. For instructions, see the Poetry Reading activity in this manual. When each group has recorded themselves, the recordings will be played anonymously. Ask the children which instrument caused the waveform on the screen. Discuss the contributions and ask for a rule for the curve shape (e.g. the louder the noise, the greater the deflections / amplitude). Can the students see why the curve deflections are closer together or further apart (frequency)? Can you tell the difference between flat and sharp rashes? Also try playing two instruments at the same time and see what happens. After the experimentation phase, the students can present their results on a learning platform such as Moodle, in the form of a glog (see Say it with a glog) or on a padlet (see Hurray! Homework!). Hints and tips Of course, the students can also bring their own instruments and examine their waveform. See watch? V = qqmce-p6vlc for examples that students have uploaded to YouTube. Security Aspects There are no risks as far as they concern the Internet. However, you should pay attention to the safety when handling scissors and the like when doing handicrafts. What do I need for this? Everything that can be used to build instruments. An audio editor (e.g. Audacity External Microphones (optional). Extras This example shows that the practice of manual skills, experimentation, scientific work and computer work can be combined. Using a computer does not mean just staring at a screen! Other possible uses The students can You can record an audio or video clip explaining how your instrument was made (see My First Film, Little Critters, Podcast to Parents)
21 Activity 8 Hurray! Homework! Age: 8+ HHHHH Overview The online tool Padlet is well suited to collect ideas and contributions from students and to present them. We used it as a quick and easy homework assignment, which is why the hurray in the title. You can see our example under Hints and Tips If you use Moodle, the URL should be saved there, as the students often forget the URL again. Description Simply click Build a wall on the Padlet homepage (and possibly click a background suitable for the topic. You can specify the homework topic in the title and subtitle field. This is very simple. One possible task is on a specific topic, picture or All that is needed is a quick introduction to writing a post (double click) and adding your name to the beginning of the broadcast. In class, the class can read and discuss the posts. This is a great way to spark debate as some submissions will be judged obvious, trivial or simply wrong. A nice example can be found at padlet.com/wall/science-wood the image on this page is a screenshot. What do I need to do this ? An interactive whiteboard is helpful to do the homework and to be able to edit the contributions later. The pupils have to post the URL with Ha get use. Extras Security aspects From time to time you should check the wall that has been put online for the students, as other users can write on it and you might want to delete these posts. On the other hand, external contributions can also inspire the discussion and provide valuable contributions in terms of content. Some federal states prohibit the posting of personal contributions from pupils on the Internet. You should therefore make sure that students use pseudonyms and that no conclusions can be drawn about the school. Other possible uses Collect feedback on your lessons! Invite students to post the terms for colors in different foreign languages. This is a fear-free way to post, especially if the students are allowed to use pseudonyms for their broadcast. Shy pupils in particular can be animated in this way to contribute to a discussion. 19th
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