I am working in a Year 6 Classroom one day a week for Terms 3 and 4. Most of these children were in my class last year for Classroom Project Term 4 2000. On this particular page I am going to diary my experiences with this class. I am particularly interested in how far I can take them in the development of their ICT skills.
Background to 2000 Project
In one term last year these children learnt fairly advanced Word Processing skills integrated into everyday classroom work through a couple of units I designed. The first Maths Unit was using Autoshapes to create tessellated patterns. These children were able to use the Maths language of rotate, flip, translate etc and perform these functions with a variety of shapes. The assessment task of designing wrapping paper for a gift produced many interesting and varied patterns demonstrating children's understanding of Maths concepts. This then extended into Algebra where children used the skills they had learnt previously to create Algebra repeating patterns worksheets for each other to complete.
The next major project with these children was the Carmen
Sandiego Unit. This was done through reading time and was an ongoing
assignment for them that ran alongside the normal reading programme. The
children had to play the 'Where in the World is Carmen Sandiego'? CD. At the
same time they had a variety of activities to complete, most were able to be
done away from the computer. They were designed to help the children gain more
information about the countries they were visiting in the CD. The ultimate aim
was for the children to select a particular country and within that country
choose an aspect that they would like to know more about. It was important that
the children already had some information about the country of their
choice and the assignment was to extend and develop that information using Gwen
Gawith's Action Learning Framework. Some of the choices made by the children were
- The Harbour Bridge, Sydney, Australia
- The Blue Mountains, Australia
- The Taj Mahal, India (4 boys thought this would be interesting to do as they
knew a little about how grand the Taj Mahal was and that it was built by a King,
imagine their surprise when they found out it was all based around a love
story!)
- US Presidents, United States of America (this particular student became very
interested in the political system of senates and presidents and how it compared
to our parliamentary system)
- Queen Victoria, England
- 3 Egyptian Pharoahs, Egypt
- notable tourist attractions, South Africa
- The Great Wall, China
As part of our lab sessions I taught the children how to use PowerPoint. I
encouraged them to design their own backgrounds rather than using templates and
most children were able to make a contents page that hyperlinked to other pages
in their presentations. The children were very excited and demonstrated huge
satisfaction in what they created. I intend to build on this knowledge this
year.
The next main project was based around an Ocean Unit. We ran
out of time as it was the end of the year but we managed to get some of the unit
done. I made a presentation in PowerPoint. The aim of the presentation was to
present as much basic information to the children so we wouldn't waste time on
getting down to more substantial information seeking. First the children used Inspiration
to mindmap what they already knew about
Oceans. I showed them my presentation and then set them a couple of reinforcing
activities. One was a WordFind with a difference. The WordFind had the names of Oceans and seas in
it, but the children had to to find the answers to questions and use an atlas
before they could find the word in the WordFind i.e what ocean lies between New
Zealand and Australia?
I next set up a Homework
sheet with a difference, it was an Internet treasure hunt providing them with a
bit more information in a fun and interesting way. There was only about 4
children who did not have internet access at home and they were able to complete
their homework at school in the ICT lab. I then set the next major activity that
the children started but were not able to finish and that was to choose a topic
for further study (i.e sharks,
dolphins, fish, octopus, crabs, whales). They had to formulate questions,
research information and put together a slideshow that would inform others
about their chosen topic (again using Gwen Gawith's Action Learning Framework). In
addition they had to create 2 activities that would reinforce what they had
presented. Unfortunately, they only got to the research stage.
Term 3 2001
Day one
Yesterday was my first day with the class
and I was keen to see what they remembered from my time with them last year. One
child said to me that he had forgotten everything he had learnt, it was not so.
I went through the tessellation work with them and they very quickly remembered
and were creating designs as easily as they had last year.
I have decided to try the children on the software MYST (see software evaluation). We started it altogether in the Lab where there is one computer connected to a TV. I then put them on 2 computers in the classroom in groups of four and they rotated groups through out the day. This was just to familiarise them with the first island, occasionally I gave them little hints and gradually different groups started to find some interesting things and solve some clues. Next week I will have prepared for them a log book which will have questions and places to write clues. My main aim in using MYST is for children to see how a mystical world can be created and developed. They will work on MYST in groups in the classroom while in the lab I hope to teach them the skills of using HyperStudio see (software evaluation) Alongside the software I will be introducing books along the same theme as MYST. Ultimately I want the children in groups to create their own mystical world using HyperStudio.
Day Two
The class is very excited about playing MYST and look
forward eagerly to their turn. At the moment they can only play it when I am
there. I will change that next week because I want to keep the impetus up so I
will leave a disk for them to rotate through in my absence. The system for
rotation will be very simple. Click here
to see example.
The children did have to be reminded about using their log
books to record information and use the map to navigate around the
island.
I have talked to them about the Class
Web Site. I have set this up for many reasons, one of the most
important is for the children to have contact with me when I am not around. They
have Internet access in their class and about 70% have it at home. Gradually I
will set them tasks to complete and provide child safe sites for them to visit.
I intend to use it as a message board, relaying questions from the children, and
congratulations to individuals or groups who have done something well.
Day Three
The class is moving through MYST a lot faster than I thought possible which
reiterates my comments 'Never underestimate what children are capable of
doing when using technology'. Several groups of children have moved to the next
Island 'The Mechanical Age' and have seen things that I haven't seen yet. Some
are aware that I am only a little bit ahead of them and have made it their
mission to beat me!
This class is very lively and noisy but I am pleased to say that when they are
working on MYST the noise is full of discussion and collaboration. There is
incredible excitement when they have solved a particular puzzle or have
discovered an important clue. They have realised the importance of writing down
clues and drawing diagrams.
Next week I will start them thinking about what sort of mystical game they could
make up in their teams. I may use HyperStudio with 2 groups and PowerPoint with
the rest of the class
Day Four
Our lab session was mainly on revising what they could remember about
PowerPoint. They could remember how to make their own backgrounds and with a
little prompting they remembered how to make new slides and view slideshow. As
they have very good Word skills it was no problem for them to add graphics, type
text and use bullets. We also concentrated on using AutoShapes to create
buildings. The children were extended to the point of using the 3D tools.
Most of the class are moving through MYST extremely well. One group of girls are
having problems but that is mainly due to the leader who prefers to work alone
and has difficulty working with others. I have had to work with this group and
encourage them to work more systematically.
Day Five
Lab session was on PowerPoint again. This time I concentrated on Hyperlinking
buttons and graphics. Children made up mock slideshows practicing their links.
They completed a picture of a 3D building and added that to their PowerPoint
page. They had to make windows and doors hyperlink to other pages.
Most children have been to at least 2 islands now. One child has managed to find
the Cheat sheets on the Internet. We have had a discussion about how that is not
fair on the children in the class, and I am looking after them until the game
has finished. 10 points for initiative!
One group of girls have finished their storyline for their own game and have
started storyboarding. I will need to talk about the different type of links and
how these can be incorporated into their slideshow.
Day Six
In the lab we carried on hyperlinking pages with a variety of graphics, buttons
and text. The children had to look at their story line planning a little closer
today. They had to identify their game strategy characters, plot, puzzles and
resources that they would need to use. Once they have done that they could
storyboard. One group of girls have done their strategy, storyboarded and have
set up their pages for their game on the computer.
Over half of the class have reached at least 3 islands and are 3/4 through the
game.
Day Seven
The class are still moving their way through the game of MYST. Excitement level
is high as each group make an important discovery. The previous unwillingness to
share clues has changed with the determination to see who can discover the next
path and clue and share it LOUDLY with the next group. The groups are even more
determined to 'clock' ( a term that is used by prepubescent children to mean
finishing) the game since they have discovered that I have! Somewhere along the
line some of the children have found out how to finish the game without going
through the other ages. Obviously they have found the MYST hint sites and have
been doing some extra-mural investigation. Nevertheless they are still keen on
finishing the whole game. The group of girls who had set up their pages for
their game have worked on it during the week. In their eyes it was finished and
it was pretty good, but they soon discovered when they started showing it to me
that not all their links worked accurately. They were limited with graphics so I
showed them how to search the Clipart database on line and download appropriate
ones for their game. We also discussed the possibility of adding a few more
puzzle pages. The rest of the groups are nearly up to the storyboard stage.
Day Eight
Another group has made a start on their game. This is an interesting group as it
is the only mixed group, 2 girls and 2 boys. They did have some initial
difficulties when storyboarding as they couldn't always agree, but once they
started on the computer and everything became more visual for them they were
finally away. As a group they are working very well together and coming up with
some good ideas.
The first group of girls are still adding to their game and it is improving.
They have learnt that they need to constantly check their links to make sure
they are still working.
One group of boys led by the most computer literate student of the class is
working on a very comprehensive storyboard, but are a long way from creating it
using the computer.
Most of the class are intent on finishing MYST and are getting very close to it.
There is one group of girls that have had a lot of difficulty but that has been
due to the group not being able to work cohesively together and continual
battles with the leader.
Day Nine
This session had to be cancelled due to illness
Day Ten
Again only two groups working on the computer creating their games, another two
groups are nearly ready. No group has actually finished MYST, but several of
them are nearly there. Interestingly enough the part of MYST that is causing
them the most trouble is the Selentic Age where they have to listen to sounds,
recognise patterns and apply that knowledge to solve the clues.
Next term I will just work with groups on a group basis and I will concentrate
on the groups that are nearly finished.
Click here to see the website I have set up for Room 18
Date this page was last edited 15/10/2001
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© Jacqui Sharp 2001