Some useful resources to support learning in mathematics:
The Association of Teachers of Mathematics (ATM) have put together a collection of resources to support mathematics away from the screen. You can access it here. It is huge collection of useful recommendations from members of the ATM/MA joint primary group and well worth exploring.
One of my colleagues here at the University of Northampton, Lucy Westley, made this mathematics digital classroom using GoogleSlides. It gives you the opportunity to explore the range of mathematics resources available to support learning. Have a look at it here.
Another interesting resource is this from Mathigon. It gives you access to a wide range of mathematics manipulatives to use in digital learning, along with puzzles, games and information to use in supporting learning.
This week in the FDLT Year 1 groups we have been using the stop motion animation app iMotion and the video editing app iMovie. The students devised, scripted and designed short animations to explain an idea or process. After they had made their film they added music and sound effects from iMovie and sounds made themselves.
The films can be watched here:
It was interesting to see the skills, knowledge and understanding that students used as they worked in teams of three or four. They had to check their subject knowledge and understanding of the ideas and concepts they were presenting. Sometimes as they worked this evolved as they added detail: vocabulary and visual examples. They worked effectively as teams, taking different roles, co-operating, sharing ideas and solving problems. Cross-curricular approaches were evident as students worked across the subjects design, art, science, English, mathematics and computing.
Making stop motion animations allows people to move from passive users of technology to creative makers where the technology is a tool to create.
Last week the FDLT year 1 students went on field trips to explore different ways of supporting learning outdoors. Led by Ken Bland and Georgina Hand, they explored fieldwork around a river including mapping the meander, measuring depth; testing speed of flow and exploring water quality. They also took a kick sample of the animal life in the water and used magnifiers to look at the creatures they had found. They explored the clues to the history of their location around the landscape.
Students also used the outdoors as inspiration for poetry and art. As a starter the students played a digital find it activity in pairs. Each pair was given a grid with things to look for, photograph and present as a PicCollage. The grids were based around subject content, subject specific vocabulary, and could be differentiated to the learning of the pupils. It is a good way of getting a group to explore the outdoor where they will be working in without unnecessarily collecting and damaging the environment.
parts of a plant
parts of a tree
parts of a tree
parts of a tree
We also looked at the work of artist Richard Long. The students then had a go at making walking poetry by setting a rule to walk, collect words and explore the outdoor environment. Some students walked ten steps and then looked up and looked down; others set rules related to collecting certain groups or patterns of words. This gave them the opportunity to use grammatical knowledge in a creative context.
two adjectives, noun, verb
number, colour, noun
two adjectives and a noun
two adjectives and a noun
Students also collected one leaf and tried to identify it using books and an identification app on the ipad. After this they had a go at writing a poem around the edge of the leaf. We discussed using scientific as well as poetic language.
We also looked at The Lost Words – see earlier blog post.
This day connects forwards into the PDT2016 learning beyond the school site module that the students will study in 2018/19.
This year is the second year of the Digital Learning Across Boundaries (DLAB) project. We are nearly ready to share learning ideas and resources based around using digital technology creatively with STEAM (Science, Technology, Engineering, the Arts and Mathematics).
The online course will begin in the first week of June. You can sign up at this link.
STEM to STEAM adds the Arts to the integrated and applied study of Science, Technology, Engineering and Maths (STEM), to create interdisciplinary challenge-based learning opportunities. Creativity and imagination, which lie at the heart of the arts, are blended with the critical thought and enquiry of STEM.
This is a flexible online course that you can join in with at a pace and depth that suits you. We will suggest activities and ideas based on our international DLaB project work, and encourage you to try them within your teaching.
We would like you to leave each week with something new to try out in practice and we will encourage you to share your experiences and swap ideas on our weekly themes within our Google+ community. You can start sharing ideas in the online community now; there’s no need to wait for the start date.
Who is this course for?
Our course is aimed at primary and lower secondary teachers, however anyone with an interest in the field is very welcome. It is in English.
This week each of the FDLT Year 2 visited art galleries to explore how learning can be inspired and developed in locations other than the classroom.
The UN group travelled to Avenue Campus to look at the exhibition ‘Under Construction’. This is an exhibition of photographs taken by the second year BA Hons Photography students and records the changing environment of Northampton. This year the photos were taken at the old Royal Mail sorting office and development of the new Waterside Campus.
The group explored how the exhibition could be used to support learning in art and across the curriculum and then went on to take their own photos around a theme or idea of their choice. They chose and edited their photos on their phones or tablets, presenting them as photo collages.
The Leicester group visited New Walk Museum and Gallery in Leicester. They explored the collection of Victorian and modern paintings, trying out starter activities to get pupils used to being in a gallery and focused on art and identified and discussed pictures that could be connected. One of the travelling exhibitions at the gallery was ‘Sublime Symmetry‘. This was an exhibition by the William de Morgan Foundation and was focused on art and mathematics. There were resources for younger pupils to use (hanging up in activity bags), Key Stage 2 mathematics exploration workbooks and art leaflets: some of the supporting resources can be seen here. The students could also explore the dinosaur display, the Ancient Egyptian section and a hands on science exhibit.
Some of the discussion in these session will help them work on assignments in their enriching learning beyond the classroom module.
I recently came across an interesting link on Dylan Wiliam’s Twitter feed. He was recently interviewed by a maths teacher, Craig Barton, and this interview is available for you to listen to as a podcast on his blog: MrBartonMaths.
Quite simply, Dylan is one of my heroes. He was the inspiration behind my Diagnostic Questions website, and his many books, presentations and writing that I have eagerly consumed over the years have always left me filled up with new ideas to try in the classroom.
Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London. In a varied career, he has taught in inner-city schools, directed a large-scale testing programme, served a number of roles in university administration, including Dean of a School of Education, and pursued a research programme focused on supporting teachers to develop their use of assessment in support of learning.” (Barton, 2016, lines 3-12)
Many of you are working on your PDT 1004 Pupil Assessment assignment so you might find this podcast both interesting and useful. If you click on this link it will take you to the podcast – scroll down to the bottom of the page.
Dylan Wiliam is @dylanwiliam on Twitter and Craig Barton is @mrbartonmaths.
If you are in FDLT Year 2 you will be considering how the curriculum is organised this term. You may be searching for reading about how subjects can be connected to together in a connected or cross curricular approach.
There are some videos that you could use as background available on Teachers’ Media.
You will need to log in to gain access to all the available resources. Searching this site could give you access to examples from practice to support your PDT 2015 AS2, especially of your own experience of a cross curricular approach is limited. As you watch you will need to analyse and draw inferences from the material to the requirements of the assignment, with its focus on English and mathematics, and their potential to be connected to another subject.
If you are investigating mathematics and its connections to other subjects you might also find useful material on the motivate website.
Following on from last week’s post about Tim Peake’s mission on the International Space Station (ISS) from this week we have the opportunity to view the ISS as it moves across the UK each day.
The NASA website ‘Spot the Station’ allows us to check the times when the ISS will be moving overhead.
You can enter your location to check the dates and times to look out for the ISS.
If the sky is clear you can see the ISS tomorrow (Wednesday 3rd February) you’ll be able to see the ISS going overhead at 6.47pm. On Thursday 4th you can see it at 5.55pm and 7.30pm and on Friday 5th February at 6.37pm and 8.13pm. You’ll need to keep an eye on the weather forecast.
When you go outside to look the NASA website says: “The space station looks like an airplane or a very bright star moving across the sky, except it doesn’t have flashing lights or change direction. It will also be moving considerably faster than a typical airplane (airplanes generally fly at about 600 miles per hour; the space station flies at 17,500 miles per hour).” (NASA, 2016)
There’s more detail on the Meteorwatch website here
There’s potential for learning in science, technology, engineering and mathematics through exploring the ISS from the earth. You could learn about astronomy and weather forecasting.
NASA (2016) What am I looking for in the sky? web page [online] Available from: http://spotthestation.nasa.gov/sightings/view.cfm?country=United_Kingdom®ion=England&city=Northampton#.VquXdFLLmNk [Accessed 29/01/16]
Some students explored words – poetry or vocabulary.
This week we completed the PDT2008 curriculum module with an exploration of World War 1. The students used a ThingLink to follow interesting links to stories about World War 1 such as women in WW1, the role of animals, war artists, life at home, local stories, thankful villages and commemoration. You can see the ThingLink here and read more about making and using them here.
One student made a mini diorama, one explored the role of women and two others explored what ‘thankful villages’ were.
After exploring some of this material the students each used a matchbox as the basis for their response – they had to make a small artefact using or contained by the match box. This idea was inspired by the #moreTEA project happening in schools. You can read more about it here – moreTEA
It was interesting to see the different ideas and stories the students followed as they made their creations. You can see all of them on a Pinterest board here.
Some students explored and represented the roles of animals in war.board here. (I think they’re all there, but if yours isn’t please let me know!)
After they had finished their artefacts they were displayed with a title and maker name, and some were annotated with ideas for learning opportunities. Some students are taking the idea into their schools to try out and I’m looking forward to seeing how they develop.
Some students were inspired by the story of the pocket bears.
Two students developed their artefacts further by choosing a piece of music to suit the mood of their work – you can see one of the videos here – Animal Mascots
Another way of developing this idea would be to use the app Pixntell to add a recorded description to go with each photo.
Hello my name is Alison Flint and I am one of the tutors on the FDLT course as well as being the course leader for the ‘top up’ degree: BA Learning and Teaching (BALT). My main interest is in mathematics education and I look forward to working with you during Year 1 and beyond.
Before joining the School of Education three years ago I was a Primary School Headteacher in Milton Keynes for five years and, prior to that, I was a Headteacher in a Junior School in Northampton. I was also a governor for many years including serving as Chair of Governors for a year.