Research School Network: Part2: Emerging Reflections: Making vocabulary visible through technology Emerging Reflections from our digital technology and vocabulary project at Coupals (Y3)
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Part2: Emerging Reflections: Making vocabulary visible through technology
Emerging Reflections from our digital technology and vocabulary project at Coupals (Y3)
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by Unity Research School
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EMERGING REFLECTIONS
DESIGN DIGITAL CONTENT THAT IS KNOWLEDGE-RICH
Knowledge notes prompt, remind and support all pupils to access the taught content.
Pupils write statements and ask questions about the digital knowledge note. It makes the vocabulary and content highlighted in the teaching phase directly transferable to their books.
Retrieval practice in the classroom: pupils were taught specifically how to use iPads to read and ask questions. This improves the opportunity to retain what they have been taught and develop their understanding. It also improves the provision for focused talk using the taught content.
Pupils using a digital knowledge note to retrieve previously taught content to help them remember and apply their understanding. The process of reading, questioning, speaking and listening is actively rehearsed and applied in the class.
Knowledge notes are shared with all pupils via Airdrop or Apple Classroom.
Pupils use knowledge notes to:
read and access vocabulary
actively practice speaking clearly and listening to responses
ask questions and test knowledge and understanding
clarify or question known or unknown content
www.360cities.net is a website that Cassie uses to immerse pupils in a geographical location, such as Mecca or the source of the Rhine. Pupils use partial VR (no headsets needed) to connect more closely with the places and people.
USING TECHNOLOGY HAS IMPROVED COMMUNICATION WITHIN THE CLASS
An image is captured from the book – Rivers, by Peter Goes. This is then shared with all pupils so that they can access it from their iPads.
The Great Wave print, crafted by the artist Hokusai, is examined by pupils and used to inspire their own representation of the artwork.This encouraged discussion, language of painting, drawing, place and culture.
Interventions are digitally distributed to enable pupils to practice and responded using their iPads.
DIGITAL TECHNOLOGY IS SUPPORTING INDEPENDENT TASKS AND ACTIVITIES
Accelerated reader is used seamlessly and quizzes are accessed directly from the iPads. This is one of a number of class routines.
Reading books and iPads are used together.
The online thesaurus enables pupils to access a wide range of vocabulary quickly and without distraction. The online dictionary supports the feedback given and increases opportunities to edit writing.
Green Screen technology is planned so that Rhine Class practice and develop spoken language. Pupils rehearsed speaking formally with contextualised vocabulary. This was the purpose that green screen technology was used for. The quality of the spoken word can be evaluated in the recordings
Cassie Hall is a Year 3 teacher at Coupals Primary Academy, leader of curriculum design and champion of RE. She kindly agreed to allow Alex to teach her class every week.
Alex Bedford is the Trust Primary Adviser for Unity Schools Partnership and leads on curriculum, teaching, learning and assessment across 15 primary schools within the trust and beyond, including schools across the UK and international schools in Dubai, Spain and Brazil.
David Maguire is the executive headteacher at Coupals Primary Academy and Martha Hughes is the Headteacher.
