Evaluation Spring 2015
- Yes, the project allowed me to develop my knowledge and skills around a variety of coding apps and programs. I have seen how each of these apps can be used in a variety of ways to develop children's understanding of programming within the classroom. Therefore, I will be able to apply this knowledge within my own classroom as a teacher. This project has been beneficial to me within my professional development as not only have I been able to develop my understanding of coding but I have also been able to see these being taught in a variety of different ways by different teachers. In relation to the school nothing needs to be improved, they were fantastic and very accommodating!
- Before this, I had not experienced any ICT in school and therefore was not confident in using the programs featured. The children at times were able to guide me, and from this I built on what I had learnt from the planning session and throughout the day to widen my skills. My subject knowledge in this area has improved greatly in the short time given and would now feel confident in teaching an ICT lesson in the age group I have worked with.
- The ICT Project has given me the opportunity to develop my computing subject knowledge regarding using a variety of coding apps and programs. I have observed and taught a variety of coding apps and programs that develops pupils learning and coding knowledge. I feel confident in implementing through my experience a variety of ICT lessons relating to the curriculum within my own teaching practice. Liscard Primary School has been excellent and a great experience. Laura Bratherton, the ICT co-ordinator, has been an inspiration!
- My project took place in a special school and we were placed in a year five class of seven pupils. Their disabilities and needs were wide ranging. The lesson was fun and engaging but due to the range of needs and uncertainty of abilities the lesson was kept simple. I think that the project didn't enhance my teaching of ICT as the needs were too great but I had a great experience working with basic ICT and with SEN children. (Note that the Project's aim was 'to develop and enhance trainees’ and teachers’ knowledge of how Computing/ICT is being used to support excellent teaching', not specifically about developing Computing skills).
- The project did enhance the knowledge and skills of pupils in relation to ICT because all children used the Bee-bots and interactively engaged in programming. All children attempted to complete an algorithm although some children did struggle.
- This project was a very valuable experience. The teacher we were working with was Head of ICT in her school and this was excellent to see as she had an excellent knowledge of the curriculum and inspired the children when they were working in her class. The teacher showed how to overcome different abilities within the class by putting most tasks on her blog allowing for pupils to work at their own pace, choosing the tasks that they feel they can do. This project definitely eliminated my concerns and I will look forward to delivering the same lessons to my own class, eventually.
- I feel the project was an extremely valuable experience for myself as I was using Scratch properly for the first time. I felt the planning afternoon was extremely important as it helped us prepare for the actually project day and gave us chance to play about on their laptops. We learned new skills and linked them to their topic of the rainforest, firstly having a play about with the Scratch game cards and then in pairs, creating their own rainforest with different types of animals and skills.
- I feel my knowledge of Scratch has improved and that has given me more confidence in therefore teaching children how to use it than I had before the start of this project. I feel that this was a great placement and cannot really think of any improvements.
- We used Scratch programming software in Year 2 and it really helped build up my knowledge as to how the program works. I was able to help the children create an algorithm and debug if any errors occurred, which furthered my knowledge and understanding of Scratch and how to teach it.
- The project has improved my skills regarding teaching ICT, particularly using iPads with small groups. The project ran very well. There was enough input from the school on the planning day and the school were very welcoming. It was good to experience working with a KS1 group prior to starting a KS1 placement in a few weeks time.
- The project allowed us to extend on the teaching of animation from lectures. Although the concept was new to us both we were able to revise and develop our confidence working with animation. We felt being able to focus on the ICT Project has had a positive impact on our confidence using animation in out next placement. Overall a very good experience particularly for students with little experience of teaching ICT. We worked with ks3/4 with pupils with SEN. This was a fantastic experience!
- Having had the opportunity to teach ICT to lower KS2 whilst on placement this provided my with a good opportunity to enhance my skills teaching ICT to upper KS2. Discussion with the class teacher meant that teaching techniques used to teach ICT such as modelling were reinforced. It also allowed me to see the development in ICT across the year groups and how pupils become more confident and independent.
- Taking part in the ICT project this week has definitely enhanced my skills and ability to implement ICT into my lessons. In our group, we had 5 children each and used the iPad's to make movie trailers. The teacher showed us how to use the app iMovie, which was really simple. I am now excited to use this with my class (whatever age) on placement B. Overall I have learnt that it is simple to use ICT in any lesson and that the children are always keen to get involved. Because of this children will continue to be engaged, meaning that it will have a great impact on their learning.
- I felt the project enhanced my understanding on using Scratch and how to explain it to the year 2 children. I was also surprised at how they could use some of the terminology such as debugging, programming and algorithm. The children struggled slightly however this enabled me to use questions to guide them to finding the answer rather than me just telling them how to do it.
- I learnt a lot of valuable information working with the staff and pupils at Elleray Park, however, this was in relation to working with children with Autism and other SEN, not about computing. The level of computing skills which the children were working at was very low (such as cause and effect) and did not require any specialist computing teaching. So, in regards to the computing objective, this project did not meet that. (Note that the Project's aim was 'to develop and enhance trainees’ and teachers’ knowledge of how Computing/ICT is being used to support excellent teaching', not specifically about developing Computing skills). However, I gained so much knowledge and confidence in such a small period of time in regards to SEN, that I still benefited greatly in other areas.
- The project was an excellent way of trying new pedagogies that could be developed within my own practice. I am now more aware of how ICT can be brought to the KS1 curriculum. Both pupils and myself enjoyed the use of ICT and what the programme had to offer. I feel that the project was well organised and informative.
- Improvements - using new equipment for a variety of cross curricular purposes. Children were able to apply mathematical and musical knowledge as part of the project beyond the computing objective.
- I feel that the project gave me more confidence in being able to teach ICT in the future. I don't however feel my skills have been greatly improved as myself and the other AT led the lesson using all the prior knowledge of the application Scratch.
- This project really supported me in developing confidence for teaching ICT in Primary School. I really enjoyed the experience and felt that I got a lot from this. I can't think of any improvements, I feel we were well supported by Tony, class teacher and the ULT and most importantly the children enjoyed the activity.
- Yes. I became familiar with the app PicPac and gained a greater understanding of how to create a simple stop motion film. The experience has also reinforced the cross-curricular opportunities that ICT has. Springwell Park was a fantastic place to complete the project as it showed how ICT can enhance the teaching space.
Responses to the question, 'How could the project be improved?' included the following points:
order for the project to work more effectively it would be better embedded into
SBL A so that ATs know their pupils better and have more time to plan an
- Due to being in a special school, I feel this had a huge impact on the project. I feel the project was such a beneficial opportunity and overall it went well. However, I would have much preferred more time within the setting to get to know the children's abilities and needs.
- Maybe next time, the associate teachers could take more of a teacher role towards the project and have the teacher step back just to get a little more experience with the children.
- The next group of participants might benefit from having more chances in university to use the different programming software and maybe also some techniques as to how children learn about them.
- If the students knew which aspect of ICT they were going to be focusing on this would give students with little confidence time to practise using this prior to teaching.
- I feel that if the ICT project is to be part of an enrichment week again it would be good if the planning and teaching days were consecutive.
our school [the teachers] knew what they wanted us to do, but this meant we did not have much involvement in the planning side.
- To improve the computing aspect of the project, I would suggest working with a class who are able to perform more complex tasks in computing. Also, the teacher that we worked with, was not the person we had been told, so that may have been a factor in regards to information held by the school on the purpose of the project. (Note that the Project's aim was 'to develop and enhance trainees’ and teachers’ knowledge of how Computing/ICT is being used to support excellent teaching', not specifically about developing Computing skills).
- Perhaps a clear focus i.e. a particular piece of software or objective to be taught.
- I feel that because we were asked to lead the computing lesson we needed to have more time and advice in being able to plan and produce an engaging lesson. I do feel it is something that is very worthwhile in giving you the opportunity to teach computing. The teacher that we were working with struggled with Computing, looking towards ourselves as experts! It was something that I feel needed further support in developing our own skills for Scratch, we mainly worked on a trial and error basis.
think our project could have been improved if we had had a full day to work
with the children. It was a great experience.
All evaluations from teachers were very positive about associate teachers' commitment, enthusiasm and willingness to try something new. Responses to the question, 'Did the project lead to improved teaching with technology and extend and enhance what pupils learn?', included:
- We worked with a class of 32 Year 6 children over two rooms. About 3/4 of the children were taken out sometime, some of them more than once, during the 2 hour session. Even though the tasks were written on the blog and I talked the children through them in steps during the afternoon, having the associate teachers (Hannah, Lucy and James) was fantastic as they were able to home in on children that were in and out, updating them on information and getting them back on track. We used a variety of programs; Paint, Kidblog, Tricider and Scratch, so if the children were missing, they may have missed important, next step information. I felt that more children achieved with the help of the associate teachers and there wasn't such a gap between tasks.
- The children made fantastic progress after meeting the program Kodu for the first time. Had I not had the students for the day, I would not have been able to achieve the same outcome or have even attempted to teach Kodu, if I'm honest!
We worked together during the planning session to familiarise ourselves with the program. At any point we were only one step ahead of the pupils. The program was introduced by me and then progressed at the speed of the children as led by the students. By the end of the session the children were teaching us things! I would not have been able to do this without the students. It has been a great experience.
- This project provided the perfect opportunity to launch our new coding curriculum in y4 which the school has been planning and developing. The planning session with the students was a great chance for sharing of ideas with the y4 team and also to provide the opportunity of staff training (and in some cases the ignited some drive to go and research/learn some coding for themselves in preparation for teaching.) Feedback from both staff and pupils has been phenomenal. An incredibly successful day, where both children and adults alike have been empowered and inspired to get coding!
- The technology used was integral to the lesson. Use of this technology allowed associate teachers to move from filming each frame to adding sound and text to each video with the pupils whilst using a single device, negating the need for complicated set ups of transferring images from a camera to software etc This approach streamlined the teaching process for the associate teachers in aiding the pupils to achieve the lesson's LO.
3 children were introduced to Scratch for the first time. By the end of the
morning session all were confidently using it and had produced animations in
pairs. Children were very enthusiastic about the new skills they learned and some
of them went home and downloaded the app themselves.
- The pupils extended their learning when using programmable toys. Pupils became more proficient in their use of programming. Their mathematical understanding also developed by using terms in relation to direction. Pupils were engaged throughout the session and enjoyed the interactions with the students. The students worked well with the class teacher and took on board suggestions he was making. The students were flexible in their approach with pupils and the children responded positively to this. We are a special school and the class the students worked with is particularly challenging; however, the teaching students were not phased by this.
- The associate teachers experienced technology in an SEN school. The groups they worked with were all of different abilities so they saw some different styles of teaching. The associate teachers assisted with a mock exam in a key stage 4 class. They all had a pupil each and helped them to understand what would be asked of them in the exam they would sit the next day. The pupils enjoyed the experience and the associate teachers gave some valuable hep and written feedback to the pupils which did really help them when they came to sit the exam. The associate teachers also helped with three key stage 3 classes. Two of which were practical / vocational pupils and one sensory. The practical / vocational students were working on a movie maker project and really liked having some extra help in the classroom and enjoyed showing off their work. The sensory pupils were using 'cause and effect' games however I think they got the most out of communicating with new people. It gave the pupils the opportunity to practice their social skills.
- The children were excited and engaged with the students teaching them to use iBooks. They linked it to our residential enjoyed making it interactive. The pupils developed their research and presentation skills. The PGCE students were very strong and seemed confident teaching Year 6. They worked well as a group and took time on the previous session to ask any questions about the class. They used the time to explore the APP as well as plan groups etc.
- The project gave pupils a new experience in using technology to enhance their learning in a way that we could link easily to other curriculum areas. It also encouraged pupils to work as a group using an iPad as a shared resource rather than needing one each. They enjoyed seeing their finished work which was easy to transfer to the class computer and whiteboard.
Points for improvement from teachers, included:
- In hindsight, I wish I'd sorted my timetable to use the whole day rather than just the afternoon. The children would have completed the project, rather than having to continue next week.
- I think it would be great to give the students a small task/group activity to plan/lead for a part of the day. They were fabulous at providing 1:1 support, however it may be more beneficial to the students to be given this opportunity as well?
whole project seemed to work well as the pupils in school enjoyed a
session that would have been trickier to teach with only 2 adults, this
may have meant that the Associate teachers did not experience "real"
classroom computing as they were only working with a few pupils. However
I feel if there is an opportunity to use several adults in one lesson
then it is better to be ambitious. :-)
- Although all the student teachers were great some had a better understanding of the software used than others. Some were less confident using Scratch. As a teacher I really enjoyed the opportunity to take part in the work and the class were very proud of what they had achieved in just one morning.
- The teaching students, while flexible and easy going in their approach, were unsure initially of what was expected of them. This may have been down to nerves or apprehension regarding their own technology knowledge.They were a little clearer, however, after the planning session on the Monday afternoon. Overall, the project worked very well and I feel that pupils and the teaching students alike gained greater awareness and confidence during the session.
- I wasn't sure if the associate teachers were supposed to teach so they just supported me. I think it would be a lovely opportunity for them to experience teaching special needs children with a small starter activity because it is so different from mainstream and I think they would get even more out of the experience. The associate teachers we had here were extremely enthusiastic and very interested in the setting.
- I think the project could be improved by a smaller number of teachers coming in. It was good to have the support but the children seemed confused by the amount of adults and who to ask for support.
- The students who came to work with us were very open about overcoming the barriers to learning our pupils have and did extremely well. It may be useful for them in the future to have understanding of resources and apps specifically for SEND or how a range of activities can be differentiated to P levels. Thank you to the students who visited us for their enthusiasm and help.