Entry 4 - Storyboards and Excel

Linking IT and Maths (Excel)

Representing M&M Data: Bar Graph / Pie Graph

• How better to engage students in a maths task than by using chocolate??
• The two graphs above demonstrate different ways that students can represent the number of each colour of M&Ms in one packet. The learning outcomes of the task may include that students will:

1. sort their M & Ms by a given attribute (colour)
2. estimate how many M & Ms are in bag #1 and bag #2
3. graph their M & Ms and conclude what colour they have the most and least of
4. students will combine sets (add) M & Ms together and describe results

• Here is a link for a free printable M&M colour chart: http://atozteacherstuff.com/pdf.htm?m&mschart.pdf
• Students can then use excel to graph their data in a number of different formats (as seen above).
• This task could also go further an link with other topics including; nutritional value of M&Ms and other snacks, cooking (using M&Ms and then writing a procedural narrative), design (design an advertisement / packaging for M&Ms).
  

Depending on school policies, you may not be allowed to use chocolate in class activities. If this is the case you can easily substitute counters/marble or other inedible different coloured items in zip lock bags instead of chocolate. You must also be aware of any food allergies in the class before completing this activity with chocolate.

Storyboard - Dreamtime Stories

The Whirlpool

• The Dust Echoes Website (http://www.abc.net.au/dustechoes/) is an engaging indigenous website that can be used within the primary classroom Dust Echoes is a series of twelve beautifully animated dreamtime stories from Central Arnhem Land, telling stories of love, loyalty, duty to country and aboriginal custom and law. The website also has access to study guides for each of the twelve stories.

Applications for the classroom:

• Individual stories can be viewed by the class. Discussion and completion of the study guide can follow.
  
• Students can use Inspiration to retell the video by taking snapshots throughout a video and pasting them into Inspiration. Students can then write a sentence under each picture to retell the story. The example above is a storyboard of 'The Whirlpool'. Students can also choose how they would like to present their story board. The above example was attempting to look like a whirlpool... This task combines using IT skills with a storytelling focus including skills such as sequencing, summarising, spelling and so on.
• Before completing the activity, the class could discuss the use of storyboards (graphic organizers such as a series of illustrations or images displayed in sequence for the purpose of pre-visualising a motion picture, animation etc). In the above activity they will be working backwards, from the completed video, to a storyboard summarising the film. An example of a completed storyboard (sketched) and a storyboard template are available at the following site: http://www.abc.net.au/rollercoaster/rollermache/storyboarding.htm
  
• This process could also be used with other video stories, even videos of the children performing at an assembly/Christmas performance.
  

Entry 3 - Design Briefs and Online Games

Design Briefs

• Using Design Briefs encourages children to think in different ways and builds higher order thinking.
  
• Design Briefs get children to Investigate/Design, Produce and Analyse/Evaluate. See the Design Brief template below that children can use to record their discussions/thoughts about the design process.
  

• Children are initially presented with a problem and need to come up with a solution. This can be done in groups. Examples include:

1. Who can make the tallest tower that can bear a certain load?
2. You and your family are stranded in the desert for a week, how will you survive?
3. Your class goes on a camping trip and the teacher forgets to bring the tents. What do you do?
4. For more ideas for problems that children can create design briefs for, visit the following website: http://www.cs.bsu.edu/homepages/kirkwood/resources/construct.htm

• In the above template, it can be seen that the Problem is located in the middle. This is because the design process is cyclical, with the problem at the centre.
• An example of using a Design Brief will now be discussed.

Jump Frog Jump

• Your team has been given the following materials: picture of a frog, elastic band, piece of cardboard, sticky tape, blank Design Brief. Your goal is to make the frog jump using all of the materials provided.

• In the middle of the Design Brief the 'Problem to be solved' would be written. In the resources box, students would write all of the materials discussed above as well as their names. They then write dot points in the Investigate/Design, Produce and Analyse/Evaluate boxes as they attempt to solve the problem.
• Before handing out materials, it is important to discuss the students' responsibilities to ensure a safe classroom (eg carrying scissors safely etc).
• This activity focuses on hand-eye coordination, collaboration and cooperation and has an element of competition.
• Design Briefs encourage creativity as there are many different solutions.
• The task can be followed up with children writing a procedural text explaining how they attempted to solve the problem and the outcome.
• The more Design Briefs that children complete, the more creative they are likely to become and they are also able to fill the briefs in more quickly and with more detail.

Online Games

• A number of programs are available that allow you to create your own online games for your students. "Quia" is one such program. It costs $49US to subscribe to Quia for a year; however it is also possible to have a 30 day free trial (http://www.quia.com/).
  
• Quia allows you to create your own educational games, quizzes, class Web pages and surveys. As well as creating your own, you can also explore millions of activities and quizzes created by educators from around the world.
• Students can also create their own puzzles and get their classmates to complete them.
  
• There are many options including true/false and multiple choice questions. Samples of games include: battleship, hangman, challenge board, columns, cloze activities, jumbled words, patterns, picture perfect (reveal the hidden picture under the squares), pop-ups, rags and riches and surveys. These could also be used on an interactive whiteboard if one is available.
  
• Surveys could also be used to get children to evaluate your teaching.
• Examples of quizzes created in QUIA: (multiple choice quiz on converting metric units) and http://www.quia.com/quiz/2514022.html http://www.quia.com/hm/668222.html (Hangman/Teddy bear version. Theme: animals).
• This is an extremely useful website and is well worth the money for children to be able to access.

Entry 2 - Publisher (Brochures and ePortfolios) and Applying for Jobs

Publisher

Microsoft Publisher can be a useful program to use within the primary classroom. Students can use this program to produce a range of items including; brochures, class newsletter, invitations and posters. An example of a brochure produced using Publisher can be seen below. These tasks could be completed as a stand-alone task or as part of an inquiry unit or webquest. Cutting and pasting, design elements and summarising would all be areas of focus during this activity.

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• Student ePortfolios can also be created using Publisher or Powerpoint.
• It is important to remember that if work is displayed in portfolios of any description, it is essential that notes are made about the piece of work.
  
• As well as children's work samples or photos of work samples, videos of children telling their stories or the news can be part of the ePortfolio.
  
• As the students get older, you can encourage them to take more responsibility by showing them how to photograph/scan their work themselves and place it into their ePortfolio. As well as increasing student responsibility it can also significantly reduce the teacher's workload.

Applying for Jobs

• Publisher can also be used to create an ePortfolio that can be used when applying for jobs. Keeping a digital record of the work that you have completed with students can be a valuable asset. Scan and photograph work samples to create your own ePortfolio. Powerpoint can also be used to create an ePortfolio.
  
• As well as work samples, ePortfolios may include your philosophy of education, resume, referees and reflections of practical experience.
  
• A hard copy can be provided to the interview panel or a digital copy can be provided on a CD.

• There are a number of important things to be aware of when applying for a job. These include:
  

1. Spend time writing a good application. You may be one of up to 200 people applying for a particular job and interviews are generally only given to approximately 5 to 6 people.
   
2. Do some research. Find out as much as you can about the school you are applying for. This may include visiting the school, looking up their website, reading the school's newsletter, strategic plan, behaviour management policy and so on.
   
3. Personalise your applications. Make them specific to the school you are applying for.
   
4. Make your application stand out (for good reasons, not bad!). Use an easy to read font (eg Times New Roman) and don't make it too small. Make sure you proof read your application and correct any spelling mistakes.
   
5. If you get an interview, make sure you are prepared. Be familiar with your written application and be able to expand on examples provided. Also have extra examples ready to discuss.
6. Lastly, be honest and be yourself. Show your passion for working with children and making a different in their lives.