Starting Out With Grid Algebra in KS1

Algebra is not often a concept we often think of for KS1 pupils, but Alison Parish has found that laying some foundations early on can make a big difference. In the first of this two-part series, she outlines some great ways of using the Grid Algebra software to help pupils in year 1 and 2 develop their numeracy skills.

Kid looking at laptop, child with notebook, little boy mathematics formula on chalkboard

This article describes how I have introduced Grid Algebra (software published by the Association of Teachers of Mathematics) to pupils in Key Stage 1, but I have also used these activities with other age groups, who are not familiar with the software, as an introduction. Although the software is not new and was written for earlier operating systems, it also has full functionality on Windows 10.

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      string(370) "Algebra year 10The Covid-19 outbreak led to a huge shift towards online and remote learning but the transition was fraught with challenges for both students and teachers alike.The use of edtech increased dramatically to accommodatethe move to distance learning. However, students’ attainment throughout lockdownhas remained inconsistent with many ..."
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      string(5557) "Algebra year 10The Covid-19 outbreak led to a huge shift towards online and remote learning but the transition was fraught with challenges for both students and teachers alike.The use of edtech increased dramatically to accommodatethe move to distance learning. However, students’ attainment throughout lockdownhas remained inconsistent with many struggling to focus in their new environment,as well as finding it difficult to get to grips with the technology they maynot have used before. Additionally, a large number of students across thecountry struggled because they were unable to access the necessary technology,resources and equipment to be able to successfully study from home. Providing students with access to the equipment theyrequire to learn remotely is key to bridging the gap between the classroom andhome learning. The next step is to ensure that when using these resources, studentsremain effectively engaged. We know that when students persistently get wrong answersit affects their confidence. Some respond by giving up, thinking, ‘This is toohard for me,’ while others accept that it is a challenge and find ways to bettertheir scores. Educationalresearcher Carol Dweck coined the terms ‘fixed mindset’ and ‘growth mindset’.Now more than ever we need our students to grow and to become resilient independentlearners who will persist even when the going gets tough.The psychology of gamesGame-based learningis one way to make this happen. It uses technology students are familiar withand sets tasks that will keep their focus. Time and time again, they trydifferent approaches until they find the winning formula that allows them toprogress to the next level where there are new and harder challenges.In the virtual worldthey are engrossed for hours, undeterred by failure. They are using logic andproblem solving skills and the main reward is a score and a sense ofaccomplishment. Why is this?Most well-designedgames give us pleasure and make us want to return for more. To understandthis, we need to know a little about how the human brain works in terms of positiveand negative feelings.We are programmedto seek rewards whether that is food and shelter or praise and a sense of achievement.Often, in order to get these positive rewards, we need to put in a lot of sustainedeffort. However, the digital generation is accustomed to short-term, butconstant rewards – the type they get in video games. As soon as they experiencefailure, they are rapidly moved on to the next part of the game where they canwin. Even when theyfail, their motivation remains high because theyknow they will soon be rewarded – so long as they persevere.Another key factoris that thehuman brain does not differentiate between real-life and artificial rewards,which explains the motivating effect that video games have on people. We allwant to keep trying because we know we will eventually be rewarded even if weget just a little further in a level, by getting a higher score for example.On the flip side,there’s the expectation of failure when it comes to gaming. When we start alevel, we know we might not succeed at the first attempt, especially as we progressto different stages and the level of difficulty gradually increases. Games are designed forgraceful failure and to motivate players to try again. Graphing in action KS4Often in games,especially the ones designed for children, failing a level does not have any consequencesother than having to start over again. This relieves the pressure which in turnfeeds the motivation to try again. So, it is easy to see why these motivatinggaming concepts can be applied learning.How growth mindset connects to gamingTo start, let’slook at what growth mindset is exactly. Growth mindset goes further than justsaying, ‘Nice try!’ when a student fails to answer a problem correctly. It’sabout encouraging students to try again, perhaps with a different approach, andcontinue trying until they find a way to solve the problem correctly. Carol Dweck explains:‘The growth-mindset approach helps children feel good in the short and longterms, by helping them thrive on challenges and setbacks on their way tolearning. When they’re stuck, teachers can appreciate their work so far, butadd: ‘Let’s talk about what you’ve tried, and what you can try next.’ The focusis on progression and trying new approaches until the student finds one thatworks for them and helps them to master the topic.’Thatdrive to try again, to persevere, could be frustrating for students which inturn could affect their motivation. But, as we’ve seen, video games are builton this concept. 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Digital Assessment

How to Develop a Growth Mindset with Game-Based Learning

13 Jan 2021

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      string(350) "... refresh their skills and learn about new features and updates.Champions take the leadWorking with one of our partners, EducationCity, we have also identified several EdTech champions within the school who work alongside our teachers to support them and provide advice and guidance when needed.  We have two EdTech leads ..."
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      string(4547) "which used to take hours.There’s also functionality within many of our digital tools including audio commentary, automatic activity setting for individuals, groups or classes, and differentiated lessons. Where possible, we want to take the administrative burden off teachers and streamline processes.Investing in professional development.While we are an EdTech Demonstrator school, it’s important to stress the only reason we are able to maintain our effectiveness is because we consistently invest in professional development, and continually revisit and refresh it. Fostering buy-in from teachers will ensure success in the long term, for both teachers and their students.We have regular training sessions so staff can further develop their skills and explore the functionality of our EdTech provision. Particularly since Covid-19, but even before then, we have seen a huge increase in staff engagement with the training opportunities on offer, for example, we have hosted training sessions for our NQTs, all the way through to whole-school training to give everyone the opportunity to refresh their skills and learn about new features and updates.Champions take the leadWorking with one of our partners, EducationCity, we have also identified several EdTech champions within the school who work alongside our teachers to support them and provide advice and guidance when needed.  We have two EdTech leads who lead the way on rolling out new software developments or resources. If these prove to be effective and suitable, we iron out any snags and then trial it with our digital leaders across the school. If this goes well, we then roll it out to those ‘harder to reach’ staff who may be resistant to technology. We don’t have many, but we find that this approach means we can identify the most effective tech that our teachers will understand and engage with, which helps us as a school to ensure we’re providing the best tools and opportunities.Using technology to collaborate beyond the classroom wallsWe need to recognise the ways in which EdTech can help to engage children in their learning. Just because we face physical restrictions, it doesn’t mean we have to limit imaginations and collaboration. We work with neighbouring schools as well as those further afield to provide our students with real-world skills and opportunities. For example, we worked with a high school in Canada to support children in the Dominican Republic who were trying to complete homework with inadequate lighting. The challenge for the two schools was to work together to come up with a lighting solution that would help these children with their learning.Together, the children used Skype to brainstorm and ignite discussions and came up with an innovative idea of wearable lights. These sorts of projects wouldn’t be possible without technology that lets pupils from across the world to come together and think outside the box. They can work with those who have different ways of thinking, and this excites disengaged children who feels their ideas are valued. We saw a huge rise in attendance with a class that was especially difficult, and the outcomes of this project formed part of a case study verified by Professor Don Passey from Lancaster University.Looking aheadOur long-term aim is to provide 1:1 devices for every pupil at Pheasey Park so that every child at the school will be able to access learning at school, home and we will be able to address attainment gaps in any future lockdowns.If you at a school that is worrying about how to make the most of EdTech, please get in touch with us. We can help with audits and assessments of what’s working and what can be improved; help you to implement action plans and run training sessions;  support your longer-term goals and identify the right tools and processes for future success. It’s important to give EdTech the same priority as anything else in school. It’s a utility – the same as your gas and electricity – it’s essential and part of school life. When it comes to the resources, it’s also vital that you work with trusted companies. We invest in our chosen partners because we have seen positive outcomes. |Our time, efforts and energy has paid dividends and we can see the results in our children.More information please contact: Sarah Morgan – Director of Pheasey Training and EdTech Demonstrator Support LeadEmail – training@pheasey.org.ukTwitter – @PheaseyTraining"
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Applications and Software

Harnessing EdTech As A Catalyst For Change And Improvement

23 Feb 2021

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      string(378) "... and the extent to which innovative measures are applied to overcome the attainment gap. Schools should provide Continuing Professional Development (CPD) as they are implementing EdTech. This should include sharing successful as well as failed EdTech approaches in the classroom. The Department for Education should support the upscaling of an ..."
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      string(4476) "Reform analysis shows how using video tutoring apps instead of one-to-one tutoring could allow 300,000 additional pupils to make ‘significant progress’ at school. With the right input from schools and DfE, technology has the potential to narrow the opportunity gap. The analysis shows how using online tutors to support disadvantaged pupils at school could allow for an additional 30 million hours of tutoring, within the same budget. The report shows how technology can free up teacher time in disadvantaged schools to spend on more pupils in need. Schools could cut the working day by 25 minutes and cut the time teachers spend monitoring homework by 95 per cent. Research shows that artificial intelligence systems can produce better learning outcomes than comparative human methods. The report recommends that the Department for Education should identify ‘Tech Expert’ schools and link them up with schools that are struggling to use technology to help disadvantaged pupils. It should also allow schools to see the products available to them through an e-procurement channel with a dedicated stream for tech products. The report finds that the money currently spent on helping disadvantaged pupils, worth £2.2 billion, is recorded unsystematically, making it difficult to understand what approaches schools are taking to help disadvantaged pupils. Reform analysis of how 40 schools spend the pupil premium found that only 3 per cent goes to tech teaching tools, while seven per cent is spent on one to one tuition between a teacher and pupil and eight per cent on additional teaching assistants, both of which are high-cost interventions. The report recommends enforcing tighter reporting standards to understand the impact of evidence-based guidance, and the extent to which innovative measures are applied to overcome the attainment gap. The report also finds that education technology gives disadvantaged pupils equal opportunities to learn digital skills, which is critical for future social mobility. In 20 years, 90 per cent of jobs will entail some element of digital skills. The report also recommends that Ofsted conduct a survey report on how technology can be implemented in schools to improve digital skills. This would allow Ofsted to give schools individual feedback on their digital strategies and highlight best practice to schools around the country. Recommendations: Schools should be required to submit breakdowns of pupil premium spending to be displayed on Analyse School Performance. This would allow for the collection of data on pupil premium strategies, helping policy makers to understand common approaches, the impact of evidence-based guidance, and the extent to which innovative measures are applied to overcome the attainment gap. Schools should provide Continuing Professional Development (CPD) as they are implementing EdTech. This should include sharing successful as well as failed EdTech approaches in the classroom. The Department for Education should support the upscaling of an expert organisation, such as the Learning Foundation, to provide more guidance and support to schools, particularly those with more pupils from disadvantaged backgrounds. The Department for Education’s e-procurement channel, Redimo2, should be reframed to operate like the Digital Marketplace and expanded to include a dedicated stream for EdTech products. This would allow schools to see the full range of options available to them and encourage companies to be transparent about the efficacy of their products. The Department for Education should identify and engage with ‘Tech Expert’ schools to celebrate their achievements and link them up with schools that are struggling to make effective use of EdTech to support disadvantaged pupils. It should look to recruit several private-sector providers to help fund these networks. Ofsted should produce a survey report on how EdTech can be implemented to improve digital skills. The report should provide feedback to individual schools on how they can improve in this area, incentivising schools to ensure every pupil is equipped with the digital skills needed for the future. WEB LINK Beyond Gadgets: Edtech To Help Close The Opportunity GapKeywords Opportunity Gap, education technology, outcomes, disadvantaged pupils, enabling schools, opportunities, pupils "
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Leadership

Beyond Gadgets: Edtech To Help Close The Opportunity Gap

9 Jul 2018

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      string(3991) "VLEImprove engagement and presentation of contentYou may want to create individual games and quizzes, which is appropriate for your learners. However, a good way to get started with H5P is via the Course Presentation content type. Access Course Presentation on the H5P website to view the examples of what is possible. This content type can mirror your content structure and flow as you might have in a Microsoft PowerPoint. However, you can create a variety of interactions like Interactive Video, Drag and Drop, Hotspots, Flashcards and a range of question types.To get started shaping your content, select a resource to use, preferably a Microsoft PowerPoint, Word or PDF document that has potential to be developed into an online activity. Check it has got:An appropriate amount of text (not text-heavy)Enough text to write instructions and short activitiesSome imagery (illustrations or models you can use)Perhaps videos to embed and layer some questions overWeb links to further resourcesSome tips for organising your material:Outline titles, the flow of content to appear in each section, and trim out unnecessary material – Microsoft PowerPoint is helpful for doing thisDivide learning content into relatable groups of knowledgeDescribe any activities you wish to include so that learning can be assessed and checkedBe mindful of putting too much content in as this can lead to information overload. Equally, including too many interactions can lead to user fatigueDon’t put too much text on screen as it makes it very text-based and may make the object longer. Only keep essential text and present it in small bite-sized chunks, or provide an option saying ‘read more’Use relatable images to match your textUse video and interactive elements to make content engaging and meaningfulThere is a larger process to creating interactive eLearning activities where you will sketch out a storyboard of what will happen. However, as this is rapid you can use the following quick framework that includes key instruction and assessment principles to guide your content development. This rapid approach is not about creating polished eLearning activities, but rough and ready ones based on a take-and-reshape approach. You don’t need to be an instructional designer expert, but having the understanding and skills will help.Aims and objectives (what learners will learn)Introduction/ build-on from previous learningBite-sized theory/interaction Formative assessment activitySummative assessment Aims and objectives (what learners have learned)Do bear in mind that the design and development process could take longer than expected due to the amount of time you put into learning H5P, complexity/volume of content and the level of your digital capabilities, so do consider the following:Time to develop eLearningContent design/structure/layout of your contentWriting instructional contentSourcing quiz questionsSourcing and presenting meaningful/user friendly multimedia contentPerfecting—don’t over produce it, it’s rapidAccessibilityMeeting specific needs – more in-depth guidance Technical guidance from H5P GDPR/confidentiality of contentsCopyright and Creative Commons (you could make your eLearning activity an Open Educational Resource)This topic, along with resources to support you, as well as sourcing, designing and safely and purposefully using digital technology is in the book Learning Technology: A Handbook for FE Teachers and Assessors from Critical Publishing Ltd. Join the conversations on social media following and using #LTbookFE.Daniel Scott is a digital learning specialist who won the ALT Learning Technologist of the Year award 2016.  He holds a Technology Enhanced Learning MSc and is a qualified teacher, assessor and lead internal verifier who can be reached via Twitter (@_Daniel_Scott or LinkedIn. Daniel also blogs about his experiences of learning technology and eLearning practices, ideas and challenges with learning."
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Adaptive Technology

H5P: Creating Interactive Resources for the Primary Classroom

12 Aug 2019