The Sonic Classroom – PowerPoint

This PowerPoint supports Philip Davis' Webinar: The Sonic Classroom

Sound is a remarkable thing. It changes the way we perceive things, changes the way we feel, and has an enormous effect on the mind. All too often though, it is underused in the classroom – played in the background, and that’s about it. How, then, can we use it to the full?

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Professional Development

The Sonic Classroom - Webinar

4 May 2017

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Professional Development

Feedback for Learning - PowerPoint

16 Jan 2017

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Folder: InteraCTive Issue 61"
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      string(363) "... year sciencecourse. The images in this case were of manyAnother wonderful Noel Jenkins idea (but with,by his own admission, a pretentious title) is‘Kinaesthetic PowerPoint’.One of his suggestions is that “you create amap of your classroom in PowerPoint, and thenget students to move around in response tochanging scenarios ..."
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      string(5627) "number ofimages of waterfalls, statistics of people goingover Niagara Falls, pictures of the barrels andquotes. All this was accompanied by sometranquil music. The benefits to him were that itprovided a calm start to the lesson and provideda context for discussions that took part later inthe lesson, enabling him to guide the pupils toask “Why did some people survive?” and to allowhim to teach about plunge pools.A similar activity was used by Kate Honeyfordto introduce a new chemistry topic to a group ofupper 6th form students on a one-year sciencecourse. The images in this case were of manyAnother wonderful Noel Jenkins idea (but with,by his own admission, a pretentious title) is‘Kinaesthetic PowerPoint’.One of his suggestions is that “you create amap of your classroom in PowerPoint, and thenget students to move around in response tochanging scenarios”. The idea, outlined on hiswebsite, “reinforces several basic populationconcepts, including distribution, density andmigration push and pull factors”.A couple of ideas for creative writing are to usethe presentation for story planning and stimulus.Some teachers that Gareth worked with went outand took several photographs of the local areathat could be talked about to spell out a story.These images were inserted into a presentationpackage and taken back to school, where thepresentation was shown to the class, who thentold an interpretation of the story. The pupils weregiven handouts with a space to make notes andused the images to plan their own story. Moreable pupils were given just a few pictures but lotsof space for their planning, and could change theirstory a great deal from the version that the classdiscussed, while those who were less able had morepictures to give greater structure. The very weakpupils also had lots of key vocabulary to help them.A variation on the above is to create a ‘virtualwindow’ for pupils to stare out of during a creativewriting session, by setting the presentation toadvance automatically and loop. This could containimages and words that could act as a stimuluswhen pupils are ‘staring out of the window lookingfor inspiration’ and might make for some moreinteresting stories. This idea has also been graspedby teachers of other subjects, who feel that, byhaving images related to the subject they areteaching, students may be prompted whenanswering questions or taking part in discussions.As a plenaryVery simply, a slide or three could be used to bringtogether the key ideas of the lesson at the end.This could even be created ‘live’ at the end of“In its own right, theresource will not enhanceteaching and learning –but in the hands of agood teacher, it can”42InteracTive November/December 2005Curriculum FocusPRESENTATIONSsession and either printed for the class to takeaway, saved into a location where everyone couldaccess it, used as the starting point for the nextlesson or as the basis of revision later in the year.As a multimedia authoring toolThis is not the purpose for which presentationpackages were designed and they may well not bethe most appropriate tool for the job, but if youhave one that you can use and do not the have ‘aproper multimedia authoring package’ such asDreamweaver, then why not get on and do it? Thethings that could be produced range frominteractive talking books, to tutorials that individualpupils can work through (perfect for blendedlearning), to websites and CD-ROM menus.Use by pupilsThe use of presentation packages should in no waybe limited to teachers. Pupils from the end of KeyStage 1 onwards should be able to manipulatethe software to create reasonable results, althoughsome of the more advanced uses will probably haveto wait to the end of Key Stage 2. Pupils should beencouraged to think about their audience andreminded (as, indeed, should many teachers andconference presenters!) that, in terms of animationand colour, less is often more.To create presentationsAgain, the most obvious use for pupils is to usethe packages as they were intended to be used,to give presentations. Topics are as varied asthe curriculum and out of school interests.Gareth has had particular successes with pupilscreating SATs revision slides and presenting toclassmates on aspects of maths and science,while Kate’s students have presented on topicsas varied as the TV programme Charmed to‘Sports Nutrition’. For pupils, the benefits oflearning to present are plentiful, from increasedconfidence to developing a deeperunderstanding of their subject matter wheninvolved in ‘peer teaching’.To create quizzesA great introduction to presentation packages, andparticularly to get pupils to consider ‘audience’, isto work with pupils to develop ‘What am I?’quizzes. The idea is simple: a series of slides thatprovide a series of clues of increasing simplicity,from ‘I am red’ through to ‘I grow on trees andSnow White ate me’. This works well with KS2pupils creating quizzes for KS1. Another variationis for pupils to create quizzes for their peers, orteachers, with clues leading toward a particularperson, e.g. an author or musician. The sliderevealing the answer can contain photos,references and even weblinks.To create interactive booksBig Books are a common feature in primaryclassrooms since the advent of the Literacy Hourand, increasingly, teachers are complementingthese with electronic texts. Presentation packagesprovide pupils with a great opportunity to writetheir own stories and publish them in anunconventional way. They can either write for theirpeers or for a younger age group"
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Digital Learning

All present and correct?

1 Nov 2006

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      string(420) "... this resource pack:Activity sheet 12a – Story textActivity sheet 12b – Image boardActivity sheet 12c – Using the sensesPowerpoint: Setting the sceneGroupingsIndividualsProcedureWhen the children come into the classroom, have the powerpoint – a compilation of rainforest photographs – playing on the interactive whiteboard. You may wish to play some rainforest/jungle sounds (like this ..."
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      string(4870) "Activity 12 – What happens next.docActivity 12 instructionsScience goes pop!Activity 12: What happens next? Key words: literacy, creative writing, descriptive writing, character, setting, image, sound, inspiration, using the senses, imagery, prehistoric, early man, Pleistocene period, Komodo dragon, predator, drama, role play Key Stage 2-3DescriptionImages and sound immerse pupils in the story of a group of early humans returning through the rainforest with their latest kill. The group attract the attention of a passing komodo dragon. Pupils plan and write a piece of creative writing to show what happens next.Curriculum focusLiteracy – creative writing, evoke character and setting, descriptive writing, story writing, story endingsThinking skills – imagination, creative thinkingMaterialsIncluded in this resource pack:Activity sheet 12a – Story textActivity sheet 12b – Image boardActivity sheet 12c – Using the sensesPowerpoint: Setting the sceneGroupingsIndividualsProcedureWhen the children come into the classroom, have the powerpoint – a compilation of rainforest photographs – playing on the interactive whiteboard. You may wish to play some rainforest/jungle sounds (like this: www.youtube.com/watch?v=QE_jOCqKE3w or www.youtube.com/watch?v=-IAfg_Iy7n8 or www.youtube.com/watch?v=JmxNQgI9vho).When the children have settled down, turn the music down a little and begin telling the story:“Imagine the scene.“It’s 18,000 years ago, Flores Island, during the Pleistocene period. It’s another hot, humid day in the rainforest. Mist rises up off the heated ground. Bright flashes of sun filter through the dense soggy canopy of trees above us.“Twenty first century humans will one day tear down the rainforest in this part of the world. But for now, the forest is as extensive and thriving as nature intended.“Look! A group of strange looking creatures emerge from the undergrowth. They are the size of chimpanzees, but walk upright like humans. Two of them carry bloodied hunting tools, three others hold large chunks of meat in their long arms, and the last two drag what looks like a small elephant tusk behind them.“Their prey is a stegodon – a dwarf elephant native to this island.“But as these primitive humans walk the trail back into the undergrowth, they are unaware that another deadlier hunter has been alerted by the smell of butchered flesh.“Something large, green and scaly flashes from within the long grass beside the trail. Before the group can react, one of their number lies dead, a victim of the island’s top predator – the three metre long Komodo dragon.“What happens next?”The pupils’ task now is to write a piece of creative writing, describing what happens next. The above story can be found in Activity sheet 12a if pupils want their own copy.Keep the music playing and the images on the board on loop (the powerpoint is automatically set to do this, switching photos every minute) as they plan and write their piece. More images can be found in Activity sheet 12b – print a few copies of this sheet out and distribute among pupils for inspiration.The senses sheet (Activity sheet 12b) will help students develop richer description by considering the different senses.Teacher’s notesA piece of creative writing isn’t the only way to show what happens next. Other possibilities include: freeze frames, a dramatic re-enactment, a poem, a drawing or painting, a dance.Komodo attack!Imagine the scene.It’s 18,000 years ago, Flores Island, during the Pleistocene period. It’s another hot, humid day in the rainforest. Mist rises up off the heated ground. Bright flashes of sun filter through the dense soggy canopy of trees above us.Twenty first century humans will one day tear down the rainforest in this part of the world. But for now, the forest is as extensive and thriving as nature intended.Look! A group of strange looking creatures emerge from the undergrowth. They are the size of chimpanzees, but walk upright like humans. Two of them carry bloodied hunting tools, three others hold large chunks of meat in their long arms, and the last two drag what looks like a small elephant tusk behind them.Their prey is a stegodon – a dwarf elephant native to this island.But as these primitive humans walk the trail back into the undergrowth, they are unaware that another deadlier hunter has been alerted by the smell of butchered flesh.Something large, green and scaly flashes from within the long grass beside the trail. Before the group can react, one of their number lies dead, a victim of the island’s top predator – the three metre long Komodo dragon.What happens next?SenseWhat I imagined…        TasteTouchSmellHearingSightUsing the senses© Imaginative Minds Ltd.Setting the scene.pptx"
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Creative Teaching & Learning

Activity 12 Resource Pack: What happens next?

27 Mar 2015