Wanted Posters using Aurasma « keldarichards Whilst teaching Descriptions to year 7 last week I hit upon the idea of using Aurasma to jazz up the inevitable Wanted posters they were going to make. I have used Aurasma before to create a talking display at the back of my classroom (see post on Le Mur Parlant) and this seemed like a logical step. It rang of Harry Potter (I am an avid fan) and I could not wait to try it in class. The difference this time was that now I have a class set of iPads the pupils would be able to complete the whole task themselves – from filming to creating QR codes. Below is a step to step guide to the process, and I have attached a powerpoint that I used in class. It is worth checking that the QR codes and aura images open properly before you print the work as we did have a few technical issues. To be able to share your auras you need to create an account (but you do not even need an email for this). 1. Film your piece of augmented reality using the Camera on the iPad. 2. 3. 4. 5. 6. 7. Like this:
SOLO taxonomy A few weeks ago I rather rashly offered to present on SOLO taxonomy to the North Somerset Aspire network. As always with this sort of foolishness it’s made me consider my understanding of the subject in a lot more depth. Before the Summer I’d never even heard of it. So, after cannibalising Tait’s Prezi, I began putting together a presentation which said what I thought needed saying. And here are the bits and bobs to go with the presentation : 'Grown up' statements on AfL to classify And the SOLO levels sheet to help prompt the AfL card sort: And the 'meta' hexagons (which are really just hexagons about SOLO and probably a bit of a disappointment) And just in case anyone’s not had enough about SOLO rammed down their throats recently, here’s a collection of posts which touch on it. Please leave any comments: always value formative feedback. Update: here’s my new SOL reflections display: Like this: Like Loading...
taitcoles SOLO taxonomy I am pleased to say that John Biggs himself has endorsed this representation of his ideas; "I've just found your website on SOLO et al. via google. I'm delighted! Your diagrams of prestructural-extended abstract are very elegant..." (Unsolicited email, 29 May 2005) The SOLO taxonomy stands for: Structure of Observed Learning Outcomes It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area. I confess to a slight distrust of this kind of "progressive" model, which aspires inexorably to a final state. However, the emerging field of work on Threshold Concepts and Troublesome Knowledge links in very effectively with the SOLO taxonomy and offers some points about how the above issues might be addressed. There is a small but enthusiastic group of teachers using the SOLO taxonomy to structure their teaching in schools, and blogging about it.
High Dive Teaching | Hypocrite, n. – a teacher who thinks there is nothing left to learn DigGeog Dabbling with SOLO I admit to having been pretty harsh on oxbow lakes in the past… They’re unfortunately still on the GCSE syllabus so require something more than a “meh” response. I’ve just spent an hour planning a lesson in which I’ll introduce them to Year 7. The class has done very little to deserve this imposition, especially as I’ll be taking the opportunity to have my first dabble with SOLO taxonomies, first introduced to me by David Didau at Clevedon Teachmeet (using a geography exemplar!) The class has completed varied work on rivers and meanders; running around the playground, flume modelling and more traditional activities. First I need to explain the rather lumpy terminology to the students. I have a simple PowerPoint with which to entertain and inform… and a worksheet stimulus:Oxbow lakes The final resource comprises an interactive version of the keywords from the worksheet above. John Biggs: David Didau: