Tinkercad: 3D design

This week is a very exciting week for me. This week I will be (attempting to) 3D print models of Greek Temples designed by my class! I am so excited to use the 3D printers we have in school for the first time and see how the designs turn out.

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CLMOOC with TinkerCAD” (CC BY-NC 2.0) by Dogtrax

Tinkercad is a web-based 3D design software which can be used to design just about anything! We had the Ancient Greeks topic coming up so I planned a short unit incorporating DT and ICT.

You can sign up on Tinkercad as a teacher and have a tinker yourself. Sign up here. I would recommend doing this first and get a feel for what you can create. If you click on the gallery, you will see what others have designed. I let my class use my login details and created groups for them to store their work in. After one lesson of introducing the software to them and allowing them time to explore, we were ready to get designing. I created a screencast of this tutorial session which some of the other teachers in my team used to help train themselves and their class.

After first learning about Greek Temples, my class then went about collaging some inspiration, before getting stuck into the Tinkercad design software. It only took about 3 lessons, and they were done. It really was much easier than I thought it would be and the students quickly became better designers than me.

Here are some of their final designs:

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I can’t wait to plan another unit like this one. The possibilities are endless!

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3D Prints of TinkerCAD Designs” (CC BY 2.0) by Wesley Fryer

Technology in the classroom: The SAMR model

Technology is moving at an incredible pace and every day it seems that there is something new we could use in the classroom. But how often do we use technology in a way which actually adds something to our teaching and, more importantly, adds something to the learning of our students?  The SAMR model, developed by Ruben Puentedura, demonstrates the thinking process that we as educators can go through in order to up-skill their use of technology in the classroom.   

What is the SAMR model?

Watch this video for an introduction: Dr Ruben Puentedura – The SAMR Model

Key question: Is it adding anything?

Using the SAMR model, we can begin to analyse how we are currently using technology and consider our next steps as teachers. 

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Slide1” (CC BY-NC-SA 2.0) by langwitches

It can be tempting to stick to substitution when we use technology in the classroom, through the use of Office tools or research. Using an iPad to computer to research something which could equally be researched using a book is substitution. Using googlemaps instead of an atlas to locate a country is substitutionWriting up a student’s work on Word, Publisher or other programme is substitution.  These are simply alternative methods which don’t necessarily add any more to the learning. However, the good news is that there are also many easy ways we can adapt how we use these same tools which do add to the learning. Yes – easy

Word processing
Original task: Writing a story. 
Improved using the SAMR model:

Substitution: A Word Processor replaces a Pen/Pencil in a Writing Assignment. Students type the story instead.  
Augmentation: The document is created using the Word Processor using a speech-to-text function to ‘type’ it – great for students who are learning English as a second language.  
Modification: Work is shared with peers/teacher so that feedback can be received and incorporated to help improve the quality of writing. This is easily done through Google Drive, if you have it, or can simply be saved onto the sever and a peer can then open and use the review mode to add comments, highlight sections, pose questions etc.
Redefinition: Instead of a written assignment, students could ‘write’ their story using an iMovie, Comic Life app, youtellstory app or storybird. All of these apps allow you to add pictures and overlay audio to tell your story. There are so many of them out there. 

Research lesson.
Original task: research a country or city and share facts using books from library and magazine clippings.
Improved using the SAMR model:

Substitution: Use presentation software (like Powerpoint or Prezi) to construct a presentation providing information about a selected area.
Augmentation: Incorporate interactive multimedia – audio, video, hyperlinks – in the presentation to give more depth and provide more engaging presentation.
Modification: Create a digital travel brochure that incorporates multimedia and student created video. 
Redefinition: Explore the locale with Google Earth; seek out and include interviews with people who have visited the local. A green screen video would add a sense of realness with the student interviewing people ‘in’ the city.  

Science. 
Original task: label the features of the water cycle on a diagram. 
Improved using the SAMR model:

SubstitutionUse the Smart board or other interactive whiteboard to drag and drop the labels onto the diagram. 
Augmentation: Use Quizlet online to create a matching game for parts of the diagram, definition and term. 
Modification: Use the app Educreations to model drawing the diagram and audio record the explanation.
Redefinition: Use Aurasma app to bring a diagram ‘to life’ by embedding video explanations and/or drama created by the student.  

How can I develop my practice using the SAMR model?

Take one step at a time and progress up through the model. Remember, substitution is not bad but we can improve our practice and the learning opportunities we create by moving up asking ourselves some key questions.  

What apps work for this?

This blog has some great ideas for how to use this model in your classroom and links each section of the model to different apps.

Further reading:

SAMR model explained. (Useful Prezi)

Technology integration in the classroom. 

Digital technologies in the classroom.

The classroom of the future

Road sign to  education and future
By Tcodl (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)%5D, via Wikimedia Commons
Whilst reading ‘Weaving creativity into every strand of your curriculum’ by Dr. Cyndi Burnett and Julia Figliotti, I was drawn to a question which they used as a hook for activating creative thoughts in students.  

What things in the classroom might be missing in a classroom of the future?

As this question rolled around in my mind, I began to think about how teaching is changing and how the way I teach now, just 6 years after qualifying, is so vastly different to my training year. We have quickly moved from being teachers who provide students with the information they need to learn to providing students with the skills they need to find this information. As facilitators of learning, our role as teachers has dramatically changed. So then, it is almost inevitable that the environment we create for our students to learn in also changes.

 What I can do to facilitate this change? 

  1. Technology.  Developments in technology has led to some inspiring new apps and products on the market for education. Whilst not all schools and teachers have the funds or means to use all of these new technologies in their practice, some are free or nearly free. This blog post highlights some of these new technologies such as Augemented Reality and game based learning.
  2. Flexible classroom environment. Check out my previous blog post about how flexible seating works in my classroom.
  3. Student choice. Your next topic is the Vikings. The curriculum states what your students need to learn.  Your planning guides you in what you need to share with your class and how they will demonstrate their knowledge. Or should it? Why not let your students choose? In my classroom, I allow my students an element of choice in how they demonstrate their knowledge to me. Whether it’s humanities, history, Science or Maths, it is really empowering watching students plan and design their own way of showing you their understanding. I’ve had student rap facts about the Anglo-Saxons, groups make Anglo-Saxon clothing in order to hold a fashion show, and even students produce a reenactment of an important event  in history. The key here is, choice. The quality of the learning outcome is higher when students are more engaged and enthusiastic about their projects. Granted, it takes a whole lot of guts as a teacher to allow 30 students to choose different projects, but I promise, the outcome is well worth it!
  4. How we measure learning. Ultimately, if there is to be this big paradigm sift then we need to revolutionise the way we measure attainment and progress. Many of the ways we currently measure attainment are content focused and not interactive or involve problem solving. You cannot reform the way we teach without also changing the way we measure learning. I am not sure what the solution is to this yet, but it is something I am currently researching. I’ll keep you posted on what I find!

 

For more on this topic, I recommend reading this blog by Rebecca Rosen.

Flexible Seating

Looking around my classroom this year, I was struck by a thought. Education has changed dramatically over the years. Classrooms of today look dramatically different to those in Victorian England. Or do they?

Yes, education has come a long way; research has focused on the different learning needs of students and innovative ways to help students to develop the skills they require in today’s world. Differentiation has been a buzz word for a long time and teachers have spent many hours and PD sessions learning about how best to differentiate their lessons to suit all learners. Yet we still expect all students to sit for long periods of time on chairs and at tables, regardless of their needs or learning styles. There is zero differentiation there.

This prompted me to do some research of my own. I came across a few blogs which got me thinking about the set up of my classroom and how I could adapt it to suit the needs of my class. On a basic level, designing a classroom which is comfortable and allows for student choice, will enable students to select an area which they will be able to focus in. Being focused and comfortable will help students to be better engaged and foster better outcomes.

Flexible classroom environment

Redesigning the classroom

Effective Learning Environments

Rethinking classroom design –Comfortable classrooms—physically and psychologically— promote a sense of well-being, keep minds focused, and limit distractions.” 

This fourth website really made me think about the way I planned my lessons. I began to ‘flip’ my classroom in order to make the most of my new classroom design and things really began to click into place. I’ll talk more about my flipped classroom in my next post.

In order to achieve my new classroom design, I had to beg and borrow as much of the furniture as possible! I have been really happy with the outcome so far, but as many of you can probably empathise, I continuously want to change and upgrade things.

 

This is the start of my classroom redesign journey. 

Students love the standing tables! They really enjoy the freedom of movement which comes with not being confined to a seat. The standing tables were simply created by putting old wooden creates underneath the tables. I have seen other teachers use bed raisers too, which is something I will be using in my new classroom. The bouncy balls are great for students who need to move constantly and find sitting still challenging. DISCLAIMER – they are a challenge when you first put them in your classroom! I know teachers who have given up on using these very quickly due to behaviour management issues. However, please do persevere, as when students understand that they are seats and follow the rules for using them, they will calm down and use them appropriately. I personally love lying down on the large cushions as I work with a group of students who are doing the same.

The outcome? Well, it’s only been 4 months of this layout and I can honestly say I’ve seen an increase in the engagement of my students. They love learning and feel proud of their classroom. Students who previously found it challenging to stay focused are actually the ones who are considering where they will work best in the classroom the most. My classroom is often used by other teachers and other students come into the room too. It’s been fantastic to see my students explaining the new layout to others and encourage them to make good choices about where they learn best and not just sit next to their friends. Proud teacher moment!

Many teachers and members of senior leadership have shared positive comments about my classroom and the innovative design. I know that for some it may seem a bit too far outside of the box, but honestly, teaching and learning is something which is always moving forward. It’s exciting to try new things and adapt your practice. We can’t continue to teach like we always have as we educators need to move forward with the times.

I am excited about starting the year with my new class and have already begun to redesign the classroom to allow for plenty of seating options.

If you’ve tried redesigning your classroom or have any great ideas to share on this, please do comment and share!