ICT in my Classroom

We had fun today using Wii Sports Golf during our maths lesson. This week the children have been practising different written methods of subtraction and today we repeated the Wii idea from last year.

After doing some recapping of the compact method of written subtraction we worked as a whole class with the game. Each child was at their tables with a whiteboard and pen.

• Start by making a note of the length of the hole you are about to play (A). This appears at the top right hand corner when you are teeing off. Get the class to write this down.
• We had a 4 player round to generate lots of questions to practice.
• Choose someone to come out and tee off. When their ball comes to a rest it will show how far to the hole (B). It does not show the length of their shot – so complete the subtraction with the class A – B = C (shot length)
• We repeated this for the other three players.
• As you get your different shot lengths (4 in our case) you are presented with lots of opportunities, such as ordering the shots from longest to shortest, how much further was ? then ? – we used some of these with the whole class after the first group of shots were made.
• With the longer holes you may be able to get another calculation from the 2nd shot – but most of the time the second shot will sail over the hole. This makes it a bit tricky to calculate shot length.

Another direction you could take the game in a maths lesson is to plan for ordering decimals. When the ball lands on the green the game displays how many metres/yards to the pin (hole). It will show it to one decimal place. With four players hitting the green then you have the option of trying to order 4 different distances.

WiiMaths is created by Tristan Methers with funding from the Victorian Dept of Education and Early Childhood Development as part of the Knowledge Bank Next Generation Research Projects. Tristan outlines the investigation into positive and negative numbers in the game of golf and explains:

In Golf names are given for the  number of strokes taken on each hole. If you score the expected amount for a hole that is called a Par. If you get a stroke over the expected amount that is called a Bogey and one stroke under the expected amount is called a Birdie. The number of  strokes under and over and their names are in the table below:

• ALBATROSS  -3
• EAGLE  -2
• BIRDIE  -1
• PAR 0
• BOGEY +1
• DOUBLE BOGEY +2
• TRIPLE BOGEY +3

The students are then given a verbal 9/18 hole golf course to solve and come up with a final score, linking the naming of the strokes to the total score:

Example:

• Hole 1  - Eagle
• Hole 2 – Bogey
• Hole 3 – Par

I think that this is a good example of explaining the maths behind the scoring system itself and would allow a class or small group to practice +ve and -ve numbers in an engaging way.

Why bother?

This games based approach to maths engages the children. It certainly engages my class. They asked me to do some more in the afternoon. More written subtraction! They are switched on by the use of the game and enjoy the challenge of the maths that we packaged up within it. With some successful baseball addition earlier this week too, it is proving effective to use Wii games in this single lesson role.

Are the children better at subtraction because of the game?

Crucially we were able to practice and refine our calculations over a more sustained period in the lesson due to the game. The same occurred with the baseball addition earlier this week. Children were happy to work hard on the maths for longer due to the involvement of the game. If use of the game is combined with solid, clear and supported teaching of the written methods beforehand then it can raise the standard of work in the classroom.

Please share with me any other ways you have used Wii games in support of your maths lessons, as I am always on the look out for more ideas.

(Pic “dangerous walk“ by cinocino)

This post includes some reflections on the use of Google Forms in data handling teaching and some problems we encountered in using them in the classroom.

For a few weeks now we have been exploring data handling in our numeracy lessons – we have included lots of work to allow children the choice of some current tools to use in their own investigations. In separate lessons we have explored how to use Create-a-Graph, Google Forms for collecting data and Excel for charting data. All of this exposure and practice in using these tools was a precursor to the children making some choices in the design of their own data investigation.

The children were working in small groups of 3s (about 10 groups) and the majority of them chose to collect the data for their investigation questions using a Google Form. I directed one child from each group to author the form and to share with all of their peers within the domain. (This was done by clicking on “EMAIL FORM” when editing the form and clicking on “CHOOSE FROM CONTACTS” and choosing “ALL CONTACTS” from the drop down menu)

I decided to build in some time for the children to complete the forms that different groups were sharing with them. And this is where we began to run into problems. The progress of each group was starting to stretch out – some were completing forms and some had lots of data, others had only a few results because the forms had not been completed yet. The difference in what they may be doing was also beginning to mean that I had no way of ensuring a specific group was at a certain stage.

The simple fact is that I had no way of ensuring that every child completed every form. As a result the pool of data was different for each group.

I still believe that using a Google form is a valid way of collecting data – it also organises info and even produces a graphical representation of it. A powerful tool. But it is difficult when trying to collect lots of data from a year group at the same time. If their are lots of forms from lots of different groups it becomes unwieldy and difficult to steer on the right track. Saying that, I still wanted to provide the choice of tools to the children, attempting to replicate what happens in real life.

Here is a possible solution that we have thought of:

1. Children work in small groups of 3s
2. Generate a question for their investigation eg “What is Year 5s favourite lesson?”
3. Plan for the process and choose from a range of tools that have been covered in previous lessons. The children still have the autonomy to make a choice, which is key.
4. Draft their investigation question – a single multiple choice question.
5. Teacher/TA or children from the different groups author a single form including all of the questions from the different teams.
6. Form is shared with whole class or year group.
7. Children are given time to answer all of the questions in the form via their GMail- this way you can guarantee that all of the groups have responses.
8. Once all of the responses have been submitted then the resulting spreadsheet can be shared with the whole class. Children would then be able to view a single column of information for their own question.
9. Further graph work could be completed from then onwards.

As part of my numeracy lesson yesterday I used our class Nintendo Wii to support some of the shape work we have been doing. I identified the mini game Block Spot within Big Brain Academy as an opportunity for the children to continue to practice visualising and consolidate their understanding of 3D shapes.

After a short times tables test, which we do at the beginning of every week with our Year 5s (9/10 yr olds), I explored some vocabulary and basics of reflective symmetry on a grid using SMART Notebook. We briefly revisited the shape symmetry we had covered in the previous week and I ensured the children were now thinking of a line of symmetry or mirror line independent of any one shape. 

As a precursor to reflecting different shapes in vertical and horizontal mirror lines we used simple colour patterns reflected in a grid and a simple flash activity from Primary Resources. On the class IWB we completed some together and I highlighted some possible areas that could be problematic – we counted the squares to and from the axes and all of the methods used to check the position of reflective symmetry.

I remember using this in my first year of teaching in a computer suite. On Tuesday the children worked in pairs on our class laptops to challenge each other in making a pattern and then completing the correct reflection. I had planned to continue on to do some work on paper but the practice and familiarity they gained from just working with different coloured squares will contribute to their work later when reflecting shapes. For a challenge children could work on a grid of four quadrants (2 mirror lines) and a random pattern and for those needing more support they could continue with the single mirror line with adult support.

As the children were working on their laptops I had the class Nintendo Wii running with Big Brain Academy and called out a pair of children at a time to use it. I used it in Solo mode and the Practice of the game Block Spot (Visualise category). I would have preferred them to have played against each other or in a small group but that would have included other games – I wanted them to just focus on visualisation of shape to support the week’s topic. In the pair they took it in turns to answer 10 questions about matching a random 3D shape made of coloured cubes to a choice of four. All of the blocks on screen are spinning and so recognising the features quickly and their similarities is tricky.

You can see what they got up to in the Block Spot game in this short film taken during the lesson.

I was pleased to see that the rest of the class were not distracted by the Nintendo Wii being played on the IWB and other then a few cursory glances were getting on with their own reflective symmetry task. The novelty of using the Wii in lessons has already worn off!

The motivator of using the Nintendo Wii as a way to support learning is a no-brainer to me with this age of children and I am pleased to further establish it as a learning tool in the classroom. It is not simply good enough anymore to adhere to the argument that they use too much of these things outside of school – they are very powerful ways to deliver learning and engage children. It is just a case of finding the correct game and context.

I also discovered another game within Big Brain Academy that I would use within any future lessons on symmetry. It is called Art Parts and is described as follows:

In this Visualize activity, players must complete the sample painting by stamping the missing pieces onto an unfinished scene. When it becomes more difficult, Art Parts flips the unfinished scene sideways or flips it upside-down.

There is much more to explore in terms of using the Wii to support the general learning environment of a primary classroom – but I think that in my classroom I have seen it become a source of great fun and an engaging learning tool.

Please let me know any games or ways you have used your own class Wii to support your lessons.

Our class had a very enjoyable numeracy lesson today in which they were further exploring nets of 3D shapes and developing their ability to visualise them. We used SMART Notebook on the class laptops to help record our work as well as Google Earth for our shape of the week.

This week we have been exploring nets of 3D shapes and for the lesson’s “Shape of the Week” starter I had Google Earth running with the Pyramids (Egypt) placemarked – we zoomed, from right out in space, into the location of these great monuments. (I still love the awe and wonder of that, so do the kids!) It was a good link with our Ancient Egyptian history topic. I had switched on the 3D Buildings layer and I panned and moved about the modelled pyramids. We then spent some time talking about the properties of square based pyramids, their nets and the pyramid family in general. I scribed their ideas straight onto Google Earth using the SMARTBoard pens and annotated the pyramids. I good start to the session.

For the main part of the lesson and the independent task I wanted the children to visualise the top and the bottom of a net. Which face in a cube net does not move and which would become the top of the cube? So we combined the practical use of Clixi with a SMART Notebook that allowed the children to easily recreate and record the nets.

I shared a notebook file on the network, which the children accessed and opened on their own laptop. The children were working in pairs on their numeracy tables. They made the possible nets with the Clixi and then generating the same net in the notebook from some infinite cloned shapes I had setup. I then wanted them to colour the top RED and the bottom GREEN to show they understood how the net behaved when folded. The technology was not complex but it allowed them to quickly recreate the nets and show what was needed – less time was spent recording due to the technology. Which meant that more time was spent visualising how the net worked, exploring the Clixi nets they had made and discussing the possibilities in their pairs.

I was really pleased with the progress made throughout the lesson as the children discussed and explored the nets of cubes, cuboids and pentagonal prisms. I was equally impressed, however not surprised, in the successful way the blended learning resources worked – how they complimented each other and how the no frills technology began to become invisible amidst the learning going on.

We have had our Nintendo Wii in our class for about a week now and the children have been busy making their Mii avatars. They have truly engaged with it and seem to appreciate and understand the valuable role it can play in our class to have fun and support learning.

One idea I mentioned a few posts ago was that of using Wii Golf for addition, here are some more lucid thoughts and experiences of using it in the classroom.

Wii Golf Subtraction

We had 20 minutes at the end of the day so as whole class we talked about using Wii Golf to help with some subtraction work. The children have been doing the chunking division method (!) which requires them to use all four operations so more subtraction work was going to be valuable.

Pic: Look at Mii golf!

I started up a quick round of golf and took a shot. I was expecting to get some information about how far the ball had gone and then subtract this from the total yardage for the hole.

Hole Length – Shot length = Distance remaining

However when you have taken a shot in Wii Golf it displays how much further you have to go. There is no information about how far you have hit the ball. Consequently we had to change our sum and I asked the children about how we could work out the shot length – it was a good teaching point. The children at this point had their own small whiteboards to do work on. Our agreed sum for Wii Golf would be:

Hole Length – Distance remaining = Shot length

Soon the children were busy on their boards and were immediately totally engaged with the task. That comes as no surprise to me – about 95% of the class have a Wii at home, this is what they enjoy being engaged with. The shots will always be 3 digits or less and in that way are perfectly differentiated for my year group.

Wii Baseball Addition

Whilst the children were having a break time my teaching colleague Rick and I had a little play on Wii Baseball and soon more ideas for supporting maths were being batted (sorry) around. If you go to the Practice in Wii Sports and then Baseball you get the chance to hit 10 pitches – on screen you receive information about how far you have hit the ball in metres, perfect for generating addition sums.

Pic: Nintendo Wii Baseball

As a class I showed them what I wanted to do, hitting the ball and recording the length of the shot and then we worked on the addition to come up with the total metres. I asked children to come up and take 10 shots and we all then recorded as they went on our boards. If they didn’t hit the ball we just recorded the metres they did make. I soon discovered a baseball demon who hit about 6 home runs and 10 excellent shots. I asked the class to split the 10 numbers into two groups and then do 2 sums. Again the highest number was 187 metres, which is pretty good for a ten year old by the way, so the addition sums were ideally pitched to the Year 5 age group.

An added bonus was that after you have hit the ten shots the total length of the home runs are added up and displayed on the following screen. So if the children who were batting hit home runs we had to do a second calculation for home run length. i muted the projector display until we had done the calculation, modelled the work and then revealed the answer. 

As a whole class I was able to see on their whiteboard the work they had done and picked up quickly on errors with their method or setting out. However this could easily be done as a small group activity during a lesson. 

The children in that 20 minutes were happy, engaged, focused, on task and doing 3 digit subtraction and addition practice. It is important that we begin to realise the potential of these gaming platforms to support learning. I look forward to exploring more Nintendo Wii ideas soon.

I have written about Multiflyer before as it qualifies as one of my top 5 Times Tables resources. We begin the year with a test of the children’s multiplication knowledge to ascertain their strengths and where they need to focus their practice, we also like to be able to see how quick they are. Using Multiflyer we can do this all and have it marked within 15 minutes.

Previously we used to give the children a paper test of 100 multiplication facts, but timing did not come into it. Although it did when we had to manually check 3000 answers from the whole class! Using Multiflyer addresses the work life balance we all battle with.

Here is how we do it.

1. Access the site and choose Practice from the options. 
2. Select what you want to test the children on – we choose 1-10 from both sides.
3. Ensure that the children choose to have the Table OFF otherwise they will be able to find the answers using a multiplication grid.
4. Clicking START will display a practice question – ensure the children know what they need to do.



5. Remind them that they do not need to move the mouse and that the quickest method is to enter the answers and press enter on the keyboard.
6. We give the children 15 minutes to answer as many questions as they can. We find that this gives us a really deep picture of their times tables ability.
7. You might like to ask them to turn their volume down before they begin as the sound effects can be off putting for children trying to concentrate.
8. When the children have had 15 minutes, or however long you have given them, ask them to click on End MISSION. 
9. This will display a chart displaying how they got on. We ask them to choose PRINTABLE CHART from the top.



10. They enter their names and the date of the test and print if needed – this could be filed in their folders or with their other maths work.

Buckleys mate

That was the first reply from @deangroom to my Twitter request in support of a maths lesson earlier this week. I had asked my network to explain to my class of Year 5s / 4th graders what the probability of snow was for the following day. In my planning I had included this activity as a plenary to my maths lesson on probability. The children were exploring a range of statements and deciding what the likelihood was. The conclusion of the session was planned as follows:

Explore with the children the language that they have used in the session. Ask: Is the same vocabulary used in other countries? Ask Twitter network to respond to: “What is the probability that it will snow where you are?” Explore the responses and discuss the reasons for any differences.

“Buckleys mate” threw me a little though, I shared it with the children and after a little searching we discovered that it is an Australian slang term meaning “No chance” – so we figured out what @deangroom meant!

Time Aware

One of the most important things that I have learned from successfully using Twitter to impact on my lessons, teaching and ultimately the children’s learning is that you have to be time aware. I sent out this tweet, as you can see, at just after 9.15 GMT.

I did not need the responses for a further hour but allowing your network time to respond is very important. By the time that I was sitting with the class to finish the session we had approximately 20 responses to explore, and more was rolling into twhirl as we were working. I simply displayed the “Replies” view so the children could see specific responses to us.

I was also very aware that America was still tucked up in bed and only those very early risers, insomniacs and those burning the midnight oil would be responding at the time from the US. The morning session worked out that we continued our maths on until lunch so I retweeted 2 hours later and then again around 1.00pm. This may seem like you are pestering your network but single tweets can get lost in the torrent for many of your network – some may not respond because they simply may not have seen the request. I knew that the 1pm tweet would nudge those in the US and many added their responses to the stack of examples we had to discuss with the kids.

Shaping the learning experience

As you can see from my planning and the request I sent out the focus was on the language that other people would naturally use to describe an event’s probability. And the coincidental geographic information that justified such a likelihood helped our discussion. We were able to establish from the early responses that they were mainly from Australia and the children were amazed to read the responses:

This naturally lead to a discussion about why residents of this country would give this sort of response, we discussed their climate and the ostensibly long history of no snow days and how this leads people to believe more fully that it is highly unlikely. Then came a response from closer to home.

I swooped upon the language that @jonesieboy had used in his tweet and saw it as a good teaching point. I focused the children’s attention upon his use of “1 in 4 chance” and we explored how this could be rephrased as a a quarter and that led us naturally to the equivalent percentage – 25%.

The children had been using 5 words to describe their own statements in the main part of the lesson. Certain, probable, possible, unlikely, impossible. After reminding them about this I asked them to position “1 in 4″ or 25% on their own scale and to give a word that best describes the chances of snow in East Lothian. It is amazing what a single tweet can do to a lesson.

Creating a learning experience

In a similar way to how our Geotweets lesson proved successful the quality and quantity of responses from my network offered me an opportunity to create a new learning activity. The initial plenary was really successful, we discussed the tweets we had received at that point and the language differences it presented. I decided to continue with the maths lesson for the rest of the morning and spent 10 minutes, whilst the children were outside for breaktime, creating two additional SMART Notebook pages that incorporated the Twitter responses.

The main focus was of course the language individuals used and although we concluded many people, when asked about probability, responded with a figure/percentage, I challenged the children to juxtapose the responses onto our original scale.

The second notebook page was an additional bonus, but the geographical information is very important to explore with the children when reviewing any responses in Twitter. In the case of this maths lesson the probability could be justified by geotagging the tweet. I used a rudimentary map and we discussed the location of the respondees and how this affected their responses. I could have looked at a map+Twitter mashup but this would not challenge the children’s geography knowledge, rather it would just display the locations.

To create these pages in SMART Notebook I simply used the screen capture tool to snip the individual tweets from Twhirl. You have to ensure that the inactive opacity is set to 100 as Twhirl becomes inactive when you switch to the SMART screen capture tool. You can download the notebook file with these two pages in here.

I was delighted to use this networking technology in this way and it was great to finally execute what I had long conceived to be possible in my head. The lesson was so much richer for the carefully planned introduction of Twitter responses. The two SMART Notebook pages supplemented the original nbk resource and the discussion in the plenary. The parallel Y5 class was able to benefit from the depth and quality of responses as they also located the tweets and scaled the responses using the notebook. In terms of my own teacher assessment of the lesson I think that the children had a truly global picture of what this question meant to real people and a far greater understanding of the variety of vocabulary used to describe probability. For some people who responded the possibility of snow was almost far fetched and for others it seemed they were having to literally defrost the very keyboard they were frostily typing on! When I look back at the short paragraph of planning I had written it’s brevity does not reflect the depth of opportunity it actually produced. I move on from this lesson knowing that when you invite responses from your network to expect much more and to be flexible enough to make the most of the learning opportunities it readily presents.

With a careful, planned approach I think I have proven (in this instance) that Twitter can be used to impact on the children’s learning. That may be a very narrow impact in terms of a wider curriculum but it is an impact nonetheless.

Make it work in your classroom

• Think carefully about what topic to support – the simplest questions are the best.
• Phrase your 140 characters with great care. Get as much in as you can. I must have taken a good 5 minutes redrafting the original tweet.
• Be time aware. Think carefully about who will see your tweet when you send it out. Send your request for information prior to the time you actually need it, to allow the network time to respond.
• Don’t be afraid of retweeting a request so that people who have just logged in can pick it up.
• Request a location from your network as this can form some excellent points for discussion.
• Display the responses using the Replies view in a Twitter client like Twhirl or Snitter, this way you will not be distracted by the other conversations passing by.
• Share with the children the language of Twitter and what it all means, one of my children heard the alert sound of a reply and said “That means someone has tweeted us!”
• Be flexible and prepared for the direction that the tweets can take you.
• Save an image of your replies for future reference – you can see all of the replies we received for this lesson here.

Many thanks to all of you who responded to our question – thankyou for contributing to our maths work this week.

Times tables are such an important tool in maths for primary aged children to master and there has never been a better time for online resources. Here are my top 5 recommendations that tick all the boxes. I would be looking for resources that are engaging, have a depth of maths involved, flexibility so it can be used in different ways, perhaps an assessment breakdown at the end and give quality feedback. All of these have been added to our school’s del.icio.us links and the children in Year 5 access them both at home and when they are using the laptops during morning activity time in class.

Multiflyer - A wonderful resource that can be used throughout a child’s practise of times tables. Engaging and very well presented by a digital designer Dan Perkins. I have been using this for a long time and still think it is one of the top resources around. It is free to play, and there is a version you can pay for with some little extras. There are lots of options to look at specific tables so you can focus the children’s efforts on their weaknesses and a printable results sheet that we will be using this term – all good for work life balance eh?! Well worth a look.

Times Attack – this is one of those amazing finds from the site multiplication.com when I was getting into Multiflyer. A standalone game that you can download that is nothing like you have seen before. A first person game that allows the player to control a character through a series of levels that test their times tables. I cannot do it credit in this description, you need to see this one! The demo is free and just allows you to play, quite adequately, on a single level. We might consider the full version if the demo is received well in school. Don’t worry the children will take to the controls far better than you! They enjoy the unique way it is presented and hardly realise they are working on their tables.

BBC Skillswise Times Tables - a classic in my mind – I discovered the great resources available over on the Skillswise part of the BBC site back in my first year of teaching. This is a clear, bright and engaging resource that is ideal for the IWB. In our school you can often hear it being played on first thing in the morning as the children are coming in. In fact I have used it during my register time, I say good morning, they come and answer a question on the IWB. Again you can be specific about what you practice so it is suitable for all ages and for individual use too. Lots of fun.

Maths Trainer – I have only recently come across the last two resources in this list, some new entries into the Top 5! This is part of a series of excellent resources from the Maths is Fun website. This works best when an individual is working on it, as it reacts to their weaknesses and can be carefully tuned to their individual needs. It is always the aim to not only be accurate but also to be rapid in your recall of the times tables, so the timing element is most welcome. In this resource you can work on different chunks of the times tables at a time, lots of flexibility which I really like and quality support too. You will also notice that there are options for the other operations, well worth exploring. Whilst you are there I would recommend looking at Speed Maths and Reaction Maths.

Multiplication Puzzle – Much like Maths Trainer this resource is flexible enough to allow you to tailor it to individual needs and offers valuable practice. It works on a missing number type puzzle within a number grid. The numbers to multiply can also be missing along the sides, so children are encouraged to use the inverse operation to check these. One of the best features which makes it stand above the rest is the way you can alter how much time the children have to work. You can change the length of time for the whole activity or based on how many questions they need to answer. This offers an excellent way to encourage those who can recall their tables accurately but need to speed up. A simple but highly effective resource that offers real depth and flexibility. In addition it has one of the best “Well Done” sound effects I have ever come across, but you will have to find that out for yourself!

I hope that you find my Top 5 Times Tables resources useful and you have fun using them in your own classroom setting. There are many, many resources for maths but there are much fewer that have the depth and flexibility that is required to be used effectively in our classrooms.

Let me know what you make of them and what successes you have, or even if you think that you have a resource I have missed that qualifies to be in my Top 5!

Videojug and the pursuit for folding glory!

Who is doing instructional writing? We have been covering this text type for a few weeks now and two weeks ago we used this site as part of reading and evaluating instructional text. I decided I wanted the children to compare 3 sets of instructions for the same thing and to rate the instructions I chose to look at a renowned video titled “How to fold a T-Shirt in 2 Seconds”. However I did not reveal the video until the class had tried to follow two different text instructions (no pictures). And yes I did take in a load of T-Shirts for the kids to use! Don’t worry by the end of the lesson you will have all of the neatly folded!

The two sets of written instructions were taken from the Videojug site – a written set accompanies most videos. The first set the kids used was one edited down to one paragraph, no numbers or bullets. They struggled, but the point is they are meant to. (T-shirts become messy at this point) Suddenly the children are talking about how difficult it is and saying that this feature or that feature is missing.

We then looked at the second set of instructions which are just the exact written set from the Videojug site – as you see it online. The children still struggled, even though there are far more reader friendly features. There was some mild folding success, but not much. We discussed as a class why this was and rated the instructions as before.

I then told the children to open the laptops they had on their tables and look at the video. I showed it on the SMARTBoard too. I suggested to pause the video as it played so the children could keep up. It’s good as it has a “You will need” section and clear numbered steps on the video. I would recommend getting the site preloaded if you are getting lots of machines to access it – also if you are working on a wireless network.

There were lots of serendipitous moments and suddenly children were expertly folding the T-Shirts as if they had been working in a clothing boutique for the past 10 years! We then had a Fold Off, children folding as fast and accurately as they could. I even challenged the other year 5 teacher, Rick to a contest. Entering his class with his kids backing him, I struggled and lost my 2nd pinch as he made a beautiful fold to the rapture of his children’s voices, I skulked off and called for the return tie!

Create a Graph

A classic maths tool, Create a Graph is saved by about 850 other people on del.icio.us and is a wonderfully useful tool for your data handling work. It can of course be used as an excellent way to demonstrate the creation of graphs with a whole class but This week we used it as part of an independent activity in a maths lesson. The children had pulse rate monitors fitted and a laptop to access the site. They needed to record their pulse after 2 mins of resting and then again after 2 minutes of walking around the room. This was repeated for 10 minutes – we tried to predict the shape of the line graph and the children managed very well with the tool. An important aspect of the tool is the ability to add a minimum and maximum value to the graph, so that you can create a more balanced graph with greater detail. We also discussed why 0-30 would not be useful on a pulse rate axis!

Once the line graphs were created we exported them as PDF files and talked about them in the plenary of the session using the SMARTBoard. You also have the option to export/download the graph in other formats: SVG (Scalable Vector Graphics) PNG (Portable Network Graphics) JPG (JPEG, Joint Photographic Experts Group) EMF (Enhanced Metafile Format) Can be imported into programs such as MS Word or MS PowerPoint, EPS (Encapsulated Postscript) Can be opened with graphics programs such as Adobe Illustrator or QuarkXPress. A good range of options to keep everyone happy!

I like the way that you can continually preview the graph as you enter data which allowed the children to spot errors as they built the graph. All in all a good apple!

Good Ol’ MS Word 

Now even though I have dabbled in blogs, wikis and online documents I still think there is great value in just some basic word processing skills. We are using the new MS Word on the class laptops and we have charged the children to write a set of instructions, a help document for the excellent Sploder game creator site. It has been great seeing the children bring to their work basic skills they have learned along the way and to develop some new ones. It has also brought us excellent opportunities to recap saving routines and simple image manipulation.

I know, and have experienced, the value of working on writing with other collaborators, with other children, other schools using new age writing tools. But in this instance I wanted to write without publishing along the way, I wanted the children to hone and master a single piece of work for a chosen audience without the outside world looking in. That’s not so bad is it? We have had some fantastic results, which you will no doubt see glimpses of here soon, and the children have been extremely motivated by the whole writing task.