iMovie
A video editing program available as (and quite sophisticated for) an iPad app. Students will use this program to create their own 30 second advertisement. This tool redefines their learning by allowing for an authentic product to be created. By going through all the steps of creating a realistic final product, students will be able to connect with higher order thinking by applying and synthesising their knowledge into their own original work. |
Google Forms
A type of survey builder that allows the editor to write their own questions and collect and collate responses online. I used Google Form as a formative assessment method that allows students a degree of anonymity. Although their names are on their answers, the fact that responses are sent directly to the teacher at the end of the activity limits the degree of anxiety in physically returning a worksheet. It allows for instant feedback so the teacher can analyse and address responses immediately. |
Little Story Creator
An app that allows students to create a simple story using images, annotations and voiceovers. Students can instantly see a visual progression of their storyboards. This tool allows them to edit as they go, rather than going through the process of cutting and shuffling and gluing, etc., if it was pen and paper. The ability for students to make adaptations to their storyboard means that they are connecting with the content in a deeper way because they are making deliberate experimental choices to create meaning. |
Plickers
An engaging and novel way to quiz students. Each student has a card that is registered to their name and they answer the teacher’s question by holding their card up the right way. This tool allows teachers to augment the learning experience by receiving instant individual responses. I have used it as an exit strategy throughout this unit to allow a quick recap of the content of the day and to try and engage students with higher order thinking questions to take away with them. |