Teaching and Learning

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Year 6 – Working with Clips

Brad Tyrrell
Michael Campbell teaches across a number of disciplines at Scotch College and is keen to encourage his students to transform their learning experiences using creative approaches across each of the learning areas of Science, Mathematics and Physical Education. Michael uses Clips with his class to create instructional videos and for the students to create and share their learning. Students can redefine their learning by using multiple environments and spaces to leverage deeper learning within each subject area. The ease and functionality of the Clips app enables students to achieve a creatively published video in a short period of time.      

Year 6 – iPad Slow motion camera use in Tee Ball

Brad Tyrrell
      Michael Campbell, Middle School Physical Education specialist, realises the importance of students being able to see their practice in action in order to be able to identify strengths and weaknesses in body movement.  Michael harnessed the potential of the iPad as a mobile device to organise students to record themselves and their peers in collaborative activities looking specifically at their physical skills and practice in slow motion.  Recording the student’s tee-ball striking skills challenged them to improve their execution by viewing and discussing their slow-motion action.  The boys used airdrop to share their footage to their collaborative partners which they…

Year 6 – Mathematics Angles Keynote Scaffold

Brad Tyrrell
    As a Middle School Mathematics teacher, Tyson Waterman’s classes have been largely dependent upon the more traditional paper and pencil options to study and consolidate mathematical understandings. However, through the use of a Keynote scaffold, Tyson challenged his students to take mathematical concepts into authentic learning situations by challenging the students to go mobile with their devices to find angles in their environment. The students worked collaboratively to identify different shapes and angles and to audio and photo record and use the Apple Pencil functionality to annotate their images. The task was open-ended enough to…

Pre Primary – Structures are constructed to meet basic needs

Brad Tyrrell
    The Pre-primary boys at Scotch College are always excited to share their ideas and observations about the world. However, for these young emergent writers, representing their thoughts on paper can be difficult and relies on an adult to scribe. To develop their agency and ensure each child’s voice is heard, we are teaching the boys to use technology to independently record their observations visually and orally. They are now empowered to take charge of their own learning and share this with others.  

Year 7 – Video Analysis of Sprinting using iPad

Brad Tyrrell
            Student agency has been the driver in transforming the learning experience for Michael Brinsden’s Year 6 Physical Education and Health students at Scotch College. Prior to the introduction of the analysis of sprinting Keynote activity, students would be observed on a one-to-one or group basis and annotations taken as students performed, proving both time-consuming and offering students limited chance as success. Redefining the learning experience by personalising and putting the ownership in the hands of the students freed Michael to spend more time individually to focus on skill development and to be given the opportunity to assess students at what they…

Early Childhood – Self-expression

Brad Tyrrell
Heading The importance of developing an understanding of the learner’s journey is at the core of the digital experience for Kindergarten teacher Olivia Harnwell. Students are empowered to share their personal journey to demonstrate their learning. Digital devices are available for the students to create and record their curiosities and discoveries as well as being available for students to follow steps in a process to create and share. Olivia has found ways to connect with families through the use of QR Codes to view specific work that celebrates individual learning.