Welcome to the Blog!

Ashley and I have recently visited a Birmingham CLC (City Learning Centre) where we demonstrated Bingo and Word Problems with year four and five pupils. For the bingo game we needed to spilt the pupils into two groups to enable them to play against each other in the two player mode.

This inspired me to share some ideas of how to split pupils into groups. All these ways are random and therefore produce mixed ability groups. In advance of using any of these ideas, decide how many groups are required and how many pupils per group

• Use a pack of playing cards to set groups. For example if you need to split the pupils into six groups of four pupils you could randomly give out all suits for cards 2-7. Pupils need to find other pupils with the same card number as themselves until all suits have been found.

• Coloured pencils. Grab some coloured pencils for example 30 pencils, five of each colour. Give out randomly and watch the pupils group together.

• Recycle greetings cards/magazine pictures. Rip or cut old greetings card into the required number of group members, shuffle and distribute amongst the pupils, for example five cards cut into sixth pieces will create five groups with six pupils in each group. The same activity can be used with posters/photographs for famous people/teams/bands etc.

• Month of birth. Simply ask all pupils born in January to step forward. Continue through the months until you have enough pupils for you first group. Of course, this will only be effective once within a set class of pupils while the other methods will give you genuinely random groups no matter how many times you use the idea.

Once you have assigned your groups, you may want to assign captains/team leaders. Put a new spin on nominating and only allow pupils to nominate another pupil for the role; they cannot put their own name forward. Discuss with the pupils what qualities they are looking for in their leader. This always ends up as a really positive activity. I am often surprised with who the pupils pick.

Sally Way

I’m pleased to announce that our products are now available for installation into Virtual Learning Environments (VLE) like Fronter’s Open Learning Platform.

We have been continually asked over the past two months to make VLE editions of the products. In the end, the task was surprisingly easy. All Sarsen Education products have been designed using Adobe Flash and XML Web Service technologies, this means the jump from “Thick Client” desktop applications to “Thin Client” web browser based applications was relatively small. We’ve also found the SCORM Metadata XML vocabularies a pleasure to work with, well done all Working Groups involved.

We’ve created SCORM compliant packages for the following two products:

1. Mathematical Bingo
2. Interactive Maths Worksheet

A VLE version of Mathematical Word Problems will be release in the next few weeks.

VLE packages are available in both SCORM v1.2 and SCORM 2004, everything has been tested using the Fronter VLE mentioned above. If you are interested in evaluating or purchasing these products, please contact sales on the standard number.

Niki Dinsey

Sarsen Education is proud to announce its membership of Naace.

Naace is the professional association for those concerned with advancing education through the appropriate use of information and communications technology (ICT). The Association was established in 1984 and has become the key influential professional association for those working in ICT in education.

Sarsen Education has joined the Naace community to further enhance our existing software offering and learn from the experts in the community on how to best address the evolving needs of teachers in the 21st century.

Just a quick post about Google Sites. This is Google’s relaunched version of a wonderful online application we’ve used in the past called JotSpot. JotSpot was aquired by Google about 9 months ago (perhaps longer), since then I’ve heard little about their plans for the service.

Well that has all now changed with the launch of Google Sites and it seems to fit really well with the existing services available (as you would imagine from them!). In fact, after spending a few minutes playing with the product I’m starting to wonder if this service could rival some of the virtual learning environment’s basic services.

The original premise of JotSpot was to be a personal or team wiki with numerous widgets that could manage calenders, contact details and just about anything else within the Personal Information Management space. We really loved using it in the early days of Sarsen Education when everybody was working as a disparate team that needed a cheap central store for all our project information. Because we had an account, we continued to use it after they were acquired however when we incorporated we moved all our information to a corporate server.

Check out the video below from Google about the service, over the Easter break I’m going to write and distribute an article about Google Sites detailing how teachers can create and use the service effectively at the classroom and school level. When this is ready I’ll post a blog here.

Niks

Recently I was asked by a teacher if it was possible to get to grips with Mathematical Bingo in under five minutes. Firstly I mentioned that we have a PDF manual available which explains the installation process and how the functions work, I also pointed her in the direction of the tutorial videos which take you through the application step by step.

After I replied I decided that creating a “Quick Start Guide”, something that takes somebody through the installation process and lets you create a bingo game for your class wasn’t a bad idea at all. So after a little effort we’re now able to offer potential customers a one page PDF document that shows the power of the application in less than three minutes from downloading the trial.

Test it out and tell us what you think.

Mathematical Bingo - Quick Start Guide

It’s been a while since we last updated everybody on the product development here at Sarsen Education. I thought this would make a good blog entry.

We are currently nearing the end of development for Mathematical Word Problems. Currently we have a product preview available for download on the site check it out. The preview version only has 50 static questions and one location available. However it’s perfect for getting an idea of the end result. We expect the full product to see the light of day to our beta testers sometime early April.

One of the biggest successes so far has been in question creation and delivery. We are currently working with numerous teachers to create 3000 “base” questions. These base questions can then be randomly converted into approximately 150,000 combinations. This amount of questions should keep teachers and pupils engaged for many terms to come.

I’ll try to explain how our base questions work. Take the following question and answer:

“Oscar buys 3 sandwiches for his friends in the Rest-bite Hotel. They cost £1.10 each. Yoyo orders the drinks and she buys 4 drinks which cost 70p each. How much do Oscar and Yoyo spend altogether?”

Answer: £6.10

Now to randomise this question we use a special custom notation (inline markup) and algebraic formulas for the equation. This allows each base question to be converted into well over 50 outcomes. This is what it looks like:

“Oscar buys [X:2..5] sandwiches for his friends in the Rest-bite Hotel. They cost [Y:100..250:++10:money] each. Yoyo orders the drinks and she buys [Z:2..5] drinks which cost [W:50..150:++10:money] each. How much do Oscar and Yoyo spend altogether?”

Answer: (X*Y)+(Z*W)

As you can see, this time we’ve created variables (X,Y,Z,W) where the numbers are. Each variable is given a range that while staying within the realms of possibility, do allow for many different combinations. We also use other notation like increments (:++10), and conversions (:money) to change the number into a particular format (very useful for time, dates, money etc.).

For the equation we use those variables, a bit of Bodmas and before you know it we can instantly solve the question every time!

This simple example only shows a small part of the actual power available. I look forward to sharing the end product with our customers old and new very soon.

In a future blog post, I’ll outline all the new features we are adding to the final Maths Problem Solvers release. All the new features are completely based on the feedback we’ve received from our Oxfordshire teacher network and beta testers -Thank you all!

Signing off - Niki

One of the things that always struck me as a student in secondary school, in contrast to one in primary, was being sat on a group of tables with friends in the latter and being sat in rows in the former. Now, I’m sure that my mind is playing tricks on me and this wasn’t quite the case, but it certainly was close to this.

During my time in primary education I can remember laughing a lot in the classroom and working with friends; it was a comfortable and enriching environment that felt ’shared’. In secondary, I have a strong vision of working hard and stressing a lot more with less communication with my friends. Why was this? Because work got harder and I had to concentrate more? Because I didn’t have as many friends as I did in primary school? Or was it because of the layout of the classrooms that I worked in affected my mood?

Does how a classroom is set out have an effect on our learning?

This was certainly one of the things that I wanted to explore when I first began teaching. There was something really exciting and challenging about designing my classroom layout.

During the summer holidays I always take the time to read about the children I will be having in my class in September. These read ups can come from notes that I had from previous teachers about which children work well with others and which don’t, or reports written on them about attitude and behaviour. Also, I may find out that some children prefer to be closer to the front and that others need to be further at the back: all this information helps me plan ahead and design a layout that’ll work.

The first thing I do is totally clear the whole room of tables and chairs. On my Interactive Whiteboard I then write down all the names of the pupils in my class (in the diagrams below I have written numbers instead) and decide who will sit with whom during most lessons. When I have done this, I begin drawing in my tables and chairs, bearing in mind the following:

• How can I maximize space within the classroom with the amount of pupils I have?
• How can I make the classroom look less cramped?
• How can I get the most out of the kids depending on where I sit them?
• Can I lay out the classroom differently to everyone else?

The latter point may seem egotistical but it isn’t meant to. Being creative and unique with space will hopefully encourage my class to think differently and see that the classroom is an adaptable resource. I also hope that other teachers might look in and say ‘hey, that looks interesting, I might try that layout some time.’

My standard class layout (where I will be wanting them to work in pairs or independentaly) is to have a pair of curved rows (see below) and then two sets of grouped tables at the back. This allows the opportunity for group work at any time as well as individual work - I also make sure that there is a LOT of room at the front of the class, so that there is carpet space for reading; work on the Interactive Board, or note taking. Carpet space should be seen as a complete priority.

The second layout is one where all the tables are put into groups. Since most tables sit two children, this means three pairs nestled into each other, creating a larger rectangle. This lends itself well to consistent groupwork and/or work where sharing equipment and tools is important: art, science, DT forexample. Grouping tables like this helps to promote more discussion.

The third layout that I like using is when we’re doing Drama or PSHE (where we need as much carpet space as possible). With this layout, we place the tables and chairs into as huge a square as possible. The children’s chairs and desks face in towards the centre of the room and link together. This can be a little cramped, but we have a huge space in the centre of the room in which to do circle time or a fun Drama activity.

I would say that throughout the week, my classroom changes into these three setups several times: it’ll depend on the work set and my mood, as well as the mood of the class. If they’re as high as kites then I know that groupwork will be difficult to perform. If they’re focused and in the right frame of mind then I’ll happily take on any layout. The main things I always aim for are:

• Does the child have enough room to work at all times?
• Do I have enough room to work alongside a child even if it’s crouching down opposite/next to?
• Can all the children see me when I talking to them at the front of the class?

I think this is a good starting point for any teacher who is considering changing their layout. It’s dead easy to become stuck with the same format that ‘works’, but being ‘fresh and imaginative’ as Sue Cowley puts it in ‘You can create a thinking classroom’ can, I feel, have a really positive impact on the learning that goes on within your room.

When Niki asked if I could write a piece for the Sarsen Blog I was a little unsure of what to write about.

After a chat on the phone and considering the intended audience I thought I would share some teaching ideas I have enjoyed using over the years. Although the ideas don’t link specifically into the National Curriculum they may be useful at the end of term, if you find yourself with an odd free moment or two(!!!) or to simply enrich the curriculum!

One of my favourite ‘one off’ activities involves using mobile phones (worry not…the functionality of them…you don’t need the actual article!)

Many of you reading this blog will be aware of the function called predictive text. It is used when sending SMS/ text messages. This function enables the user to enter a letter into a message by a single key press as opposed to having to scroll through each letter option.

This activity makes use of the way in which the phone uses an algorithm to search a dictionary for all possible words which match the number keys which are pressed.

So, here is an example.
If you pressed the numbers 4-6-6-3 into a phone whilst composing a text message what word would you expect to appear?

The answer is good or home.

Some number combinations throw up more than one word option.

Some other examples are:

• 7-4-6-4 sing, ring, ping
• 2-3-3 bed, add, bee
• 2-6-6-5 book, cool, cook
• 7-3-5-3-2-8-3-3 selected, rejected
• 2-2-4-3 ache, acid, cage
• 7-4-6-6-3-7 phones, simmer, sinner

The activity is as simple as that!

Sometimes I give the numbers to the pupils and ask them which words they would create or ask the pupils to come up with some of their own examples.

Progression

• Which words appear when you enter your name?
  • E.G. Sally/Rally, Anna/Bomb, Happy/Harry
• Which 4 numbers give the maximum number of word options?
• In what order would the phone offer the words? Why does ‘good’ come up before ‘home’? Why?

Apologies for any glaring errors in this text…I gave birth 12 weeks ago and am convinced I lost at least half of my brain function in the progress!

Useful web links

http://www.answers.com/topic/predictive-text?cat=technology

About four years ago, maybe longer, I came across a fantastic website that visually shows an image of the universe. Then using the controls on the page you can zoom in or out through successive images that are 10 times bigger or smaller that the image preceding or following it.

This little ditty can be found on the Molecular Expressions website which is part of (or hosted by) Florida State University.

The first time I saw this I was absolutely blown away, so much so I told Mat Tobin about the site and he has been using it in his classes every year since. Below are some examples images, you’ll have to try out the website yourself if you want to see how far the rabbit hole goes!

A few weeks back I stumbled upon an updated version of same type of thing. The Universcale by Nikon Japan (who I believe had something to do with the previous website).

This Adobe Flash application lets you scroll with your mouse along a horizontal scale between the outer view of the Universe right the way down to protons. It is simply fantastic, every item on the journey can be clicked on and more text information will be shown about it. I really would recommend this site to any teachers who are trying to describe the size and mind-boggling diversity of the universe we live in.

Have fun playing with it, Mat is now creating a lesson plan to accompany the resource for his class, this may be published here soon.

Niki Dinsey

The Running of a successful book-group within the Primary School.Ever since I first became a teacher at Wantage CE Primary, back in 1999, I have been striving to get every child in my class to become as avid a reader as I am. I feel that it is the duty of every teacher to do this. Real reading can open up our eyes to the world we live in as well as appreciate the world within ourselves too. With this thought I set about making sure that I frequently read a wide and challenging range of books that would ensure healthy book talk within the classroom. Over the years I attempted many different approaches to raising the standard of reading within the school, be it reading and sharing what I have read with the class; having a reading hour where parents come in and we read in small groups to children; handing out my recommended reading lists at parents’ evenings; to finally setting up a Reading Group.

The idea of starting a Reading Group occurred when I joined one myself several years ago. This group is hosted by Mary Sutcliffe, a former lecturer of mine from Westminster College. I found the meetings rewarding and insightful on many levels and was reading books that would have slipped my notice. Debate about whether a novel was good or bad was always healthy as was discussion of characterisation and theme. The fact that coffee and cake were added into the mix always helped too!

When I began teaching Year 6 in September 2007, I decided that I enjoyed my Reading Group so much that installing one within the school would be a good idea. My first approach, and in fact the one I stuck with, was to open it up to Year 5 and 6. Prior to the decision, I had flitted with the idea of doing one in Year 3 & 4 also. However, my wife rightly decided that one club was enough for the time being.

Marcus Sedgwick’s ‘My Swordhand is Singing’ was to be our first book. The choice itself was based on the year’s nominees for the Carnegie Medal. I had read plenty of Sedgwick before and thought that this was a novel (and author) that none of the children had read before. As the weeks prior to the first meeting passed I had the great joy of watching several of my pupils read the book during quiet reading and neighbours asking what the book was about and that the cover looked ‘cool’. Also, in the letter reminding the pupils of when the meeting was, I stated that they could bring a snack or two (mainly chocolate based) if they wanted. This, of course, went down a storm!

At the first meeting we were all nervous. The club took place in the school’s infant library. In the middle of the huddle was a small mountain of chocolate and lemonade. All the pupils sat anxiously with their copy of the book as well as another recommended book (which they had been asked to bring along). After the disastrous first fifteen minutes, where I allowed them to eat and chat about the book, we managed to get a good discussion going. The reviews were mixed, which was excellent as it started a self-running debate about the novel itself as well as the characters and their actions. Those who were quiet were either pulled into the conversation by me or a peer and we managed to get a great deal out of the discussion. The only problems were that the session was too short (1 hour) and we had to rush the recommendations. Read the rest of this entry »