Digital pedagogies and tools

1. DIGITAL
PEDAGOGIES
Daniel Groenewald
Images:courtesyofpixabay.com
Towards better Integration of ICTs in the
Australian Curriculum
Digital Learning Coordinator, CEWA
http://www.digitallearningcewa.com/
https://www.pexels.com/
http://goo.gl/BHIq6a

2. • To recap why we use ICTs in education and
Learning Intention
• To suggest some improvements to how we teach with ICTs
• To provide some digital tools you can use tomorrow

3. 1990
PCPhotocredit:Rama

4. 2016

5. How has technology affected
you in life and teaching?
https://goo.gl/7Rlojk

6. Implementation
dips
Technical issues seem to get
worse before they get better

7. CHANGE
can be
slow and
tricky
Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_whic
h_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpg

8. Challenges
“PISA results show no appreciable
improvements in student
achievement in reading,
mathematics or science in the
countries that have invested heavily
in ICT for education”
(PISA: 2015, 15)

9. HOBART
DECLARATION
1989
ADELAIDE
DECLARATION
AUSTRALIAN
CURRICULUM
2009
MELBOURNE
DECLARATION
20111999
TECHNOLOGIES
CURRICULUM
2018
An understanding
of the role of science
and technology in
society, together with
scientific and
technological skills
Be confident,
creative and
productive users of
new technologies
Young people need
to be highly skilled in
the use of ICT…there
is a need to increase
there effectiveness
Students need the
knowledge, skills
and confidence to
make ICT work for
them at school, at
home, at work
Society needs
enterprising
students who can
make discerning
decisions about the
development and
use of technologies
1990
MLC first laptop
program in the
world
2010
arrival of
The iPad
1993
pubic Internet in
Australia
2016
Consumerisation
of Virtual Reality
2020
Online learning is
mainstreamed in
education?

10. Gamification
RoboticsCoding
STEM
Learning
Spaces
Learning
analytics
Flipped
learning
Virtual
Reality
3D
printing
Adaptive
learning
Telepresence
Maker
spaces
Wearables
And now we are seeing an explosion
in learning technologies.
Artificial
Intelligence

11. Uber
Airbnb
Tesla
Outsourcing
Facebook
Automation
Globalisation
eBay
Amazon

12. $50 Billion $79 Billion
Source: Deloitte - Australia’s Digital Pulse:
Key challenges for our nation – digital skills, jobs and education (2015)
2013-142011
5 Million:
number of
Australian jobs
predicted to be
replaced by
computers by
2025
Source: Committee for Economic Development of Australia
- Australia's future workforce? (2015)
Australia’s Digital Economy

13. Technology is replacing blue and white collar jobs. If we want
to preserve our way of life, we need to develop skillsets that
make us inimitable.

14. Could Digital Aristotle
change education forever?

15. Entrepreneurial &
ICT savvy
Comfortable in and
through change
Adaptive and agile
Digitally discerning
Productive
Collaborative
A great learner
A confident producer of new media
Socially intelligent
Growth Mindset
Creative and
dynamic
Customer facing
Problem seeker
and solver
Expert in something
What skills do we need?

16. I can learn
anywhere,
anytime and at
the point of need
I can access the
best that has
been thought
and done
I can
collaborate
with peers and
learn from
anyone
I can find
things
relevant to me
I enjoy
Interactive, rich
visual and audio
resources that
excite and
inspire
I can listen to
and observe
lessons more
than once
My world is
changing and I
need these basic
skills to live a
good life

17. Numeracy
Critical &
Creative
Thinking
Ethical
Behaviour
Personal
& social
capability
Investigating
Literacy
Intercultural
understanding
Communicating
Creating
Applying social &
ethical protocols
Managing and
operating ICT
ICT
Capability
English Health/PE HASS Sciences
The ArtsLanguages Maths Technologies
THE ICT CAPABILITYTODAY
Values (RE)
Repairing our relationship
with Aboriginal Australia

18. So what does ICT capability look like at the end of Year 2..?
Applying Social &
Ethical protocols
Students comment online on
a class video accurately,
thoughtfully, respectfully
Use ICT to safely share ideas
Identify and safely operate computer
for learning
Investigating
with ICTs
Communicating
with ICTS
Creating
with ICTs
Recognise that people create and
own digital content
Students use software to present
survey data in a list, chart or
pictograph in Maths or Dig Tech
Students use colour coding
and drawing to show a
timeline in HASS
Managing and
Operating ICTs
Students make an information
report and identify and acknowledge
where the information came from
Experiment with ICT to modify
data for a particular audience
Use ICTs to identify, record and
classify information
While word-processing, students
Identify basic hardware – e.g.
mouse, keyboard, monitor –
and use it efficiently

19. How is ICT Capability different from Digital
Technologies?
Specific computer science skills
Work-life efficiencies
General productivity
Always integrated Can stand alone as a subject
Solving specific problems with
computational and design thinking

20. Designing
Producing and
Implementing
Evaluating
Collaborating and managing
Investigating and
defining
The process of
implementing
digital solutions
investigating
and defining
The nature and
properties of data,
how they are
collected and
interpreted
Digital Technologies (P-8)
A subject that aims to provide students with practical
opportunities to use design thinking, computational thinking
and information systems knowledge to develop innovative
solutions and knowledge addressing contemporary challenges
Knowledge and
understanding
Digital Systems
Representations of
Data
Digital
implementation
Collecting,
managing and
analysing data
Creating
Solutions
Processes and
production skills
Digital Systems
(hardware and
software and used
for an identified
purpose
Data can have
patterns and can be
represented and
used to make simple
conclusions

21. Design Thinking
Empathise
Define
Ideate
Prototype
Test
What’s going on here?
How about tyres with chains
Your tyres slip on the snow
How about tyres with chain
links that cut into the snow
This is working!

22. Abstraction
Algorithm
Design
Computational
Thinking
Decomposition
Pattern
Recognition Many adverbs end in”ly”
Instructional texts begin
with imperative verbs “put”
If my boss emails me, reply, I am
away and will get back to you
A story has
setting,
characters, a key
problem, and a
resolution
Breaking down a
problem into its
parts
Observing patterns
Developing instructions to do jobs
Identifying general
principles in patterns
An approach to problem solving

23. The Website
http://www.digitallearningcewa.com/
Explore preprimary lesson plan

24. • What do we most need to do now?
In summary
• We have the technology
• We have the curriculum mandate
• We have some exemplary practices

25. quiz: kahoot.it
https://b.socrative.com/teacher/#launch iz?
http://www.digitallearningcewa.com/
https://goo.gl/hVE6H5
Application options

26. Methods for
teaching well with
ICTS

27. It is not effective to add
new technologies on to old
things or existing curricula.
Start with a new blueprint
and explore how
technology changes
instructional practice
Image: https://en.wikipedia.org/wiki/File:Rocket-bike.jpg

28. Model 1

29. Traditional Approaches to Ed-Tech pedagogy
– Primary
TECHNOLOGY
CONTENT
KNOWLEDGE
PEDAGOGY

30. Traditional Approaches to Ed-Tech pedagogy
– Secondary
TECHNOLOGYCONTENT
KNOWLEDGE
PEDAGOGY

31. A NEW RELATIONSHIP
Engagement
PEDAGOGYCONTENT
KNOWLEDGE
TECHNOLOGY
Autonomy

32. TPACK+CAPb
TECHNOLOGY PEDAGOGY
CONTENT
KNOWLEDGE
TPACK with adaptions: Mishra and Koehler (2006)
21ST C General
CAPABILITIES
Investigating
Communicating
Creating
Applying social &
ethical protocols
Managing and
operating ICT
ICT
Critical &
Creative
Thinking
Personal
& social
capabilityIntercultural
understanding

33. Model 2

34. REDEFINTION E
MODIFICATIONE
AUGMENTATION
SUBSTITUTION E
TRANSFORMATION
ENHANCEMENT
The SAMR
Model
Ruben R. Puentedura,
Transformation, Technology, and
Education. (2006) Online at:
http://hippasus.com/resources/tte/
PDF with
hyperlinks
Imovie
PDF
Weebly
Tech acts as a tool substitute with no
functional change to task
Tech acts as a tool substitute with
functional change to task
Tech enables improvement in task design
Tech enables significant improvement to
task in a way that was inconceivable in the
paper based world

35. Leveraging human learning preferences: The Ed-Tech Quintet
Mode Traditional realisation Associated Practice Digital Realisation
Social Listening, talking,
storytelling
Communication, collaboration,
Sharing
Commenting, dialoguing
through social media
Mobility On the savannah, insitu
workshop
Anytime, Anyplace Learning and
Creation
At home, on the bus,
whatevs
Visualisation Painting Making abstract concepts
tangible
Infographics, websites,
Storytelling Within family setting, around
the campfire
Knowledge integration and
transmission
iMovie, YouTube,
BookCreator,
Gaming Chasing, running, catching,
outwitting
Feedback loops and formative
assessment
Khan Academy, Udemy,
Socrative, Maths Space
Puentedura: http://hippasus.com/rrpweblog/

36. Model 3

37. DIAGNOSIS
ENGAGEMENT
BUILDING
KNOWLEDGE
TRANSFORMATION
PRESENTATION
REFLECTION
THE DIGITAL
LEARNING AND
TEACHING
CYCLE
Socrative
TedTalks
Zaption
Explain
Everything
Powtoons
Blog
D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003
Pedagogical flow
Apps at
pedagogically
appropriate
stage of learning

38. Session Challenge –
Integrating the models
Use the following planning sheet to construct and
evaluate an effective lesson using ICTS

39. Effect sizes and their realisation through technology
Technique Effective
size
Tech choices SAMR scale Teaching and
learning phase
Formative
evaluation with
analytics
.90 Socrative quiz
Film learning
Showbie
Zaption
Augmentation Building knowledge
Classroom
discussion
.82 Online Forum
YouTube video comments
Twitter
Instagram
Augmentation Building knowledge
Teacher and Lesson
clarity
.75 Published lesson plans on the
LMS
Flipped learning with learning
analytics
Augmentation Prior to engagement
Student feedback .75 Ongoing live OneNote
Live google docs
Showbie
Modification Building knowledge
and reflection

40. Instructional
work flow
Activity ICT Capability ICT
tool
SAMR
level
Diagnosis
Engagement
Building Knowledge
Transformation
Presentation
Reflection
Creating and evaluating a lesson with ICT
D Groenewald: Adapted from K. Love et al, BUILT: 2003
Students view video quiz on figurative
language and teacher collects and
analyses results prior to class
Investigating
Zaption – online
video with
analytics
Modification

41. Daniel Groenewald
Digital Learning Coordinator, CEOWA
Groenewald.daniel@cathednet.wa.edu.au
@d_groenewald

42. Digital Pedagogy extended

43. Design Thinking
Empathise
Define
Ideate
Prototype
Test

44. https://edtechchange.blogspot.com.au/2016/05/wevideo-
powerful-project-based-learning.html : September 7

45. 45
http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.png
Dale Edgar’s “cone of experience”

46. 46
• More student
autonomy
• Personal
choice
• Sense of
discover
• Motivation
• Can be
interesting but
• Teacher
determined
• See what others
see
The pedagogy of the cave

47. 47
Instructivist -
Constructivist

48. 48
Student
choice in
assessment
types
Creativity
Problem
solving and
collaboration
in groups
Real world
relevance
Peer sharing
and
celebration
The ingredients of a 21st Century curriculum

49. Studying
Ancient
Greece
Daniel Groenewald &
Peter Gazzola

50. The Project: This project on Ancient Greece aims to give
you choice over what you study and how you do it. We
believe you will put in more effort when you choose your
own areas of study and assessment tasks. And from this
effort we hope to see assessment tasks completed with real
quality. Please don’t let us down!
The project also aims to help you think about your preferred
learning style or the way you naturally approach a task. The
tasks are designed for a range of thinkers, from the logical,
literate and outspoken, to the dramatic, artistic and hands-
on. Read through the activities carefully and make your
choice wisely. Perhaps you too can join the league of great
Greek thinkers.

51. The Matrix: Your activities will come from the matrix
attached. Read carefully below. Your status depends on it.
Rule 1. You must complete all the shaded activities. Rule 2.
You must complete another 4 activities. They must not be in
the same column or row. This does not include the shaded
activities.
Rule 3. Choose a partner and complete another activity that
neither your of you have completed.
The Rubric: Your activities will be assessed using the
Rubric attached. Read it carefully before you complete the
activities. Make sure you know what you are expected to do
and how many points you will receive each task. Your aim
is to become a Greek God

52. Word Logic &
Maths
Space &
Vision
Body Music People Self
Remembering
List ten key ideas that
were important to the
Ancient Greeks.
Create an accurate
itinerary of the daily
life of a Spartan
solider
Chart the journey of
Alexandra the
Great graphically.
Act out a battle
between competing
Ancient Greek City-
states.
Find an appropriate
song or piece of music
to accompany a series
of images that recount
an important event in
Ancient Greece
With a partner,
prepare a short talk
about a famous
Ancient Greek
In your journal,
explain what
you found most
interesting
about Ancient
Greece.
Understanding
Describe a famous
battle
in Ancient Greece
and its outcome
Create a timeline of
significant events in
Ancient Greece
Tell the story of a
key event in
Ancient Greece in
cartoon form
Build an A4 size
model of an important
Ancient Greek
building or
monument. Explain
its construction and
importance.
Write and perform and
song that celebrates or
laments an episode in
Ancient Greek
mythology.
Describe the
behaviours you would
expect to see from a
typical boy and a
typical girl in Ancient
Greek society
Describe how
you prepare to
be a Spartan
Soldier.
Applying
Create a test about
Ancient Greece in the
style of Who Wants to
be A Millionaire
Calculate the
provisions required to
feed and shelter a
battalion of soldiers in
the Trojan War
Create a poster to
promote the values
of an Ancient-
Greek City state
Teach a gymnastic or
athletic skill
performed by Ancient
Greeks to your
friends
Record an audio
retelling of a famous
story from Ancient
Greece using sound
effects
Participate in a
debate about the
different attitudes to
the education of boys
and girls in Sparta
Explain your
personal
beliefs about
the value of
war for solving
conflict in
Ancient Greece
Analysing
Explain why Ancient
Greek City-States
struggled to defend
themselves from
outside forces.
Explain and chart
alternative routes and
methods of travel
from Sparta to Athens
Use a Venn
diagram to
compare Ancient
Greece with
Ancient Egypt.
Perform a role play of
a famous Ancient
Greek scientist or
philosopher relating
news of a discovery
Which event from
Ancient Greek history
would be best
accompanied by
dramatic music and
why?
Instruct a class on the
skills required to be
successful Greek
Soldier
Compare and
contrast the
experiences of
teenage boys
and girls in
Ancient Greece
Evaluating
List 5 assets that were
essential to maintaining
harmony between
Greek City-States
Chart similarities and
differences between
Ancient Greece and
modern Australia
using a graphic
organiser
Use a series of
Photos or
Photostory to
explain the rise and
fall of Ancient
Greece
Evaluate the benefits
of the Olympic
Games to Ancient
Greece
Explain how effective a
Greek amphitheatre
was in carrying sound to
the audience
As a group, determine
the legacy of Ancient
Greece
Explain how
you would feel
if you were part
of a defeated
Army in
Ancient Greece
Creating
Write a poem, story,
newspaper article,
describing an uplifting or
tragic moment in Ancient
Greece
Create a poster
explaining the
mathematical theories of
an Ancient Greek
Mathematician
considering their
relevance to modern life
Accurately draw and
label the parts of a
Greek Ship, such as
a Trireme, explaining
the purpose of the
boat’s design and its
success in battle.
Dress up as an Ancient
Greek and take your
class on a virtual tour of
your City-State or
lecture your class in the
style of an Ancient
Greek Philosopher
Write a song celebrating
the achievement of a
specific City State
Facilitate a class debate
on an important issue in
Ancient Greece such as
slavery.
Which type of
Ancient Greek
citizen do you
most resemble
(e.g.. soldier,
scientist,
philosopher) and
why?

53. Each task is scored out
of a possible 40 points. God or Goddess (4) Olympian (3) Citizen (2) Spectator (1)
Engagement with the
topic
Uses class time wisely while working toward personal
best, puts in extra effort, and uses outside time if
necessary.
Uses class time wisely while working
toward personal best.
Is sometimes off task and is willing to
settle for less than personal best.
Is repeatedly off task and is willing to
settle for less than personal best.
Spelling, punctuation
& grammar
The text is clearly written with little or no errors to
detract from content.
The text is clearly written but a few
spelling and/or grammar errors are
noticeable.
Spelling and grammar errors detract,
but content is understandable.
Many errors in spelling, grammar,
sentence structure affect content &
major revision is needed.
Explanations
The explanations were interesting, engaging and
provided clear reasoning for your choice of dinner
guests.
The explanations provided clear
reasoning for your choice of dinner
guests.
The explanations provided some
reasoning for your choice of dinner
guests.
The explanations failed to express
reasons for your choice of dinner
guests.
Researching of
content
(Double Points)
Used encyclopaedias, relevant websites and DVD’s to
accurately represent the appropriate content. Sources
are correctly referenced.
Used encyclopaedias, relevant
websites and DVD’s to represent the
appropriate content with some degree
of relevancy. Sources are mostly
referenced.
Used encyclopaedias, websites and
DVD’s to represent the appropriate
content with some irrelevancy.
Used encyclopaedias, websites and
DVD’s to represent the content
although content is often irrelevant.
Understandings
(Double Points)
Shows complete understanding of the concepts
required to complete the task.
Shows substantial understanding of the
concepts required to complete the task.
Shows some understanding of the
concepts required to complete the task.
Shows very limited understanding of the
concepts required to complete the task.
Presentation – design
& layout features,
links & transitions
Makes excellent use of fonts, colour, graphics, effects,
links, transitions, etc. to enhance the presentation.
Makes good use of fonts, colour,
graphics, effects, links, transitions, etc.
to enhance to presentation.
Uses fonts, colour, graphics, effects,
links, transitions, etc. but occasionally
these detract from the presentation
content.
Uses fonts, colour, graphics, effects,
links, transitions, etc. but these often
distract from the presentation content.
Originality & creativity
Product shows a large amount of original thought.
Ideas are creative and inventive.
Product shows some original thought.
Work shows new ideas and insights.
Product shows little original thought.
Work displays few new ideas and
insights.
Product lacks evidence of original
thought. Work displays no new ideas or
insights.
Work requirements All requirements are met and exceeded. All requirements are met.
One requirement was not completely
met.
More than one requirement was not
completely met.
The Definitions
Greek God (35-40) One of the twelve immortals who dwelt in the
magnificent palace on the heights of Mount Olympus.
Olympian (29-34) A mortal Olympian is an elite athlete who is a
competitor in the Olympic Games.
Citizen (22-28) Citizenship was hereditary and could not be passed on to
someone outside the citizen family. The citizens were an elite group of people –
slaves, peasants, women and resident aliens were not part of the body of citizens.
Spectator (below 22) Most spectators had to find somewhere to pitch their
tents or sleep rough. It would have been very hot and overcrowded, and the water
supply was poor.

54. Ancient Greece Internet Resources
http://www.desy.de/gna/interpedia/greek_myth/olympian.html#Zeus
http://www.in2greece.com/english/historymyth/mythology/names/paris.htm
http://www.bbc.co.uk/schools/ancientgreece/
http://www.stanford.edu/~plomio/history.html
http://www.abc.net.au/arts/wingedsandals/history1.htm
http://www.crystalinks.com/greekgods.html
http://www.historyguide.org/ancient/lecture6b.html
http://www.mythweb.com/

55. Student Work Samples
(to be included)

56. The Hobbit Project
DMG Draft 1

57. This project on The Hobbit aims to give you
choice over what you study and how you do it.
We believe that you will put in more effort when
you choose your own areas of study and
assessment tasks.
From this effort we hope to see assessment tasks
completed with real quality. Don’t let yourself
down!

58. The Task: Choose two assessment tasks to
complete from the assessment Grid
It’s crucial that your work demonstrates significant
understanding of the novel. For example, if you
chose to draw a picture, you would need to explain
why your picture was significant.
You could do this either in writing or through an oral.
If in doubt – check with your teacher!

59. Don’t forget to check out what you will be assessed on
before your begin your project (rubric).
Extra marks will be given to innovative projects.
If you make a short film why not try to upload it on
Youtube?
Just remember to connect your work to the novel and we
wont argue!
Check with your teacher if you are unsure.

60. Outline the key narrative
events in the story using
the terms you have
learnt
Map Bilbo’s journey
throughout the novel
Act out a scene from the
novel in precise detail
Find a piece of music
to accompany a series
of images that recount
an important scene in
the novel
Create a significant BLOG
or Web page about the
novel
In your journal, explain what you
found most interesting about the
novel
Storyboard
the plot or create a
cartoon
Create a timeline of
events from the novel in
an eye catching way
Retell a key scene from
another characters’ point
of view
Build an A4 size
model of a scene from
the Hobbit and
explain its importance
to the novel
Describe the
characters in detail in a
format of your own choice
Develop an essay question with
your teacher and write your own
response to the novel
Create a quiz on the
novel in the style of
Who Wants to be A
Millionaire
Create a diorama, poster
or artwork of an
important scene
Compile a list of new
words that you discover in
the text
Create a book or audio
book for young
children
Explain your personal
beliefs about the power of
monsters, heroes or
fantasy in our culture
Survey people about their
beliefs about myths, legends
and monsters
Explain why Tolkien’s
novel has appealed to so
many generations.
Use a Venn diagram to
compare fictional
heroes such as Bilbo
with real heroes
Compare and contrast this
story with another from the
fantasy genre
Create a virtual tour of
Smaug’s cave or
another important
location in the novel
Draw and label characters
from the novel
In consultation with your
teacher, develop your own task
Create a movie trailer for
the Hobbit.
Create a video game
detailing Bilbo’s journey
that is attentive to the
quest narrative
structure
Rewrite a part of the novel
that interests you from any
character’s perspective
Dress up as a
character from the
book and explain a
scene from your
perspective
Write a song based on the
story line
Facilitate a class debate on an
important issue in the novel.
Assessment Tasks

61. Hobbit Project Rubric
HIGH (3) INTERMEDIATE(2) BEGINNER (1)
Content The task demonstrates a
thorough knowledge of the
one of the following: a quest
narrative, character
stereotypes, themes and
issues, the evocation of
setting; content relevant to
the stories or social context.
The task demonstrates a good
understanding of the genre including
a competent knowledge of one of the
following: a quest narrative, character
stereotypes, themes and issues, the
evocation of setting; content relevant
to the stories or social context.
The task demonstrates some
knowledge of a quest narrative,
character stereotypes, themes
and issues, the evocation of
setting; content relevant to the
stories or social context.
Relevance Task demonstrates
complete relevance to the
stories studied. The student
has demonstrated a strong
ability to link content to the
novel.
The task is relevant to the stories
studied. A link is established between
he project and stories but requires
further development.
Task shows little or no
relevance to the stories
studied. No link is established
between project and stories.
Effort Student has worked hard
and consistently, used
home and class time.
Cannot ask more of the
student.
Work shows good effort and
appropriate use of class and home
time. Student could dig a little deeper.
Personal best not fully achieved.
Student has not used class or
home time efficiently. Needs to
see the connection between
effort and success. Personal
best not achieved.
Presentation Work is thoughtfully
presented, proofread,
polished and clearly named
. Work is well presented with few
errors.
Work is poorly presented with
many errors
Name: Score:
Printable Rubric in Word

62. Student Work Samples
•Hobbit Movie Trailer
•http://www.youtube.com/watch?v=L0aELnHzY1A
•Bilbo Baggins character study on MySpace,
http://profile.myspace.com/index.cfm?fuseaction=us
er.viewprofile&friendid=405215417
•Game Show
•Character Study
•Online Quiz: http://www.thehobbit-
mythsandlegendssurvey.speedsurvey.com/

64. Created by Edward Catchpole – http://wwtbam4.tripod.com

68. Daniel J. Cookson
THE HOBBIT CHARACTERS

69. Gandalf Bilbo Dwarves Beorn Gollum

70. Gandalf, also known as ‘Gandalf the
Grey’, is known more for his part in the
Lord of the Rings trilogy, however he
was still an important character in The
Hobbit.
Gandalf is a friend of Bilbo Baggins’
mother and he initiated the adventure by
rounding up the dwarves and Bilbo.
Gandalf is a courageous wizard, full of
wisdom and leadership, and has many
useful contacts. Without these contacts,
the dwarves and Bilbo would not have
succeeded on their quest.
Gandalf the Grey seems like the kind of
person that always gives you confidence
about yourself and whenever you’re
around him you can feel safe. He seems
like a very gentle wizard, but can
become aggressive when necessary.
Without Gandalf, this adventure could
not have happened and he was fantastic

71. Bilbo Baggins is a Hobbit (Hobbits are small
and friendly people that are fantastic at
sneaking around). Bilbo is the type of person
that tends to steer clear of adventure, but
soon finds himself the main character in this
quest for gold.
Bilbo starts the story as a very simple type of
character but slowly grows into a strong leader
that the other dwarves can look up to as a role
model.
Finding the ring in a tunnel under the
mountains was a huge moment in the story.
Bilbo had found this ring, and now had the
ability to make himself invisible. This played a
massive part in getting Bilbo and the dwarves
to Smaug’s cave which was their destination.
Although Bilbo seemed reasonably shy and a
little boring at the start of the story, he grew
into a brave little warrior that put his life in
danger on numerous occasions. The dwarves
admired this greatly and they formed a great

72. Thorin Oakenshield – The leader of the
dwarves
Dori
Nori
Ori Play the flute, however don’t do
anything distinct during the story.
Balin
Dwalin Brothers that accompany Bilbo on
the journey
Fili
Kili Youngest of the dwarves and are the
ones who accidentally chose the Goblin’s cave
as suitable lodging for one of the nights.
Oin
Gloin Play the flute, however don’t do
anything distinct during the story.
Bifur
Bofur
Bombur These 3 dwarves are often
mentioned together. Bombur stands out as fat
and heavy and suffered a narcoleptic delusion

73. Beorn, half-man and half-bear, is a fearsome
protector who helps the dwarves and Bilbo on
their journey. Gandalf knows of Beorn and
guides the group to his home. He tells their
story of having to fight off the Goblins and
through some clever thinking from Gandalf,
gets him to listen.
Beorn provides food and shelter for Bilbo, the
dwarves and Gandalf and protects them from
the wolves. He gives them some handy
supplies which help them arrive at Mirkwood.
Beorn would be a handy person to know, as
he is quite a fearsome fellow who could scare
off just about anyone. He seems like an
interesting character who lives an interesting
life, but it sounds very enjoyable.

74. Gollum is a creature that Bilbo
encounters in the caverns of the
Goblins. Gollum has lost his ‘birthday
present’ which is in fact the ring that
Bilbo had found and put in his pocket.
The ring had the incredible ability to
make anyone who put it on their finger,
to turn invisible.
Gollum plays a minor role in The
Hobbit, by playing a game of riddles
with Bilbo and causing havoc for him
whilst trying to get through the
mountains. Gollum reappears in the
Lord of the Rings trilogy.
I think that Gollum would be a very
frightening creature to meet. He seems
psychotic although reasonably
intelligent at times.

75. Smaug the dragon, is the villain or ‘evil
one’ in the Hobbit. Smaug has
terrorized several towns and within his
mountain, guards a massive horde of
treasure. Part of this treasure belongs
to the dwarves, which is why the
journey began in the first place, to
claim back their treasure. Smaug dies
at the end of the story, due to an arrow
piercing his unshielded breast.
Smaug seems like an intimidating
beast that will do anything to protect
his treasure. It would take an extremely
brave person to try and steal the
treasure, which shows what a brave
effort it was from Bilbo Baggins.