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Social and education integration with the SMART Table
- 1. Social and educational integration through collaborative learning and play with the SMART Interactive table Beth Tydeman – Billesley Primary School Aidan Prior – Consultant Steljes Ltd
- 2. The Context – part of a wider research project • 6 Primary schools/nurseries involved – 3 from the Elliot Foundation; • Focus on early language acquisition, maths and autistic spectrum disorders; • Video evidence an essential part of the process; • Academics and teacher training /CPD organisations to be involved in the next phase.
- 3. What existing research tells us - 1 “A number of design features of large multi-touch interactive tables support collaborative interaction. Including the ability for several students to interact with the surface at the same time, making it significantly different from the single point of control provided by other technologies such as a computer and mouse or interactive whiteboards.” (Kharrufa, Leat, Olivier, 2010)
- 4. What existing research tells us - 2 “Collaboration can have powerful effects on student learning, particularly for low achieving students. These effects are seen in the form of higher scores on work completed collaboratively, even when students turn in separate products. In addition, there appears to be a carry-over effect, such that individual performance on subsequent measures of achievement tends to be higher for students exposed to collaborative learning” (Lai 2011)
- 5. Background to Billesley Primary Inner city school in Birmingham, based in a very deprived area with high intake rate. Currently have 450 pupils on roll although we opened up as a 3 form entry for KS1 in January. Over 60% of children are non White British 4 years ago the school went into Special Measures then a year ago became an academy with ‘Elliot Foundation’
- 6. School Vision School Vision Inspire our children to succeed Create excitement for learning Achieve excellence
- 7. Area of study ‘To improve early language and communication skills for pupils in EYFS’ The table provides opportunity for children to collaborate, navigate and discuss.
- 8. ‘To improve early language and communication skills for pupils in EYFS’ The table provides opportunity for children to collaborate, navigate and discuss. This project is being run in Year 1 instead of EYFS. Year 1 has been chosen due to the Summer 2013 data being so low for the current Year 1 class. There is a significant group of children who are below the national expectation for children of their age. From this group of children a vast majority are FSM (free school meals) From this we base lined all the children who fell into the category of FSM. When we analysed this group we found there was a significant group who were FMS and EAL. The schools cohort is 60% of children are not White British. This brings along huge implications on early language skills.
- 9. Name Making relationships Self confidence & awareness Listening & attention Understanding Speaking technology Sinit EXP EXP EXP EXP EXP EXP Esah EXP EXP EMG EXP EMG EXP Rohaan EXP EXP EXP EXP EXP EXP Irfaq EMG EMG EMG EMG EMG EMG Zara EXP EXP EXP EXP EXP EXP Mahmood EMG EXP EMG EMG EMG EMG Alishba EXP EXP EMG EMG EMG EMG Jahangeer EMG EMG EMG EMG EMG EMG Ismael EMG EMG EMG EMG EMG EMG Hassan EMG EMG EMG EMG EMG EMG
- 10. Name Making relationships Self confidence & awareness Listening & attention Understanding Speaking technology Sinit EXP EXP EXP EXP EXP EXP Esah EXP EXP EMG EXP EMG EXP Rohaan EXP EXP EXP EXP EXP EXP Irfaq EMG EMG EMG EMG EMG EMG Zara EXP EXP EXP EXP EXP EXP Mahmood EMG EXP EMG EMG EMG EMG Alishba EXP EXP EMG EMG EMG EMG Jahangeer EMG EMG EMG EMG EMG EMG Ismael EMG EMG EMG EMG EMG EMG Hassan EMG EMG EMG EMG EMG EMG
- 11. Video’s http://www.youtube.com/watch?v=idqsq6MzL6E Ismael, Jahangeer and Hassan using the SMART table for one of the first times. They are using the ladybird game to match spots. Jahangeer is very dominant while Hassan is more passive. http://www.youtube.com/watch?v=NBWX5taJ3Gg Ismael, Jahangeer and Hassan being guided through the activity through questioning. Children are beginning to collaborate.
- 12. Video’s http://www.youtube.com/watch?v=PlUO3l9K85Q0 Esah, Mahamood, Ismael and Hassan working independently on the ladybird game. Hassan is passive while Esah takes control of the game. All working for ‘themselves’. http://www.youtube.com/watch?v=-Br-MpU_vBU Teaching session with Esah, Mahamood, Ismael and Hassan. Working on the language we use to collaborate. http://www.youtube.com/watch?v=WHe5ezBwXmI Immediate impact of teaching with Esah, Mahamood, Ismael and Hassan. Children are beginning to collaborate more with each other but mainly in pairs.
- 13. Video’s http://www.youtube.com/watch?v=PbJZSoME5fQ 1:1 session with Jahangeer. This is being taught through a hotspot game that has been created for personalised learning. Jahangeer is engaged as this is all about him. Throughout this session Jahangeer is learning to label body parts but he is also working on his phonics, technology and language skills.
- 14. Video’s http://www.youtube.com/watch?v=viIDFJiH-jk Zara on the phonics game. Notice her reaction to the children around her and how she recognises what has been completed by herself and with another peer. http://www.youtube.com/watch?v=BcEFYlLVTT8 Collaboration between children from a higher ability group. Children are talking more about what they are doing. Teacher is ‘coaching’ the children through the process.
- 15. http://www.youtube.com/watch?v=NMeUAB6ZsAo Interview with Imaan, a higher ability child http://www.youtube.com/watch?v=6UidfH4RgY8 Interview with Jahangeer about why he loves the SMART table http://www.youtube.com/watch?v=Maa0ztHC-jU Interview with Ben King, a parent of a child with Autism.
- 16. Working with the Higher Ability Although the project has been based on the children that we did the baseline with, we have had opportunities to work with other groups of children. We focussed on the language we use around the table and how we work as a group.
- 17. Strengths of table •Provides interactive work •Engages children instantly •Encourages collaboration •The table enables group work rather than individual work •HD screen •Able to put own resources onto the table •Children feel like they are just having fun!
- 18. Where next? •Spend more time developing the technology around the table •Develop more discussion between the children while working around the table •Incorporate the table into everyday teaching •Use the schools Talk 4 Writing approach with the SMART table •Apply to Birmingham University for a research project •Expand into other areas of school (Maths)