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.

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 then analysed and would screenshot the particular image which would provide evidence of the area to focus for improvement. A Keynote scaffold was used to organise the images and the students then added audio recording of what they felt were their strengths and challenges.

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 identified as their best. Student, working collaboratively, were able to share their goals, planning, performance and reflection through the use of the Keynote scaffold as their documentation tool. With clear prompts and breadth for differentiation, the students had ownership in their own success and opportunity to consolidate their approaches to learning in self-management, reflection and communication skills