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.

As a Middle and Senior School Maths specialist, Sophie Berry has redefined her approach to teaching and learning with iPad by identifying the possibilities for consolidating student understandings through the use of a multi-modal maths dictionary.  Ultilising a Keynote scaffold, the students completed their understandings of keywords from maths lessons by using audio, screen recording and video to share their comprehension of the steps needed for each of the concept areas.  Distributing this through Classwork allowed Sophie to collaborate in real time with the students and feedback on misunderstandings and misconceptions of the concepts.  As a personalised task, the students could utilise the dictionary for future use and when requiring consolidation as a resource for homework, etc.

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.

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

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