JOHN HENRY NEWMAN CATHOLIC COLLEGE CASE STUDY - Impact of the iPad

Geography Laura Bracey Head of Geography Debra Marshall Assistant Headteacher and Geography teacher

THE CHALLENGE: Why did you want to use the iPads?

We wanted to develop our collective approach to independent learning. Students were identifying various features of volcanoes and volcanic activity using Google earth. We wanted students to establish the direction of lava flow by looking at the shape of volcano. This approach was targeted at yr10 GCSE group (A*-C grades) Google earth was also used with a range of Y9(MELPs ranging between 5a and 7b) to observe and analyse UK coastal features. Students were asked to look for patterns in what they saw and also to identify and explain constructive and destructive wave patterns.

MEETING THE CHALLENGE: What did you do?

For the volcano formation lesson, learning outcomes were shared to identify the features of a volcano, looking specifically at direction of lava flow based on shape of the land. Students, with images of volcanoes chosen by the students, discussed with the various shapes of volcanoes. Using the iPads, students researched the names and types of the volcanoes they wished to analyse. On the white board, using my iPad connected via the Reflection software, we chose a specific volcano and discussed what we were looking for. Students fed back to teacher using success criteria. In pairs, students then worked independently to analyse a variety of volcanoes and the shape due to eruptions. In the video below, I show some of the student books with the pictures of their chosen volcanoes in, along with their analysis. In the UK coastal analysis, students used a combination of Google Earth, web browser and the new maps app students could analyse the human and the physical nature of the coastal resorts.

IMPACT: What difference has this made?

A huge change is evident in students learning and focus. They are becoming increasingly independent in their own learning, leading the lesson themselves. Attitude and behaviour has been outstanding, students again showing an enthusiasm for this new style of learning. Students are able to analyse images using Google earth on the iPads and this is a higher level skill, identifying various features, and then justifying reasons for their formation. An improvement in engagement and also understanding was common to all groups. Students feel that it is much easier to understand the formation of geological features because they have the ability to study them in a way that was not previous available to learners working on their own. The nature of the work that takes place in a well planned iPad lesson allows students to be able to make the type of progress the College is looking for because students are constantly referring their work to the assessment criteria far more regularly and responding to a range of feedback.

Quotes endorsing impact..

Wow! I did not realise it would look like that!! Elise Gamble Year 10 "We are continuing to work independently in Geography researching various case studies and take the responsibility for our own learning, something we as a class really enjoy". Ryan Barrett Year 10 We were able to learn about the volcano in more detail because the lesson was fun and interactive I really enjoyed it. Emma Grimes Year 10 We were able to see the location more closely and clearly and this helped me to learn more. Scott Stibbs Year 10 "Geography lessons have become more fun and interactive, I really enjoy sharing my work and teaching other students my findings".

Why did it work?

The Google Earth was easy to use and using the associated printer, we were easily able to print out the chosen volcanoes. Next time the images of the volcanoes could be imported into an app such as Skitch, that enables labeling and annotation of the pictures. Clear planning about best to use the iPads is essential as is giving clear and excellent instructions/modeling of how the iPad is to be used to support learning.