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Blended Learning using Moodle
at Ysgol Dyffryn Ogwen
Contents / Index (page 1)
1. Introduction (pages 2-7)
2. Moodle Development Plan (pages 8-10)
3. Screen Shots of the Moodle course
a) Moodle Activities (pages 11-12)
b) Enrolment Keys (Course and Group) (pages 13-14)
c) Activity Report (page 15)
d) Plagiarism and Copyright (page 16)
4. Additional Support Materials for pupils and teachers –
Handouts, Interactive White Board Resources, Sunflower
Science Scorm etc (pages 17-20)
5. Screen Shots of Pupil Participation (page 21)
6. Screen Shots of feedback to pupils (pages 22-25)
Page 1 of 25
How to create and manage a Moodle course - Applying appropriate pedagogies and
technical skills to develop a blended learning approach to teaching and learning.
1.1 Constructing a scheme of work which clearly relates the content of taught
classroom sessions to resources and activities provided online.
The first part of the work was to adapt the current “Living Things” scheme of work for
Year 7 pupils and create a Moodle Development Plan (MDP). The MDP can be seen on
pages 8-10 and follows directly after this introduction (Section 2). The MDP will
certainly be further adapted with regards to my own perception of how successful
various tasks were and, more importantly, on how engaging the pupils themselves found
the various tasks.
1.2 Customising a range of resources and activity tools within Moodle.
As the original “Living Things” unit had been already created I tried to find Moodle
based activities and resources that would complement or replace the original classroom
based resources and activities. These Moodle based activities included Assignments,
Glossary, Personal Wiki, Quizzes and Forums. The evidence for these resources and
activities can be seen in the MDP and in the Screen Shots of the Moodle course
1.3 Recognising the security issues when employing a blended learning delivery,
including Moodle tracking system.
To make the course secure for pupils I used Enrolment Keys. Even though there’s a
Course Enrolment key the pupils of 7 Glyder accessed the Moodle course by using a
Group Enrolment key. Security was the main reason for using a Group Enrolment key
but some pupils had swapped form classes and this was an easy way to make sure that
our class lists were up to date.
The main method of tracking pupil’s activity was to use Activity Reports for the whole
class and individual pupils. Class tracking was often used in conjunction with Homework
tasks. The class activity report could be shown on the White Board as a method of
praising the keen pupils who had uploaded their homework well before the deadline. This
also had the benefit of motivating the pupils who weren’t as keen.
To enable pupils to track their own progress I added a Progress Bar to the site (see
Screen Shot of Activity 3)
1.4 Implementing effective practices to safeguard against copyright issues.
Before starting on Activity 3 (Creating an Information Sheet on plant and animal cells)
the pupils were reminded about Copyright, Plagiarism and Referencing work. There are
web links on the Moodle Course to each of these topics. I’ve been reminded that using
links to Wikipedia is not recommended as it’s not a true educational resource and can be
edited by anyone. Unfortunately this is the only website I can find that’s available in
both English and Welsh. The web links will be updated to allow access to more reliable
websites once I’ve found some.
Page 2 of 25
Online assessments using Moodle - Applying appropriate pedagogies and technical
skills to construct online assessments and to promote meaningful learning.
2.1 Creating on-line assessments with clear objectives, relating to schemes of work
The main online-assessments used during this Moodle course were:
a) Individual assignment uploads such as Activity 3 (Creating an Information Sheet on
plant and animal cells) and Activity 7 (Animal Cell Homework Assignment)
b) Quizzes such as the Cell Quiz and the Evaluation Quiz
2.2 Providing students with clear guidelines on plagiarism.
As stated in 1.4 the pupils are reminded about Copyright, Plagiarism and Referencing
work before starting on Activity 3 and giving references to websites can be seen in
pupils’ work. The battle against plagiarism and the dreaded “copy and paste” was again
reinforced when the pupils were working on their individual Wikis. For this activity only
I gave all the pupils a Non-Editing Teacher role. This allowed pupils to see examples of
their fellow pupils’ wikis and facilitated the sharing of best practise. Pupils seemed to
be much more reticent to plagiarise their fellow pupil’s work.
2.3 Exploiting Moodle tools, providing instant feedback with direction, to extend
learning and correct errors.
The main Moodle tools used to provide feedback were Assignments (Activity 3 and 7),
Quizzes (Activity 8 and 9) and Forums (Activity 6 and 9)
Page 3 of 25
2.4 Evaluating the effectiveness of all on-line assessments used.
The methods of providing instant feedback depended upon the type of pupil activity.
Not one specific method of providing feedback stood out from the rest and I think that
the way forward is to use a combination of all methods. I will try to mention the pros
and cons of each method I used.
a) Individual assignment uploads
Pros: When I marked the individual assignments I could give specific direction to pupils
to extend learning and also correct errors. The pupils could use these comments, found
in their Grade Book, as a basis to improve future assignments. I found this to be the
most effective way to give constructive feedback to the pupils.
Cons: As with all individual marking it’s very time consuming but clicking on fast marking
does help. Hopefully this aspect will be improved by upgrading to Moodle 2 and the use
of the Red Pen Tool.
b) Quizzes
Pros: These were marked instantly by Moodle and gave instant feedback via a mark and
a motivational comment. I had originally set the quiz so that it could only be tried once
but found that pupils could not try to improve their marks by trying the quiz again. I
changed the quiz setting so as to allow the pupils to try the quiz up to 3 times. This of
course motivated the pupils to improve on their marks. The pupils found out for
themselves that their marks only improved by looking over their work again and also by
spending more time on the quiz itself.
A perfect example of this was Jasmine. Jasmine is one of the most able pupils in the
class but her first mark for the Cells Quiz was 9/26. She achieved this grade after
spending 9 minutes and 21 seconds on the Cells Quiz. She tried the Cells Quiz for a
second time and had obviously looked over her work again as her mark improved to
14/26. Unfortunately she rushed her answers taking only 4 minutes and 44 seconds to
answer the questions. Her final effort scored 21/26, not only had Jasmine learnt for
herself that she had to revise thoroughly for any test/quiz, she also learnt that she
had to take her time to understand exactly what the question was asking. In my opinion
this was one of the major successes of the Moodle Course. Quizzes can be a great
motivational tool.
Cons: Creating a Quiz is very time consuming but once the questions are created you’ve
got a bank of questions you can use over and over again. The use of specific software
such as quiz maker and hot potatoes does help.
c) Forums
Pros: I, and other pupils, could give specific support to pupils who asked for help. I
could also praise pupils for their comments and their work.
Cons: When working in the classroom the majority of pupils found it easier to verbally
ask their peers or myself for help without using the forum. As you can see in the Wiki
Forum there are no posts by pupils.
Page 4 of 25
2.5 Collecting and analysing learner feedback.
The main learner feedback was the quality of the work the pupil produced and their
results/grades. Collecting direct learner feedback was mainly done through Activity 9
which gave the pupils a chance to state their opinions on how the Moodle course helped
them to learn.
The Evaluation Quiz
The Evaluation Quiz asked the pupils to give marks for certain activities ranging from 5
to 1 (5 = enjoyed the task and 1 = didn’t enjoy the task). The group average on all
activities was 4/5 which showed that all activities were enjoyed. Of course there were
some who pupils who detested certain activities because they found the actual activity
itself difficult. Carys didn’t like creating a Wiki as she found it “confusing” but Cieran
and Megan absolutely loved this activity, especially when other pupils started to ask
them for their help. They felt that they were valued members of the class and also
“Wiki experts”. Of course with “Wiki experts” like Cieran and Megan easily on hand the
pupils found it easier to ask for their help verbally instead of using the Wiki Forum.
The last two questions in the quiz gave the most insight as these were individual
extended answers unseen by other pupils.
Question 6 asked what the best thing about using Moodle was - the answers were in two
categories.
a) Answers relating to specific activities pupils enjoyed – “I enjoyed doing the
wiki”, “the best thing was doing the information sheet”, “doing the quiz”
b) Answers giving a reason – “you don’t have to do much writing”, “it’s easier to type
than write”, “you can use the information on the Moodle course to help you with
your homework” and the classic response from Chloe “it’s better than school” !!
Question 7 asked what the worst thing about using Moodle was
The main complaint here wasn’t to do with the activities themselves but with
technological problems associated with Moodle - “couldn’t access the homework at
home”, “couldn’t upload the homework” and “couldn’t send the homework”. What I also
found here was a complaint by Shane that made the whole Moodle experience worth
while. The worst thing about Moodle, according to Shane, was that “you have to do a
lot more research and a lot more work”. When the pupils know that their rate of work
can be tracked so efficiently by the teacher via Moodle there is no escape! 
The Evaluation Forum
The Evaluation Forum gave the pupils an opportunity to share their experiences with
their fellow pupils. Whilst the majority engaged in constructive conversation, a small
minority declined to participate. This might be something to do with the age of the
pupils (11-12 years old) as I’ve found the use of Forums with older pupils much more
constructive. Older pupils seem to find it easier to ask their fellow pupils for help
online, probably because they’re used to using MSN or social networking sites such as
Facebook.
Page 5 of 25
Student centred learning using Moodle - Applying appropriate pedagogies and
technical skills to develop a learner-centred approach to teaching and learning
3.1 Making contributions using a range of communication tools using Moodle.
The main communication tools used by the pupils were the Forums, e-mail and personal
messages to fellow students. The main reason for communication was for clarification
of work, constructive criticism of each other’s work and general chit-chat.
3.2 Constructing a unit of study to create a collaborative learning environment
which meets the learning outcomes in a scheme of work.
The main collaborative learning environments were the Forums and the Wiki (Activity
6). The Forums were created as a support mechanism for the pupils and the Wiki
activity supported a particular learning outcome (defining scientific terms)
3.3 Providing learners with the opportunities to engage appropriately in dialogue
and provide opportunity for peer feedback.
The Forums
Even though the majority of pupils enjoyed using the Evaluation Forum I don’t think the
Wiki Forum was such a great success. With a classroom activity such as creating a Wiki
it’s easier for a pupil to ask a friend or a “Wiki expert” for support, rather than use the
Forum. There were definitely examples of collaborative learning but some pupils did opt
out from taking part in the Forums. The Evaluation Forum was used by the pupils far
more than the Wiki Forum as this wasn’t wholly a classroom activity and there was also
an opportunity for the pupils to rate each other’s contributions. The rating system
improved the standard of contributions in my opinion. Because the pupils knew that
their contributions were going to be evaluated by their fellow pupils the contributions
were of a higher standard and pupils seem to engage more in lengthier conversations.
The Wiki (Activity 6)
A far more successful collaborative activity was the Wiki. By giving the pupils NonEditing Teacher Roles they could check each other’s work and share best practise by
using either the self proclaimed “Wiki experts” such as Megan or Cieran, or use the
school’s internal e-mail system to send each other messages on how to improve their
work. Unfortunately, because the pupils used the school’s internal e-mail system, the
Wiki Forum I created for the pupils to ask each other for help, remained empty!
Page 6 of 25
3.4 Utilising qualitative and quantitative methods for evaluating the effectiveness
of learners' on-line participation.
The Wiki activity (Activity 6) supported a particular learning outcome. In this case it
was to help the pupils become more accustomed to using, and understanding, the main
scientific terms used in this unit: (plant cell, animal cell, cytoplasm, nucleus, cell
membrane, cell wall, vacuole and chloroplast). By creating a personal wiki the pupils had
to find a scientific definition for the organelle. They also had to understand the
definition when describing the organelle in their own words but more importantly they
had to use the terms in context. This gave them a firm grounding of the scientific
definitions when completing the homework sheet (Activity 7) and also in understanding
the questions seen in the Cells Quiz. (Activity 8)
Normally the more able pupils succeed in this type of task just by learning the
definitions by rote. The Moodle task gave the able pupils the opportunity to use the
terms in context and consolidate their learning. Learning scientific terms by rote is
usually the downfall of less able pupils, but the wiki task also gave sufficient grounding
for these pupils to use the definitions confidently during lessons. I found that even the
weakest pupils were happy to contribute verbally during lessons. Some pupils, for the
very first time, were now more than happy for me to show their homework to the rest
of the class and to participate in front of class white board activities such as using the
NGfL Wales resource “Animal Cells” (Activity 8)
The pupils’ firmer grasp of the scientific definitions was also reflected in the marks
gained in the Cells Quiz. Able pupils, who revised and took their time, easily gained full
marks. The main difference between normal written test results and the Moodle quiz
results was seen in the marks gained by less motivated pupils and also less able pupils.
These marks were much higher than expected – no books could be used during the Quiz
and I made sure that only the Quiz window could be opened during the quiz by choosing
the correct Browser Security option. The improvement was made simply by the pupil
taking ownership of their learning via Moodle, usually without them even noticing.
The only problem was with a pupil who was persistently absent and who was also totally
unmotivated. He could easily sit in front of his computer and “act” as though he was
working. This was easily overcome by connecting the pupil’s computer to the overhead
projector which meant the support staff and I could keep an eye on his work rate whilst
still helping other pupils. Moodle and modern technology to the rescue once again!
3.5 Modelling the appropriate on-line tutoring techniques.
As well as marking pupil’s assignments (see 2.4) I participated in the Evaluation Forum. I
praised the pupils’ comments and asked questions which would extend the conversation.
This method of interaction was emulated by the pupils themselves. Both I and the pupils
had the opportunity to evaluate each other’s contributions by rating the posts.
Dewi Gwyn
Page 7 of 25
Cynllun Datblygu Cwrs Moodle Course Development Plan
Blwyddyn 7 Gwyddoniaeth Ysgol Dyffryn Ogwen Year 7 Science
Enw’r Cwrs / Name of Course: Dŵr 7.3 Water
Enw’r uned / Name of unit: Pethau Byw (celloedd) 7.3B Living Things (cells)
Deilliannau dysgu
Gweithgaredd Dosbarth
Gweithgraedd Ar-lein
Adnoddau Ar-lein
Meini prawf llwyddiant / asesu
Learning Outcome(s)
(wyneb yn wyneb, traddodiadol)
Online activity
Online resources
Assessment criterion
Classroom activity
(face-to-face, traditional)
1. Bydd y disgybl yn dysgu sut i
Gweithgaredd
ddefnyddio microsgop yn hyderus ac yn
daflen
1:
Gan
ddefnyddio’r
ddiogel drwy creu sleid o gelloedd
disgyblion yn mynd ati i greu sleid o
Medru creu sleid o gelloedd nionyn.
nionyn.
gelloedd nionyn.
Medru creu diagram o gelloedd
cyfarwyddiadau
Gweithgaredd
2:
Ar
bydd
ôl
trafod
Medru
y
defnyddio
microsgop
yn
hyderus ac yn ddiogel.
eu
nionyn ar chwyddiad isel.
canfyddiadau bydd y disgyblion yn
Medru creu diagram o gell unigol
darlunio
nionyn ar chwyddiad uchel.
diagramau
chwyddiad
isel
a
o
gelloedd
chell
unigol
ar
ar
chwyddiad uwch
1. Pupils will learn how to use a
Activity 1: Using the instruction leaflet
Can use a microscope confidently
microscope confidently and safely by
the pupils will prepare a slide of onion
and safely.
creating a slide of onion cells.
cells.
Can create a slide of onion cells.
Activity 2: Afte discussing their findings
Can draw a diagram of onion cells
the pupils will draw diagrams of cells at
at low magnification.
low magnification and an individual cell
Can draw a diagram of an individual
at higher magnification.
onion cell at higher magnification.
2.
darganfod
Gweithgaredd 3: Darganfod mwy o
Gweithgaredd 4: Bydd y disgyblion yn
Peiriant chwilio.
Medru dod o hyd i wybodaeth
gwybodaeth am gelloedd planhigion ac
Bydd
y
disgybl
yn
wybodaeth am gelloedd. Y disgyblion i
uwchlwytho’r
Sunflower Science (Bioleg /
PERTHNASOL am gelloedd
anifeiliaid a chreu taflen wybodaeth.
fynd ati i greu Taflen Wybodaeth am
Moodle
Daflen
Wybodaeth
i
gell planhigion a chell anifail.
Atgoffa’r
disgyblion
o
Celloedd)
Cysylltiadau i’r we ar gyfer
Hawlfraint,
gwybodaeth am Hawlfraint,
Llenladrad a gosod Chyfeirnodau
Llen-ladrad a Chyfeirnodau
2. Pupils will create an information
Activity 3: Finding more information
Activity 4: The pupils will upload their
Search engine.
Can find PERTINENT information
sheet on plant and animal cells.
about cells. The pupils will create an
Information Sheet to Moodle.
Sunflower Science (Biology /
about cells
Page 8 of 25
Information Sheet on plant and animal
Cells)
cells.
about
Web links for information
Copyright, Plagiarism and Referencing
about Copyright, Plagiarism
work.
and Referencing work.
Remind
the
pupils
Deilliannau dysgu
Gweithgaredd Dosbarth
Gweithgraedd Ar-lein
Adnoddau Ar-lein
Meini prawf llwyddiant /
Learning Outcome(s)
(wyneb yn wyneb, traddodiadol)
Online activity
Online resources
asesu
Classroom activity
Assessment criterion
(face-to-face, traditional)
3. Bydd y disgyblion yn labelu
Gweithgaredd 5: Enwi prif gydrannau cell
Gweithgaredd
diagram cell ac yn darganfod beth
planhigyn a nodi eu swyddogaethau. Bydd
yw swyddogaeth y prif cydrannau.
y
Adnodd GCaD Cymru “Cell Planhigyn” –
Medru
ar
disgyblion yn creu Wiki unigol
gweler Adnoddau i Athrawon.
disgrifiadau addas.
o’r prif dermau ar gyfer yr uned
Taflen
Weithgaredd Cynwhynnol adnodd “Cell
yma: cell planhigyn, cell anifail,
disgyblion oedd yn ansennol yn ystod
Planhigyn”
cytoplasm, cnewyllyn, cellbilen,
Gweithgaredd 3, neu’n is eu gallu, mae
cellfur, gwagolyn, (cloroplast)
taflen waith Cell planhigion ar gael i’w
wers
yn
cychwyn
GCaD
gan
Cymru
edrych
gan
symud
ymlaen at y Brif Weithgaredd (Rhan 1 a 2)
6:
Bydd
y
er mwyn i’r disgyblion ail ymweld â phrif
yn
cael
ei
gloi
I’r
disgyblion fel “Non-editing Teachers” ar
ar Weithgaredd 6
wers
disgybl.
y weithgaredd yma.
gan
Fforwm – Cymorth gyda Wici (os oes
ddefnyddio’r Sesiwn Gloi o’r adnodd “Cell
angen)
Planhigyn” GCaD Cymru
3. Pupils will label cell diagrams and
Activity 5: Naming the main components of
Activity 6: The pupils will create
The
find out the function of each main
a plant cell and note their functions. The
individual Student Wikis of the
Cells” – see Teacher resources
components
lesson will begin by looking at the Starter
main terms for this unit: plant
Activity in the NGFL Wales resource “Plant
cell, animal cell, cytoplasm,
Pupil Information Sheet. For pupils who
Cells” and then moving on to the Main
nucleus, cell membrane, cell
Session (Parts 1 and 2) so that the pupils
wall, vacuole, (chloroplast)
can revisit the main components of the cell
descriptions.
were absent during Activity 3, or who
are of lower ability, there is a Plant Cell
Worksheet available for either online
activity.
NGFL Wales resource
Forum – Help with Wiki (if needed)
“Plant Cells”
Page 9 of 25
Can create a Wiki with suitable
pupils as non-editing Teachers on this
The lesson will finish by using the Plenary
4 Homework
“Plant
Other pupil’s Wikis – remember to place
thepupils will start on Activity 6
4 Gwaith Cartref
NGFL Wales resource
completion or for printing.
and their function. After a class discussion
section of the
gyda
Wikis disgyblion eraill – cofiwch osod y
cyd-drafod bydd y disgyblion yn cychwyn
y
y
Wiki
gwblhau ar-lein neu ei argraffu.
gydfrannau’r gell a’u swyddogaeth. Ar ôl
Bydd
Wybodaeth
creu
Gweithgaredd 7: Cwblhau taflen
Taflen Gwaith Cartref “Cell Anifail”.
gwaith cartref “Cell Anifail” a’i
Wiki
uwchlwytho i Moodle
(dadguddio’r adnodd yma).
swyddogaethau gyda chymorth
Activity 7: Complete homework
Homework sheet “Animal Cell”.
Can
sheet “Animal Cell” and upload
Student Wiki and Teacher Glossary
components of an animal cell
to Moodle
(unhide this resource).
and note their functions with
y
myfyriwr
a
Geirfa’r
Medru enwi prif gydrannau cell
Athro
anifail
support
a
name
nodi
the
eu
main
Deilliannau dysgu
Gweithgaredd Dosbarth
Gweithgraedd Ar-lein
Adnoddau Ar-lein
Meini prawf llwyddiant / asesu
Learning Outcome(s)
(wyneb yn wyneb, traddodiadol)
Online activity
Online resources
Assessment criterion
Classroom activity
(face-to-face, traditional)
4.
Bydd
y
gwahaniaethu
disgyblion
rhwng
cell
yn
medru
anifail
a
Gweithgaredd 8: Edrych ar waith cartref
Edrych
y disgyblion.
gwaith cartref a’i addasu os oes
Atgyfnerthu hyn drwy
phlanhigyn gan enwi’r cydrannau a nodi
ddefnyddio Gweithgaredd Cychwynnol
eu defnydd.
yr adnodd “Cell anifail GCaD Cymru”
gan symud ymlaen yn syth at y Brif
ar
uwchlwythiad
eu
angen.
Gwaith Cartref y disgybl.
Medru
enwi prif gydrannau cell
anifail a nodi eu swyddogaethau
Adnodd “Cell anifail GCaD Cymru” –
heb gymorth
gweler Adnoddau i Athrawon.
Cwblhau’r Cwis Celloedd
Weithgaredd (Rhan 1,2 a 3) a’r Sesiwn
Gloi.
4. Pupils will be able to differentiate
Activity 8: Looking at pupil homework.
Look at their Homework upload
between animal and plant cells by
Reinforce this by using the Starter
and correct if necessary.
naming the main components of each
Activity in the NGFL Wales resource
cell and note their function.
“Animal Cells” and then moving on to
Pupil’s Homework
of an animal cell and note their
The NGFL Wales resource “Animal
Complete the Cells Quiz
Cells” – see Teacher resources
Mae’r gwerthuso mewn 3 rhan
Cwis Arfaniad
the Main Session (Parts 1, 2 and 3) and
the Plenary
5. Gwerthuso
Gweithgaredd
9:
Dyma
gyfle
i’r
disgyblion fynegi barn am sut mae’r
(1) Ateb y cwis arfarniad.
cwrs Moodle wedi bod o gymorth iddynt
(2) Cyfrannu at y fforwm arfarnu
ddysgu.
(3)
Ymateb
i
Fforwm Arfarniad
sylwadau
disgyblion eraill yn y fforwm
drwy unai raddio sylwadau eu
cyfoedion
neu
ychwanegu
sylwadau eraill..
5. Evaluation
Activity 9: This is a chance for the pupils
The evaluation is in 3 parts.
to state their opinions on how the
(1) Answer the Evaluation Quiz
Moodle course helped them to learn.
(2) Participate in the Evaluation
Forum.
(3) Respond to other pupil’s
comments by either grading or
adding a reply.
Page 10 of 25
Can name the main components
Evaluation Quiz
Evaluation Forum
functions without support
Screen Shots of the Moodle course
a) Moodle Activities
Activity
Activity
Activity
Activity
Activity
Activity
3: Creating an Information Sheet
4: Uploading the Information Sheet Assignment to Moodle
6: Creating a personal Wiki and Wiki Forum
7: Completing the Homework and uploading the assignment to Moodle
8: Cells Quiz
9: Evaluation Quiz and Evaluation Forum
Activity 3: Creating an Information Sheet
Page 11 of 25
Activity 4: Uploading the Information Sheet
Assignment to Moodle
Activity 6: Creating a personal Wiki and Wiki Forum
Activity 7: Completing the Homework and uploading the
assignment to Moodle
Activity 8: Cells Quiz
Activity 9: Evaluation Quiz and Evaluation Forum
Page 12 of 25
b) Enrolment Keys (Course and Group)
Course Enrolment Keys (masked and unmasked)
Page 13 of 25
Group Enrolment Keys (masked and unmasked)
Page 14 of 25
c) Activity Reports
Pupil Activity Report
Page 15 of 25
Class Activity Report
d) Plagiarism and Copyright
The words in red font link to web pages containing the relevant information about that word.
An example of a referenced piece of work “(bitesize bbc.co.uk)”
Page 16 of 25
Additional Online Support Materials for Teachers and Pupils
Sunflower Science Scorm
Page 17 of 25
NGfL Wales online resources
Page 18 of 25
Homework Sheet
Name:
Date:
The animal cell
Fill in the labels on this animal cell.
Complete the table below.
Organelle
Description
Controls the cell's activities.
A jelly-like substance where the
cell's chemical reactions
take place.
A covering that holds the cell
together and controls what
substances enter and leave
the cell.
Page 19 of 25
Support Worksheet (for less able pupils)
Name:
Date:
The plant cell
Fill in the labels on this plant cell.
Complete the table below.
Organelle
Nucleus
Cytoplasm
Cell membrane
Cell wall
Vacuole
Chloroplasts
Page 20 of 25
Description
Screen Shots of Pupil Participation
Assigning pupils as Non-editing teachers for the Wiki assignment
An example of a pupil’s Wiki with access to other Wikis
Page 21 of 25
Screen Shots of feedback to pupils
Individual assignment uploads
Gradebook showing individual feedback on “mouse over”
Page 22 of 25
User reports
Page 23 of 25
Instant feedback via Quizzes
Jasmine’s quiz results
Page 24 of 25
Forum feedback including rating opportunity
Page 25 of 25